Kindergarten - Gateway 1
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Alignment to Research-Based Practices
Alignment to Research-Based Practices and Standards for Foundation Skills Instruction| Score | |
|---|---|
Gateway 1 - Partially Meets Expectations | 68% |
Criterion 1.1: Alphabet Knowledge | 8 / 10 |
Criterion 1.2: Phonemic Awareness | 10 / 16 |
Criterion 1.3: Phonics (Decoding and Encoding) | 24 / 32 |
Criterion 1.4: Word Recognition and Word Analysis | 6 / 12 |
The materials offer a systematic and explicit approach to teaching letter recognition and formation, introducing 11 lowercase letters followed by uppercase letters through cumulative reviews. Instructional tools like Sound-Spelling Cards and Letter-Sound Strips facilitate letter formation with consistent language. Students receive frequent and varied practice in identifying, writing, and forming letters through structured activities and reviews. However, assessments only partially cover letter formation, lacking comprehensive evaluation for all 26 letters, and corrective feedback guidance is limited to providing correct answers.
The program includes a phonemic awareness sequence with teacher modeling, sound isolation, and manipulation exercises, supported by tools like Sound-Spelling Cards and articulation guides. While lessons feature cumulative reviews and integration with phonics instruction, daily phonemic awareness is inconsistent, and phonological sensitivity receives significant focus early in the year. Assessment opportunities are limited, with early assessments emphasizing phonological sensitivity and later assessments addressing phoneme identification and word segmentation. Guidance on corrective feedback and specific instructional next steps is minimal.
Phonics instruction follows a research-based sequence progressing from simple to complex skills, supported by clear modeling, blending, and segmentation routines. Decodable texts and aligned readers provide meaningful reading practice. However, explicit teaching of spelling rules and word differentiation is limited, and spelling opportunities are insufficient. Assessments cover phonics mastery but lack detailed instructional next steps.
High-frequency word instruction includes a systematic routine with teacher modeling and daily reviews, introducing 75 words annually. Students engage in decoding and encoding high-frequency words in context and isolation. However, explicit syllabication and morpheme analysis are minimal, and assessments do not directly measure word recognition or mastery.
Criterion 1.1: Alphabet Knowledge
Materials and instruction provide systematic and explicit instruction and practice for letter recognition.
The materials provide a systematic and explicit approach to teaching letter recognition and formation. A defined sequence introduces 11 letters in Volume 1 and 15 in Volume 2, starting with lowercase letters before introducing uppercase forms through cumulative review lessons. Tools such as Sound-Spelling Cards and Letter-Sound Strips support explicit instruction and practice, with consistent language used to describe letter formation. Students receive ample opportunities to practice letter identification and formation through cumulative activities, including identifying letters, using sound-symbol correspondences, and writing words and sentences. These practices are reinforced throughout a structured five-day cycle and during review points. The materials include six unit assessments that partially evaluate letter formation but do not assess all 26 letters or directly measure letter recognition. While an optional Phonics Screener for Intervention is available for students with specific needs, corrective feedback guidance is limited to providing correct answers and does not provide strategies for addressing errors.
Indicator 1a
Alphabet Knowledge
Indicator 1a.i
Materials provide systematic and explicit instruction in letter names and their corresponding sounds.
The materials include a defined sequence for letter recognition. The materials introduce 11 letters in Volume 1 and 15 letters in Volume 2. Lowercase letters are introduced first. Lessons 4, 8, 12, and 16 review the learned lowercase letters and introduce and match them with the corresponding uppercase letter. The materials provide explicit instruction in uppercase and lowercase letter identification using Sound-Spelling Cards and Letter-Sound Strips.
There is a defined sequence for letter recognition instruction to be completed in a reasonable time frame over the school year. Examples include, but are not limited to, the following:
In the Scope and Sequence, the 26 letters are taught in lessons 2 through 16 out of 25 lessons. The materials introduce the letter name and sounds in the following order:
Lessons 1-3 (3 Weeks): t, p, n, a
Lesson 4 (1 Week): T, P, N, A
Lessons 5-7 (3 Weeks): m, g, d, i, s, h, b
Lesson 8 (1 Week): M, G, D, I, S, H, B
Lessons 9-11 (3 Weeks): o, l, r, c, f, j, w
Lesson 12 (1 Week): O, L, R, C, F, J, W
Lessons 13-15 (3 Weeks): e, z, k, y, v, u, x
Lesson 16 (1 Week): E, Z, K, Y, V, U, Q, X
Materials contain isolated, systematic and explicit instruction for students to recognize all 26 lowercase and uppercase letters. Examples include, but are not limited to, the following:
In Lesson 3, Day 2, the teacher displays the Sound-Spelling Card to introduce the letter n and uses the provided script to introduce the letter name Nn and the Keyword Card nest while the students listen and watch. The teacher then asks students to say the letter name, keyword, and sound with the teacher.
In Lesson 6, Day 3, the teacher uses the Sound-Spelling Card to introduce the letter s and tells students that the letter s has a job to represent the sound /s/. The teacher demonstrates the sound /s/ and explores the place and manner of articulation. Using the Sound-Spelling Card with the Keyword Card Sun, the teacher links the sound to the symbol.
In Lesson 8, Day 1, the teacher displays the Keyword Card mouse and the uppercase and lowercase Mm. The teacher reviews the /m/ sound and tells students there are two ways to write the letter m. The teacher names the letter, keyword, and sound. The teacher repeats the process with the Keyword Card dog and the uppercase and lowercase Dd.
In Lesson 12, Day 1, the teacher displays the Sound-Spelling Card for Oo and reviews the /ŏ/ sound by having students look at the picture of the Keyword Card octopus. The teacher explains that the card has an uppercase O and uppercase letters are used to spell the first sound in a name or special place and to begin a sentence.
Indicator 1a.ii
Materials provide opportunities for student practice in letter names and their corresponding sounds.
The materials include sufficient practice opportunities for students to recognize all 26 lowercase and uppercase letters accurately and automatically. Letter-Sound Strips and the Sound-Spelling Cards allow students to practice letter names and corresponding sounds sequentially and cumulatively. Materials incorporate a variety of activities for students to practice alphabet knowledge as students respond to the letter names on the Sound-Spelling Cards and Keyword Cards and locate and identify letters on the Letter-Sound Strip.
Materials include sufficient practice opportunities for students to recognize all 26 lowercase and uppercase letters accurately and automatically. Examples include, but are not limited to, the following:
In Lesson 3, Day 4, students practice identifying letters n and a using Letter-Sound Strip #1.
In Lesson 4, Day 5, students practice identifying the letters Tt, Pp, Nn, Aa using Letter-Sound Strip #1. They place their pointer finger on each letter and say its name, keyword, and sound when they say it.
In Lesson 10, Day 2, students practice identifying the letter o using Letter-Sound Strip #4.
Materials incorporate a variety of activities and resources for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge. Examples include, but are not limited to, the following:
In Lesson 8, Day 3, students use Letter-Sound Strip #3 with letters Ii, Ss, Hh, Bb, and the corresponding Keyword Card to identify uppercase I. The students find the uppercase I next to the picture for the keyword itch. Students place their finger on the uppercase I and trace the letter while saying the name, keyword, and sound. Students repeat the process for uppercase S and Keyword Card sun.
In Lesson 16, Day 3, students use Letter-Sound Strip #7 containing letters Vv, Uu, Qq, Xx with corresponding Keyword Card to identify uppercase V and U. Students place their finger on uppercase V, then trace the letter, saying the letter name, the keyword van, and the /v/ sound. Students repeat the process with uppercase U and Keyword Card up.
Indicator 1a.iii
Materials provide explicit instruction and teacher modeling in printing and forming the 26 letters (uppercase and lowercase).
The materials include explicit instruction and teacher modeling for forming all 26 uppercase and lowercase letters. Language is consistent throughout the letter formation descriptions. A defined scope and sequence includes all 26 letters clearly outlined in the teacher materials. However, the materials do not provide clear guidance for corrective feedback other than providing correct answers printed in blue in the Teacher Manual.
There is a defined sequence for letter formation, aligned to the scope and sequence of letter recognition, to be completed in a reasonable time frame over the school year. Examples include, but are not limited to, the following:
In the Scope and Sequence, the 26 letters are taught in lessons 1 through 16 out of 25 lessons. The materials introduce the formation of letters in the following order:
Lessons 1-3 (3 Weeks): t, p, n, a
Lesson 4 (1 Week): T, P, N, A
Lessons 5-7 (3 Weeks): m, g, d, i, s, h, b
Lesson 8 (1 Week): M, G, D, I, S, H, B
Lessons 9-11 (3 Weeks): o, l, r, c, f, j, w
Lesson 12 (1 Week): O, L, R, C, F, J, W
Lessons 13-15 (3 Weeks): e, z, k, y, v, u, q, x
Lesson 16 (1 Week): E, Z, K, Y, V, U, Q, X
Materials include clear directions for the teacher concerning how to explain and model how to correctly form each of the 26 letters (uppercase and lowercase). Examples include, but are not limited to, the following:
In Digital Teacher’s Materials, Teacher Information, the materials include a K-1 PCP Stroke Talk for Letter Formation document with a verbal description to guide letter formation for all uppercase and lowercase letters. The lesson text includes the verbal pathways as the teacher introduces each letter.
In Lesson 1, Day 2, the teacher reviews the two practice strokes from Lesson 1, Day 1, stating the stroke’s name as pull straight down. The teacher models the stroke and then asks students to use their Student Workbook to trace with their finger and then their pencil before writing the stroke on the remaining lines. The teacher then models the push-up stroke in the same manner.
In Lesson 2, Day 1, the materials include explicit instruction for letter formation t. The teacher models how to start at the top line, pull down straight, go back to the midpoint, and slide right while forming the letter t.
In Lesson 16, Day 3, the materials include explicit instruction for letter formation E and Z. The teacher models how to form the letter E: “Start at the top line, pull down straight, and lift. Back to the top line, slide to the right, and lift. Slide along the midline, and lift. Slide along the bottom line.” The teacher then models how to form the letter Z: “start at the top line, slide right, slant left, and slide right.”
Materials include limited teacher guidance for corrective feedback when needed for students. Examples include, but are not limited to, the following:
In Implementation Guidance, page 28, the materials state, “Monitor the strokes students use as they practice the formation. Practicing correct letter formation reinforces the students’ knowledge of the letter shape and contributes to improvements in handwriting fluency.”
Indicator 1a.iv
Materials provide opportunities for student practice in printing and forming the 26 letters (uppercase and lowercase).
The materials include ample opportunities for students to practice letter formation for all 26 uppercase and lowercase letters in the Student Workbooks. Materials include a cumulative review of previously learned letter formation. Letters learned in a lesson are reviewed throughout the 5-day cycle, while all previously learned lowercase letters are reviewed in Lessons 4, 8, 12, and 16 when the uppercase forms are introduced. Students also have the opportunity to practice letter formation throughout the writing sections of a lesson, including all writing of words, phrases, and sentences, as well as sound-symbol correspondences previously taught.
Materials include frequent opportunities for students to practice forming all of the 26 uppercase and lowercase letters. Examples include, but are not limited to, the following:
In Lesson 3, Day 1, students practice forming lowercase n in the Student Workbook by using their fingers to trace the letter following the arrows. Students trace the same letter with a pencil and move on to tracing a dotted letter n with their pencil. Students write two lines of the letter n.
In Lesson 5, Day 1, students practice forming lowercase m in the Student Workbook by tracing the letter with their finger, tracing the letter with their pencil, tracing the dotted lines two times, and then writing the letter on the remaining lines. Students are encouraged to say the sound /m/ while forming the letter.
In Lesson 8, Day 1, students practice forming uppercase M in the Student Workbook by using their fingers to trace the letter following the arrow. Students trace the same letter with a pencil and then move on to tracing the dotted letter with their pencil. Students then write the letter M.
In Lesson 9, Day 3, students practice forming lowercase letter l in the Student Workbook by using their fingers to trace the letter following the arrows. Students trace the same letter with a pencil and then move on to tracing the dotted letter with their pencil. Students write two lines of the letter l.
In Lesson 12, Day 1, students practice forming uppercase O in the Student Workbook by using their fingers to trace the letter following the arrows. Students trace the same letter with a pencil and then move on to tracing the dotted letter with their pencils. Students write the uppercase O until the lines are filled.
In Lesson 14, Day 1, students practice forming lowercase y in the Student Workbook by tracing the letter with their finger, tracing the letter with their pencil, tracing the dotted lines to trace the letter with their pencil two times, and then writing the letter on the remaining lines. Students are encouraged to say the sound /y/ while forming the letter.
Materials include cumulative review of previously learned letter formation. Examples include, but are not limited to, the following:
In Lesson 4, Day 5, students practice forming the previously introduced uppercase letters T, P, N, and A in the Student Workbook. The practice includes a solid formation model with numbers and direction lines, a traceable model with numbers and formation lines, a traceable model without numbers and lines, and two blank practice lines with dashed handwriting line support.
In Lesson 7, Day 4, students practice forming the previously introduced lowercase letters h and b in the Student Workbook. They trace the solid-line letter with their finger and then their pencil. They then trace the two dotted-line letters and practice writing the letter until both lines are filled.
In Lesson 12, Day 5, students practice forming the previously introduced uppercase letters O, L, R, C, F, J, and W in the Student Workbook. They review a model of each uppercase letter with arrows showing the letter formation and then write each uppercase letter next to the model.
Indicator 1b
Materials regularly and systematically offer assessment opportunities that measure student progress through mastery of letter recognition and printing letters (as indicated by the program scope and sequence).
The materials include assessment opportunities for letter recognition and formation. The materials include six unit assessments. The first four assessments include letter formation assessment items but do not assess all 26 uppercase and lowercase letters. Letter recognition is not specifically assessed in the unit assessments. The materials also include access to the Phonics Screener for Intervention (PSI), though this assessment is optional for students with decoding or accuracy needs. The materials only include general information about when reteaching or further assessment is necessary based on assessment data and do not provide guidance or resources for instructional next steps.
Materials regularly and systematically provide a variety of assessment opportunities over the course of the year to demonstrate students’ progress toward mastery and independence of letter recognition and letter formation. Examples include, but are not limited to the following:
In the Unit 1 Assessment, the letters N, a, P, t are given. Students write the corresponding uppercase or lowercase letters n, A, p, and T. Correct responses include formations “that resemble the correct letter,” and points are not deducted for reversals. The student assessment page provides handwriting lines to support letter formation.
In the Unit 2 Assessment, the Letter Formation section assesses students’ ability to form the following letters: d, a (short a sound), h, m, n, i (short i sound). Students write the letters as either upper or lowercase in the corresponding order: d, A, h, m, I. Correct responses include formations “that resemble the correct letter,” and points are not deducted for reversals. The student assessment page provides handwriting lines to support letter formation.
In the Unit 4 Assessment, the Initial Sound section assesses students’ ability to identify the letter that makes the beginning sound in the words zipper, edge, volcano, yawn, and up. The assessment includes an image for each word, and the teacher says the word aloud. Students write lowercase letters in handwriting lines to support letter formation. Correct responses include formations “that resemble the correct letter,” and points are not deducted for reversals.
In the Phonics Screener for Intervention (PSI), the materials include a letter name and letter sound assessment in which students identify the name and sound of all 26 lowercase letters. It is important to note that the materials indicate that while the letter name and letter sound portions of the assessment may be used with kindergarten students, the assessment is “designed to identify the decoding needs of students who have poor reading accuracy” and that “administration of the PSI is not necessary for students who read accurately and fluently on grade-appropriate oral reading passages.”
Assessment materials provide teachers and students with limited information concerning students’ current skills/level of understanding of letter recognition and letter formation. Examples include, but are not limited to the following:
In the Kindergarten Assessment Overview, the materials state, “If a student misses more than 1 response in a section, check the student’s understanding of the skill with additional items similar to those in the assessment. Students who do not have full understanding of the skill(s) may require additional practice opportunities, re-teaching or additional time to master the skill(s).” Guidance is not specific to letter recognition and/or letter formation.
Materials support teachers with general instructional suggestions for assessment-based steps to help students to progress toward mastery in letter recognition and letter formation. Examples include, but are not limited to the following:
In the Kindergarten Assessment Overview, the materials provide the following guidance for each section of the assessment: “If less than 80% are responding correctly, additional teaching of the specific skill is recommended during Tier 1 core instruction either as a whole group or in a differentiated small group.” Guidance is not specific to letter recognition and/or letter formation.
In the Phonics Screener for Intervention, User’s Guide, the materials indicate that teachers should identify which letter names and sounds a student could not identify easily and then provide explicit instruction for each area of concern.
Criterion 1.2: Phonemic Awareness
This criterion is non-negotiable. Materials must achieve a specified minimum score in this criterion to advance to the next gateway.
Materials emphasize explicit, systematic instruction of research-based and/or evidence-based phonemic awareness.
The materials provide an evidence-based explanation for the sequence of phonemic awareness instruction, with the Scope and Sequence outlining phonological awareness skill development. However, about half the year focuses on phonological sensitivity before students receive daily phonemic awareness practice. Phonological awareness warm-ups are included but are not aligned with the phonics topic of the lesson. While phonemic awareness activities are integrated with new grapheme introductions, this is not consistent on a daily basis. The materials offer systematic and explicit instruction in phonemic awareness, including repeated teacher modeling, sound isolation, and sound manipulation. Teacher scripts effectively guide the articulation of phonemes, and students practice connecting sounds to letters through tools like Sound-Spelling Cards, Letter-Sound Strips, and Student Workbooks. Despite these strengths, guidance for corrective feedback is lacking, and assessment opportunities for phonemic awareness are limited. Early unit assessments focus on phonological sensitivity, while later assessments evaluate initial phoneme identification and word segmentation without addressing all aspects of phonemic awareness. Although general guidance for reteaching and assessment-based instruction is provided, the materials lack specific resources and strategies for next steps.
Indicator 1c
Scope and sequence clearly delineate the sequence in which phonemic awareness skills are to be taught, with a clear, evidence-based explanation for the expected hierarchy of phonemic awareness competence.
The materials contain a clear, evidence-based explanation for the expected sequence for teaching phonemic awareness skills. The Scope and Sequence provides an outline for phonological awareness skill development; however, about half the year is spent on phonological sensitivity before students get daily practice in phonemic awareness. Phonological awareness warm-ups are included in lessons but do not correspond to the phonics topic. There are phonemic awareness activities integrated with the introduction of new graphemes, though this is not done daily.
Materials contain a clear, evidence-based explanation for the expected sequence for teaching phonemic awareness skills. Examples include, but are not limited to the following:
In the Introduction, the materials state that the program is research-based using studies by the National Reading Panel report and David Kilpatrick’s 2015 book, Essentials of Assessing, Preventing, and Overcoming Reading Difficulties.
In Introduction, Phonological Awareness, the materials acknowledge the importance of phonological awareness skills in learning to read, which is why they include a two-minute warm-up in all Kindergarten through grade 3 materials as well as a two-minute wrap-up in Kindergarten. The materials state that as lessons progress, the concepts also progress towards advanced phonemic awareness tasks such as adding, deleting, and substituting initial and final phonemes in late Kindergarten. However, the materials do not include a clear, evidence-based explanation for the sequence.
Materials have a cohesive sequence of phonemic awareness instruction based on the expected hierarchy to build toward students’ immediate application of the skills. Examples include, but are not limited to the following:
In Introduction, Scope and Sequence, the materials include a scope and sequence that outlines the following progression in phonological awareness instruction:
Lessons 1-4: Blending, segmenting, adding, deleting, and substituting syllables in compound words
Lessons 5-8: Blending, segmenting, identifying number of syllables in non-compound words
Lessons 9-12: Blending, segmenting, comparing rimes, and substituting onset in onset-rime
Lessons 13-16: Isolating and identifying initial and final phonemes
Lessons 17-19: Blending, segmenting, and isolating 2-3 phonemes in a word
Lessons 20-25: Segmenting, adding initial and final phonemes, deleting initial and final phonemes, substituting initial phoneme in words containing four phonemes
Materials attend to developing phonemic awareness skills and avoid spending excess time on phonological sensitivity tasks. Examples include, but are not limited to the following:
In Scope and Sequence, the materials indicate that the Phonological Awareness Warm-Ups and Wrap-Ups in Lessons 1-12 (12 weeks) focus on phonological sensitivity tasks, including blending and segmenting compound words, counting syllables, and blending, segmenting, and substituting onset-rime. Lessons 13-25 (13 weeks) focus on phonemic awareness skills, including isolating and identifying phonemes and blending, segmenting, and substituting phonemes.
Materials contain a phonemic awareness sequence of instruction and practice that is somewhat aligned to the phonics scope and sequence. Examples include, but are not limited to the following:
Each lesson starts with a Phonological or Phonemic Awareness Warm-Up that lasts two minutes. The skills and words used during this warm-up do not specifically align with the phonics scope and sequence. However, in some lessons when a new phoneme is introduced and the corresponding grapheme, there is a phonemic awareness activity for students to practice isolating the sound. For example:
In Lesson 5, Day 3, the teacher introduces the /d/ sound using the Sound-Spelling Card. The teacher and students repeat the letter name, keyword dog, and letter sound. The teacher says the words deck, dig, pig, check, dog, log, zip, and dip, and students provide a modeled nonverbal response to indicate whether the word contains the /d/ sound.
In Lesson 11, Day 1, the teacher introduces the /j/ sound using the Sound-Spelling Card. The teacher and students repeat the letter name, keyword jet, and letter sound. The teacher says the words jack, jog, back, log, jam, lamb, put, and jet, and students provide a modeled nonverbal response to indicate whether the word contains the /j/ sound.
In Lesson 24, Day 3, the teacher introduces the long sound /ū/ using the Sound-Spelling Card. The teacher and students repeat the letter name, keyword unicorn, and letter sound. The teacher says the words cute, rule, nut, use, pug, duck, tune, and dug, and students provide a modeled nonverbal response to indicate whether the word contains the /ū/ sound.
Indicator 1d
Materials include systematic and explicit instruction in phonemic awareness with repeated teacher modeling.
The materials include systematic and explicit instruction in phonemic awareness with repeated teacher modeling. Materials provide the teacher with instruction in sounds, including isolating and manipulating sounds. However, the materials do not provide clear guidance for corrective feedback for phonemic awareness.
Materials provide the teacher with systematic, explicit instruction in sounds (phonemes). Examples include, but are not limited to the following:
RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words
In Lesson 13, Day 1, the teacher tells students that they will use the concepts of beginning, middle, and end to talk about where they hear different sounds within words. The teacher says the word mash and models finger-stretching the sounds, then says, “The first sound is /m/; this is the beginning sound. The next sound is /ă/; this is the middle sound. The last sound is /sh/; this is the end sound.”
In Lesson 16, Day 1, the teacher explains that they will practice saying the first sound in words and has the students watch and listen. The teacher says man and then says the first sound is /m/. The teacher says the word see and then says the first sound is /s/.
In Lesson 22, Day 1, the teacher introduces the short o sound. After introducing it, the teacher says several words, and students show a thumbs up if the word has a /ŏ/ and a thumbs down if they do not hear it. All of the vowels are in the medial position.
Blend and segment words with two and three phonemes.
In Lesson 5, Day 1, the teacher models blending sounds. The teacher explains the use of colored chips to model blending, indicating that blue chips represent consonant sounds and red chips represent short vowel sounds. The teacher uses the digital presentation slide to model using chips to blend the sounds /m/, /a/, /n/ into man. The materials provide a detailed teacher script to model and verbalize the steps of blending sounds. The teacher repeats with the words am and an.
In Lesson 17, Day 1, the teacher models blending two-phoneme words. The teacher says the sounds /m/ /ā/ and says, “Next, I blend the sounds to say a word. May.” The teacher guides students to practice blending the words bye and me.
In Lesson 18, Day 1, the teacher models segmenting two-phoneme words. The teacher says the word at and models finger-stretching the sounds in the words, holding up a finger for each sound /ă/ /t/. The teacher guides students to practice segmenting the words it and up.
RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
In Lesson 21, Day 1, the teacher tells students they will practice adding a sound to the beginning of a word to make a new word. The teacher models saying the word in, then adding /p/ to the beginning of the word. The teacher says each sound /p/ /ĭ/ /n/, then says the new word pin.
In Lesson 22, Day 1, the teacher explains that they will practice adding a sound to the end of the word to make a new word. The teacher models while the students watch and listen. The teacher says the word ant and then explains she will add /t/ to the end of the word and get the word ant.
In Lesson 25, Day 1, the teacher explains that they will practice changing the beginning sound in a word to make a new word. The teacher models while the students watch and listen. The teacher says the word cat and then explains that if she changes the /k/ to /b/, the new word is bat.
Materials provide the teacher with examples for instruction in sounds (phonemes). Examples include, but are not limited to the following:
In Lesson 16, Day 2, the materials provide the teacher with the words she and no to guide students to isolate initial sounds chorally. The materials include the following examples for the teacher to guide student practice of identifying the initial sound: road, fake, map, wait, yum, buzz, may, pin, knees, tan, pop, hedge, sock, dig, itch, and pie.
In Lesson 24, Day 1, the teacher models phoneme deletion by saying inch, then taking away or deleting /ch/ from the end of the word and saying the new word is in. The teacher guides students to repeat the process with cart/car and neat/knee.
Materials include teacher guidance for corrective feedback when needed for students. Examples include, but are not limited to the following:
No evidence found
Indicator 1e
Materials include daily, brief lessons in phonemic awareness.
The materials include multiple and varied opportunities for students to practice connecting sounds to letters in the context of guided and independent practice using Sound Spelling Cards, Letter-Sound Strips, and the Student Workbook. The materials include teacher scripts for demonstrating articulation of all phonemes introduced. Lessons include phonemic awareness practice that targets sounds, introducing the grapheme using the Sound-Spelling Card, and then introducing the phoneme.
Daily phonemic awareness instruction correlates to the phonics portion of the lesson (phoneme-grapheme correspondence). Examples include, but are not limited to the following:
In Lesson 7, Day 3, the teacher introduces the /b/ sound using the Sound-Spelling Card. The teacher and students repeat the letter name, keyword ball, and letter sound. The teacher says the words bag, tag, tack, bet, set, bit, back, and pit, and students provide a modeled nonverbal response to indicate whether the word contains the /b/ sound.
In Lesson 15, Day 1, the teacher introduces the short u sound /ŭ/ using the Sound-Spelling Card. The teacher and students repeat the letter name, keyword up, and letter sound. The teacher says the words cup, us, cut, sand, is, cap, sun, and nut, and students provide a modeled nonverbal response to indicate whether the word contains the /ŭ/ sound.
In Lesson 21, Day 5, the teacher introduces the long i sound /ī/ using the Sound-Spelling Card. The teacher and students repeat the letter name, keyword ice, and letter sound. The teacher says the words slide, time, ate, plum, here, ripe, grass, and nine, and students provide a modeled nonverbal response to indicate whether the word contains the /ī/ sound.
Materials include opportunities for students to practice connecting sounds to letters. Examples include, but are not limited to the following:
In Lesson 6, Day 1, students look at the Sound-Spelling card i and say the letter name, keyword itch, and letter sound twice.
In Lesson 8, Day 4, students point to uppercase H on a Letter-Sound Strip. Students trace the letter while repeating the letter name, the keyword hand, and the letter sound.
In Lesson 10, Day 4, students identify the beginning sound in the words otter, fox, rip, and football in the Student Workbook. Students say the word, say the first sound, say the letter name, and then repeat the sound while writing the letter next to the picture of the word.
In Lesson 20, Day 5, students look at the Keyword Card ā. Students say the letter name, keyword ape, and the sound /ā/ five times.
Materials include directions to the teacher for demonstrating how to pronounce each phoneme (articulation/mouth formation). Examples include, but are not limited to the following:
In Lesson 3, Day 1, the teacher introduces the n sound. The teacher tells students to “watch me introduce the /n/ sound. Look at my mouth when I make the /n/ sound. /n/ My lips are apart. My tongue is touching the roof of my mouth. I put my hand on my throat. /n/ I feel a vibration, so /n/ is a voiced sound. I can hold the /n/ sound. Listen: /nnn/. The sound continues. I can’t make the /n/ sound if I pinch my nose closed.
In Lesson 5, Day 1, the teacher introduces the /m/ sound. The materials provide the teacher with a script for placement and manner of articulation for the sound. The teacher says, “Look at my mouth when I make the /m/ sound. My mouth is closed with my lips together. I put my hand on my throat. I feel a vibration, so /m/ is a voiced sound. I can hold the /m/ sound. Listen: /mmmmmm/. The sound continues. I can’t make the /m/ sound if I pinch my nose closed.”
In Lesson 15, Day 1, the teacher introduces the /ŭ/ sound. The materials provide the teacher with a script for placement and manner of articulation for the sound. The teacher says, “Look at my mouth when I make the /ŭ/ sound. My mouth is open. My chin is dropped. I put my hand on my throat. I feel a vibration, so /ŭ/ is a voiced sound. I can hold the /ŭ/ sound. Listen: /ŭŭŭ/. The sound continues.”
Indicator 1f
Materials regularly and systematically offer assessment opportunities that measure student progress in phonemic awareness (as indicated by the program scope and sequence).
The materials include limited assessment opportunities in the area of phonemic awareness. The materials include six Unit Assessments. Unit Assessments 1-3 include phonological sensitivity items, including blending and counting syllables and blending onset and rime, but do not assess phonemic awareness. Unit Assessments 4-6 include phonemic awareness assessment items, limited to identifying initial phonemes and segmenting words. The materials include general information about when reteaching or further assessment is necessary based on assessment data but do not provide guidance or resources for instructional next steps.
Materials somewhat regularly and systematically provide a variety of assessment opportunities over the course of the year to demonstrate students’ progress toward mastery and independence in phonemic awareness. Examples include, but are not limited to the following:
In Unit 4, Unit Assessment, the assessment includes a phonological awareness component in which students indicate whether two spoken words have the same initial sound. Word pairs include mat/mask, race/pack, wet/win, dad/dime, light/game.
In Unit 5, Unit Assessment, the assessment includes a phonological awareness component in which students indicate how many sounds are in the spoken words tub, box, key, and nest by circling the matching set of boxes with counters.
Assessment materials provide teachers and students with general information concerning students’ current skills/level of understanding of phonemic awareness. Examples include, but are not limited to the following:
In the Kindergarten Assessment Overview, the materials indicate that if a student misses more than one response in a section, the teacher should “check the student’s understanding of the skill with additional items that are similar to those in the assessment. Students who do not have full understanding of the skill(s) may require additional practice opportunities, re-teaching, or additional time to master the skill(s).”
Materials do not support teachers with instructional suggestions for assessment-based steps to help students to progress toward mastery in phonemic awareness. Examples include, but are not limited to the following:
In the Kindergarten Assessment Overview, the materials provide the following general guidance for each section of the assessment: “Students who do not have full understanding of the skill(s) may require additional practice opportunities, re-teaching or additional time to master the skill(s).”
Criterion 1.3: Phonics (Decoding and Encoding)
This criterion is non-negotiable. Materials must achieve a specified minimum score in this criterion to advance to the next gateway.
Materials emphasize explicit, systematic instruction of research-based and/or evidence-based phonics.
The materials include a well-defined scope and sequence for phonics instruction, progressing from simpler to more complex skills and supported by research from David Kilpatrick and internal studies. Instruction emphasizes high-utility phonics patterns and generalizations, avoiding the three-cueing system. Lessons follow a research-based pacing plan, with 20-minute sessions that include explicit teacher modeling, blending, and segmenting activities. Periodic cumulative reviews reinforce learning, such as a three-week review after consonants and short vowels are introduced. Opportunities for decoding and encoding practice are provided at word, phrase, and sentence levels, though word-level practice is limited. Lessons include decodable passages aligned with the phonics sequence, featuring repeated readings to reinforce skills, alongside 20 Decodable Duos readers with alignment guidance. Instruction on distinguishing between similarly spelled words and explicit teaching of spelling rules, such as the vowel silent-e pattern, is minimal. Spelling practice opportunities are limited, as are formative assessments and progress monitoring tools. While summative unit assessments measure phonics mastery, they do not provide detailed instructional guidance for next steps.
Indicator 1g
Scope and sequence clearly delineate an intentional sequence in which phonics skills are to be taught, with a clear evidence-based explanation for the order of the sequence.
The materials include a clear scope and sequence of phonics skills with explanations for the order of the phonics sequence. The materials cite their own research and study groups as the basis for the explanation of the order of the phonics sequence, as well as research from David Kilpatrick. The scope and sequence includes a cohesive, intentional sequence of phonics instruction, from simple to more complex skills, and practice to build toward the application of skills. Phonics instruction is based on high utility patterns as well as specific phonics generalizations.
Materials have a clear research-based explanation for the order of the phonics sequence. Examples include, but are not limited to, the following:
In the Teacher’s Edition, Introduction, Alignment with the Science of Reading, the materials state that the guiding principles of the curriculum are based on the studies cited in David Kilpatrick’s 2015 book Essentials of Assessing, Preventing, and Overcoming Reading Difficulties. One of these principles is that “effective phonics instruction follows a prescribed sequence that progresses from simple to complex.” The materials indicate that the phonics skills progression is designed so that each lesson builds on earlier mastered concepts.
In the Teacher’s Edition, Introduction, the materials state that the program-writing team analyzed the sequence of letter instruction in the five most widely used core reading programs in the US. This study confirmed 95PCP’s sequence of vowel instruction a, i, o, e, and u. It further states that after deciding about the sequence of vowel instruction, the 95PCP team conducted a study to determine the consonant sequence. The goal is to introduce consonants based on their utility for students to apply new letter-sound learning through reading and writing VC and CVC words.
Materials clearly delineate a scope and sequence with a cohesive, intentional sequence of phonics instruction, from simpler to more complex skills, and practice to build toward the application of skills. Examples include, but are not limited to, the following:
According to the scope and sequence, each lesson contains five days of learning two to three letter sounds. For example:
Lessons 1-4 Building Routines and short a
Lesson 2 Letter Name, Sound, Formation: t & p
Lesson 3 Letter Name, Sound, Formation: n & short vowel a
Lesson 4 Review & Uppercase Letters T, P, N & A
Lessons 5-8 Add Short i
Lesson 5 Letter Name, Sound, Formation: m, d & g
Lesson 6 Letter Name, Sound, Formation: s & short vowel i
Lesson 7 Letter Name, Sound, Formation: h & b
Lesson 8 Review & Uppercase Letters M, D, G, I, S, H, & B
Lessons 9-12 Add Short o
Lesson 9 Letter Name, Sound, Formation: l, r, & short vowel o
Lesson 10 Letter Name, Sound, Formation: c & f
Lesson 11 Letter Name, Sound, Formation: j & w
Lesson 12 Review & Uppercase Letters O, L, R, C, F, J & W
Lessons 13-16 Add short e & u
Lesson 13 Letter Name, Sound, Formation: z, k & short e
Lesson 14 Letter Name, Sound, Formation: y & v
Lesson 14 Letter Name, Sound, Formation: q, x, & short vowel u
Lesson 16 Review & Uppercase Letters E, Z, K ,Y, V, U, Q, X
Lessons 17-19 Short Vowel Review
Lessons 20-25 Silent-e
Lesson 20 Introduction of Long a Silent-e
Lesson 21 Introduction of Long i Silent-e
Lesson 22 Introduction of Long o Silent-e
Lesson 23 Introduction of Long e Silent-e
Phonics instruction is based in high utility patterns and/or specific phonics generalizations. Examples include, but are not limited to, the following:
In the Scope and Sequence, the materials organize instruction in lesson groups focused on high-utility letters and patterns. The lessons introduce all letters and sounds in Lessons 1-16 in order of utility. Lessons 17-19 review short vowel patterns, and Lessons 20-24 introduce long vowel final e patterns.
Indicator 1h
Materials are absent of the three-cueing system.
Materials do not contain elements of instruction that are based on the three-cueing system for teaching decoding.
Materials do not contain lessons or resources that include the three-cueing system.
Indicator 1i
Materials, questions, and tasks provide reasonable pacing where phonics (decoding and encoding) skills are taught one at a time and allot time where phonics skills are practiced to automaticity, with cumulative review.
The materials use reasonable research-based pacing for the introduction of phonics skills over the year. The materials indicate that each lesson is designed to be taught in 20 minutes, and the teacher’s edition includes specific timing for each portion of the lesson. Each lesson contains opportunities for students to practice newly taught phonics skills, focusing on building automaticity at the phrase and sentence level. Materials include periodic cumulative review lessons, including a three-week cumulative review after all consonants and short vowels are introduced.
Materials include reasonable pacing of newly taught phonics skills. Examples include, but are not limited to, the following:
In Teacher Edition, Volume 1, Introduction, the authors refer to a study by Sunde et al. (2019), which concluded that “introducing letters faster boost the development of children’s letter knowledge, word reading, and spelling. Because of this study and multiple others, this program introduces 2 or 3 letters a week” so that all letters are taught by week 15 of the 25 week program.
According to the Scope and Sequence, pacing of newly taught phonics skills includes:
In Lessons 1-4 (4 weeks), the materials introduce the consonants t, p, n, and the short vowel a.
In Lessons 5-8 (4 weeks), the materials introduce the consonants m, d, g, s, h, b, and the short vowel i.
In Lessons 9-12 (4 weeks), the materials introduce the consonants l, r, c, f, j, w, and the short vowel o.
In Lessons 13-16 (4 weeks), the materials introduce the consonants z, k, y, v, q, and x and the short vowels e and u.
In Lessons 17-19 (3 weeks), the materials review all letters and VC and CVC words.
In Lessons 20-24 (5 weeks), the materials introduce long vowel final e patterns one vowel at a time. The materials practice each long vowel final e pattern for one week in the following order: a, i, o, e, u.
The lesson plan design allots time to include sufficient student practice to work towards automaticity. Examples include, but are not limited to, the following:
In Lesson 12, Day 1, the learning objective states that students will demonstrate an understanding of the letters o, l, r, c, f, j, and w. In the Student Practice Book, students write the initial sound for the words lamp, mouse, camel, and otter. Students write lowercase letters in this section. Lowercase o and l were taught previously.
In Lesson 12, Day 2, uppercase R is introduced; lowercase r has been previously taught. In the Student Practice Book, students write the initial sounds for the words otter, walrus, jump rope, and rip. Students write lowercase letters in this section. Students also read the following sentences: Cam saw one brown log. She sat a yellow hat on top. Cam did not see the black cat. The cat saw the yellow hat. Will the cat nab the hat? Lastly, students write the following phrases dictated by the teacher: was on a log, and was a fan.
In Lesson 12, Day 3, uppercase C and F are introduced; the lowercase forms of these letters were previously taught. In the Student Practice Book, students read the sentence: The cat got the yellow hat. The black cat ran. Cam ran. She got the yellow hat. Lastly, students write the following phrases dictated by the teacher: two big dogs and two tin lids.
In Lesson 12, Day 4, uppercase J and W are introduced; lowercase j and w have been previously taught. In the Student Practice Book, students read the following sentences: Mac is three. His big sis is four. They want to help Mom. Can they help? Finally, students write the following phrases dictated by the teacher: a bad dog and want his dog.
In Lesson 12, Day 5, students review the letters learned this week. In the Student Practice Book, students read the following sentences: Mac got a black pot. His big sis got a brown mop. Mom saw Mac and Sis. Mom said you are a big help! Students also write the initial sound for the words juggle, fox, watermelon, and ostrich.
Materials contain distributed, cumulative, and interleaved opportunities for students to practice and review all previously learned grade-level phonics. Examples include, but are not limited to, the following:
In Lesson 4, the materials include a five-day cumulative review of previously-taught letter-sound correspondences: t, p, n, & a. The learning objective for this review week states, “Students demonstrate understanding of the letters m, d, g, i, s, h, and b by correctly identifying, writing, and matching them to the uppercase letter as well as associating the correct sound with the letter.”
In Lessons 17-19, the materials include a three-week cumulative review of previously-taught phonics skills. The learning objective for these review weeks states, “Students demonstrate understanding of how to read sentences and short stories with decodable VC and CVC words and selected irregularly spelled high-frequency words. Additionally, they write short sentences composed of these types of words.”
Indicator 1j
Materials include systematic and explicit phonics instruction with repeated teacher modeling.
The materials contain instructions for systematic and explicit teacher modeling of newly-taught phonics concepts. Lessons include blending and segmenting practice utilizing consistent routines. However, minimal evidence was found for distinguishing between similarly spelled words by identifying sounds of the letters that differ. The dictation portion of lessons includes the newly taught phonics concepts and previously taught concepts. Materials include teacher guidance for corrective feedback when needed for students.
Materials contain explicit instructions for systematic and repeated teacher modeling of newly-taught phonics patterns. Examples include, but are not limited to the following:
RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. Examples include but are not limited to:
In Lesson 3, Day 2, the teacher introduces the letter-sound correspondence for n. The teacher displays the Sound-Spelling Card and follows a gradual release model of stating the letter name, keyword, and sound. The teacher prompts the students to find letter n on their letter-sound strip and trace the letter while saying aloud the letter name, keyword, and sound until the teacher says stop.
In Lesson 14, Day 3, the teacher introduces the letter-sound correspondence for v. The teacher displays the Sound-Spelling Card van. The teacher tells students to look at the picture of the keyword van. The teacher tells students that the first sound in van is /v/ and that the letter v spells the /v/ sound. The teacher says the letter name, keyword, and letter sound.
RF.K.3b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
In Lesson 9, Day 1, the teacher introduces the letter o and the sound it spells. The teacher holds up the sound-letter card and explains that the letter is o and it has a job to make the /ŏ/ sound. The teacher models with her mouth how to form the sound /ŏ/ while explaining that her mouth is wide open and her chin drops. The teacher then places her hand on her throat while making the /ŏ/ sound and explains that the sound is a voiced sound that continues. The teacher tells the student to listen and watch while holding the Sound-Spelling Card. Students listen and watch the teacher explain that the letter name is o, the keyword is octopus, and the sound is /ŏ/.
In Lesson 22, Day 1, the teacher introduces the long o sound /ō/. The teacher displays the Keyword Card ocean and says the letter name, the keyword, and the letter sound. The teacher guides students to repeat the letter name, keyword, and sound five times. Then the teacher guides students to read the sentence Please get me a cone. Before reading, the teacher displays the word cone and reminds students that cone is a word with the /ō/ sound spelled with a silent e.
RF.K.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
The Kindergarten Scope and Sequence states that “this standard is beyond the scope and sequence of the grade K of this program.”
Lessons include blending and segmenting practice using structured, consistent blending routines with teacher modeling. Examples include, but are not limited to the following:
In Lesson 5, Day 2, the teacher explains that students are going to learn to write words. The teacher says the first word, mat. The teacher models saying the sounds as she writes them: /m/ m /ă/ a /t/ t. The teacher then has the students practice with the words map and nap. These words align with the letter m taught in this lesson.
In Lesson 7, Day 1, the teacher models decoding the word him. The teacher tells students to put their finger on the word him in their Student Workbook. The teacher says, “Listen to how I figure out how to read the word spelled h-i-m. The first letter is h. The sound of the letter h is /h/. The next letter is i. The sound of the letter i is /ĭ/. The last letter is m. The sound of the letter m is /m/. The sounds are /h/ /ĭ/ /m/. The word is him, as in the phrase ‘clap for him.’”
Lessons include dictation of words and sentences using the newly taught phonics pattern(s). Examples include, but are not limited to the following:
In Lesson 14, Day 4, the teacher reviews the letter v and the sound /v/. The teacher models writing the sentence Get in the van. The teacher says the sentence aloud and asks how many words you hear, what the first word is, and what the sounds and letters are in the first word. The teacher repeats the sentence and repeats the process for the rest of the words in the dictated sentence.
In Lesson 24, Day 5, the teacher models writing the sentence, Mud is on my white hat. The teacher says the sentence and identifies the number of words. The teacher models encoding the word mud by saying each sound, then the letter name, and writing the letter for each sound. The teacher repeats for each word, either saying the sounds and letter names while writing or identifying the previously learned high-frequency words and saying the spelling of the word aloud while writing the letters.
Materials include teacher guidance for corrective feedback when needed for students. Examples include, but are not limited to the following:
In the Ancillary materials, Teacher’s Material, the Corrective Feedback for Positive Achievement document provides examples for teachers on how to give corrective feedback for one-syllable and multisyllable words.
Indicator 1k
Materials include frequent practice opportunities for students to decode and encode words that consist of common and newly-taught sound and spelling patterns.
The materials include frequent student practice opportunities for students to decode and encode words in the context of phrases and sentences. Decoding practice opportunities at the word level are limited to Lessons 5, 7, and 8, and these instances include only two to four words per practice opportunity. Student decoding practice builds quickly toward application in phrase and sentence-level tasks but is limited in word-level tasks focused on accuracy and automaticity. Encoding practice opportunities at the word level are limited to Lessons 3-10, building quickly to application at the phrase and sentence level.
Lessons provide students with frequent opportunities to decode words with taught phonics patterns. Examples include, but are not limited to the following:
In Lesson 11, the letters j and w are introduced. On Day 1, students read the following phrases: can jog, did a job, can do a jig. On Day 2, students read the following sentences: Jim is in a jam. Jim has a rag. Lil hid. Is Dad mad? On Day 3, students read the following sentences: Jim and Lil are not sad. They can go jog. Jim and Lil are pals. On Day 4, students read the following sentences: Who can play? They look for Sam and Bob. Sam and Bob want to play. Sam and Bob want to win. On Day 5, students read the following sentences: Nan and Pam hid a red cap. Will Sam and Bob find it and win? They did not find the red cap. Sam and Bob did not win.
In Lesson 23, the Long e Silent -e pattern is introduced. On Day 1, students read the following sentences: Zeke saw his new hat. His hat was in the mud. “This is not good,” he said. Zeke dug under the mud. He got his hat. On Day 2, students read a story called The Box, containing one word related to the phonics pattern, Pete. On Day 3, students read the following sentences: Can Pete get there? The bus can get him there. Is this the bus? That is the bus. On Day 4, students reread the story The Box. On Day 5, students read the following sentences: Eve got a new bike. We all like it. The bike is yellow like the sun. Now Eve can ride up and down.
Lessons provide students with frequent opportunities to encode words with taught phonics patterns. Examples include, but are not limited to the following:
In Lesson 3, students are introduced to the letters n and a. On Day 3, students write the words at and an. On Day 4, students write the following words: nan and nap. On Day 5, students write the words pan and nap.
In Lesson 14, the letters y and v are introduced. On Day 3, students write the following sentences: The kit is in a red bag. Look in my kit. I zip the red bag. On Day 4, students write the following sentences: Ken hops in the van. The cat hops in the van. On Day 5, students write the following sentences: Sis said yes. Vic said yes. The word yes is provided in a box as a high-frequency word.
Student-guided practice and independent practice of blending sounds using the sound-spelling pattern(s) is varied and frequent. Examples include, but are not limited to the following:
In Lesson 8, Day 2, students read the words ban, bad, and bit in the Student Workbook. Students point to each letter and say the sound, then read the word.
In Lesson 10, Day 2, students read and write the words can, cab, and cap. Students say the word, stretching or segmenting the sounds, saying the sound and letter name while writing each letter, and finally blending and reading the word.
In Lesson 14, Day 1, students read sentences including, Bob said to play tag, Students check a word bank of high-frequency words to determine if the word is a high-frequency word. If the word is not a high-frequency word, students point to each letter, say the sounds, and then read the words.
Materials provide minimal opportunities for students to engage in word-level decoding practice focused on accuracy and automaticity. Examples include, but are not limited to the following:
In Lesson 5, Day 4, students read the words map and nap in the Student Workbook. Students point to each letter and say the sound, then blend the sounds to read the word.
In Lesson 7, Day 3, students read the words bag and bad in the Student Workbook. Students point to each letter and say the sound, then blend the sounds to read the word.
Indicator 1l
Spelling rules and generalizations are taught one at a time at a reasonable pace. Spelling words and generalizations are practiced to automaticity.
The materials contain limited instruction related to spelling rules or generalizations. Specifically, the vowel silent e pattern is not explicitly and systematically introduced. There are missed opportunities for the materials to provide teachers with information about the position of sounds in words and how they are spelled. Spelling opportunities for students to practice newly acquired sound-symbol correspondences are limited.
Spelling rules and generalizations are minimally aligned to the phonics scope and sequence. Examples include, but are not limited to the following:
In Lesson 3, the Scope and Sequence indicates a focus on letters n and a. The lesson includes teacher modeling of spelling the words at, an, Nan, nap, and pan, saying each sound while writing the letter.
In Lesson 7, Day 1, the Scope and Sequence indicates a focus on the letter h. Only the word him contains the letter h for word reading, and only the word ham contains letter h for spelling. All words for reading and writing contain previously learned letter-sound correspondences.
In Lesson 15, Day 1, the Scope and Sequence indicates a focus on the letter u. The letter u appears in two out of the four words in the initial sound practice activity. The letter u occurs in the word bus for the writing of the sentence Who will go on the bus?
In Lesson 21, Day 3, the Scope and Sequence indicates a focus on Long i Silent-e. Activities include Letter-Sound Correspondence i, Reading Sentences with words Mike, line, and Writing Sentences such as The ox likes to run.
Materials include limited explanations for spelling of specific words or spelling rules. Examples include, but are not limited to the following:
In Lesson 15, Day 3, the materials contain a note at the bottom of the page that says, “In English, the letter q usually appears at the beginning of a word or syllable and is followed by the letter u.”
In Lesson 23, Day 1, the materials contain a note at the bottom of the page that says, “The letter s is pronounced /z/ in the word his. This is also the case for other high-frequency words, including as, is, has, was.
Students have limited opportunities to practice spelling rules and generalizations. Examples include, but are not limited to the following:
In Lesson 18, Day 1, students review short vowel patterns. Students write the sentences, I like to play with Jen, Jen can run well, and Jen can jump well.
Indicator 1m
Materials include decodable texts with phonics aligned to the program’s scope and sequence and opportunities for students to use decodables for multiple readings.
The materials contain decodable passages containing grade-level phonics skills aligned to the program’s scope and sequence. The materials include lesson plans for repeated readings of decodable texts to address acquisition of phonics skills. The first reading of the decodable text takes place on Day 2, with a repeated reading of the text on Day 4. Every lesson contains the same instructions for reading decodable texts in the student workbook. Reading practice occurs in decodable texts starting in Lesson 13. Prior to this lesson, students practice reading decodable words, phrases, and sentences. Materials also include 20 Decodable Duos readers and an alignment document that indicates the focus skill and corresponding lesson number.
Decodable texts contain grade-level phonics skills aligned to the program’s scope and sequence. Examples include, but are not limited to, the following:
In Lesson 15, Day 2, students read the story Mel and Gus. The story contains words such as mud, Gus, run, and bugs, which align to the phonics skill of the lesson, short u.
In Lesson 18, Day 4, students read the story The Jet Set. The story contains words such as sun, up, Dad, Zac, and, bags, can, nod, yes, hop, cab, get, bus, sit, van, us, jet, and set, which align to the phonics skill of the lesson, short vowel review.
In Lesson 22, Day 1, students read the sentences I do not like a cup. A dip cone is so good. I will eat it all up. This text contains the decodable word cone that aligns with the phonics skill in the lesson, reading words with long o silent e.
Materials include detailed lesson plans for repeated readings of decodable texts to address acquisition of phonics skills. Examples include, but are not limited to, the following:
In Lesson 15, Day 2, the teacher is given instructions for reading a story. The teacher tells students to read the title Mel and Gus chorally. The teacher gives two instructions to students: “1. If it’s a high-frequency word, read the word. If it’s not a high-frequency word, point to the letters, say the sounds, then read the word. 2. Use this routine to read all the sentences in the story.” Students reread the text on Day 4 with the same instructions.
In Lesson 19, Day 4, the teacher is given instructions for re-reading the story As Good as New," which contains words such as hat, bop, tap, and rip. The lesson plan states, “Now we will reread the story we read 2 days ago. Here are the steps: Look at each word and decide if it’s a high-frequency word. If it is a high-frequency word, read the word. If it’s not a high-frequency word, point to the letters, say the sounds, and then read the words. Continue until you read each word in all the sentences.”
In Lesson 20, Day 2, the teacher is given instructions for reading a story. The teacher tells students to read the title Kate and Jake chorally. The teacher gives two instructions to students: “1. If it’s a high-frequency word, read the word. If it’s not a high-frequency word, point to the letters, say the sounds, then read the word. 2. Continue until you read each word in all the sentences.” Students reread the text on Day 4 with the same instructions.
Reading practice occurs in decodable texts (i.e., an absence of predictable) until students can accurately decode single syllable and multisyllabic words. Examples include, but are not limited to, the following:
In Lesson 16, Day 4, students read the story Play at the Lot, which features the CVC words Meg, Ed, lot, kids, hit, bat, meg, bat, did, not, black, ran, sis, can, went, pals, and fun.
In Lesson 25, Day 1, students read sentences from their workbook. Before reading the sentences, students review the high-frequency words learned: we, went, there, was, so, my. Students are instructed to look at each word as they read the sentences and determine if the word is a high-frequency word. If so, they read the word. If not, they point to the letters, say the sounds, and then read the word. Students continue until they read all the words and then read the following sentences: We went to the lot. There was wet mud. So I sat on a log. My cat sat on my lap.
Indicator 1n
Materials regularly and systematically offer assessment opportunities that measure student progress of phonics in- and out-of-context (as indicated by the program scope and sequence).
The materials provide a limited variety of assessment opportunities over the year to demonstrate students’ progress toward mastery and independence in phonics. Summative unit assessments are the only form of assessment to utilize with all students as the Phonics Screener for Intervention (PSI) is optional. Materials lack formative assessments and progress monitoring. The summative unit assessment materials provide teachers and students with information concerning students’ current skills/level of understanding of phonics. However, materials provide teachers with limited instructional suggestions for assessment-based steps to help students progress toward mastery of phonics.
Materials provide a limited variety of assessment opportunities over the course of the year to demonstrate students’ progress toward mastery and independence in phonics. Examples include, but are not limited to, the following:
According to the Scope and Sequence/Assessment Overview, Summative Unit Assessments take place at the end of each of the six units based on the learning from that unit after one week of review. Each unit spans three to five weeks. Specifically:
Lessons 1-4: Assessment #1: Letter Name/Sounds for consonants T, P, N and short vowel sound /ă/
Lessons 5-8: Assessment #2: Letter Name/Sound for consonants M, D, G, S, H, B and short vowel sounds /ă/ and /ĭ/
Lessons 9-12: Assessment #3: Letter Name/Sound for consonants L, R, C, F, J, W and short vowel sounds /ă/, /ĭ/, /ŏ/
Lessons 13-16: Assessment #4: Letter Name/Sound for consonants Z, K, Y, V, Q, X, and all short vowel sounds
Lessons 17-19: Assessment #5: Consonant sounds and all short vowel sounds
Lessons 20-25: Assessment #6: Consonant sounds and long-vowel silent-e
In the Phonics Screener for Intervention User Manual, the materials state, “The PSI can be given as soon as a need for increased accuracy in reading is identified.” This assessment assesses using both real and nonsense words in the areas of basic phonics skills (short vowels in VC and CVC words), short vowels with consonant blends, short vowels with consonant digraphs, and long vowels spelled with the silent-e pattern), advanced phonics skills (vowel teams including predictable and unpredictable, vowel-r, and complex consonants), six syllable types, and sight words. Form A is used for the initial assessment and Forms B and C are available for retesting to determine whether a student has mastered the skill.
Assessment materials provide teachers and students with information concerning students’ current skills/level of understanding of phonics. Examples include, but are not limited to, the following:
In the Assessment Overview, the materials state, “The summative assessment is used to determine if students have mastered the critical skills within the unit lessons. If a student misses more than 1 response in a section, check the student’s understanding of the skill with additional items that are similar to those in the assessment.”
In the Assessment Overview, the materials state, “If at least 80% of the students in the class respond correctly to each section, it is an indication that core instruction is sufficient for acquiring critical reading skills. If less than 80% are responding correctly, additional teaching of the specific skill is recommended.”
In the Phonics Screener for Intervention User Manual, the materials state that the purpose is to identify which skills a student has mastered (90% or greater) and which ones he or she is missing (below 90%) using the analysis worksheet. A student’s performance on this sequence of skills provides information about where to begin intervention instruction.
Materials support teachers with limited instructional suggestions for assessment-based steps to help students to progress toward mastery in phonics. Examples include, but are not limited to, the following:
In the Assessment Overview, the materials state: “If less than 80% [of the students in the class] are responding correctly, additional teaching of the specific skill is recommended during Tier 1 core instruction either as a whole group or in a differentiated small group.” The materials do not provide guidance on that instruction.
In the Assessment Overview, the materials state that if a student does not have mastery of the skill, the student “may require additional practice opportunities, re-teaching, or additional time to master the skill(s),” but the materials do not support the teacher with instructional suggestions.
In the Phonics Screener for Intervention User Manual, the materials state that by analyzing the data on the analysis worksheets, the teacher can focus instruction on the specific needs of the struggling reader. Instruction can be focused and explicit for skills that were not previously learned. The teacher groups students based on any skill the student scored below 90% on to provide focused, direct, and explicit instruction in the needed skill are, but the manual does not provide specifics.
Criterion 1.4: Word Recognition and Word Analysis
Materials and instruction support students in learning and practicing regularly and irregularly spelled high-frequency words.
The materials provide systematic and explicit instruction of high-frequency words through a consistent routine, introducing one new word per day and reviewing three previously learned words. This approach ensures four new words are taught weekly, with Day 5 dedicated to review. The instructional routine includes teacher modeling, such as finger-stretching and matching phonemes to graphemes, to support spelling. Over the course of the year, 75 high-frequency words are introduced. Students frequently practice decoding these words both in isolation, using word boxes in the Student Workbook, and in context through workbook passages and Decodable Duo texts. Practice is integrated throughout a structured five-day lesson cycle, providing both teacher-guided and independent activities. However, the materials have limited instruction and practice in syllabication and morpheme analysis. While CVC, CV, and CVCe word patterns are introduced, there is minimal explanation of word structure or vowel sound rules, and morpheme analysis is not included for Kindergarten. Additionally, word recognition and analysis are not directly assessed. Although assessments include passage reading that features high-frequency words, they do not specifically evaluate mastery of word recognition.
Indicator 1o
Materials include explicit instruction in identifying the regularly spelled part and the temporarily irregularly spelled part of words. High-frequency word instruction includes spiraling review.
The materials include systematic and explicit instruction of high-frequency words with a consistent instructional routine. The teacher introduces one new word per day while also reviewing three previously learned words. The instructional routine follows a consistent weekly routine using this format so that four new words are introduced per week, with Day 5 being a review of the new words. The teacher also follows an instructional routine while introducing each high-frequency word, modeling finger-stretching and matching phonemes to graphemes to spell the word. The materials contain instruction for 75 high-frequency words over the course of the school year.
Materials include systematic and explicit instruction of high-frequency words with an explicit and consistent instructional routine. Examples include, but are not limited to, the following:
In Lesson 9, Day 1, the teacher says the word are and displays the word using the digital display. The teacher uses the word in a sentence “We are happy.” The teacher then finger-stretches the sound /ar/ and explains “There is one sound in the word are and the word is spelled with 3 letters a-r-e.” The teacher repeats the process with the words he and she.
In Lesson 13, Day 1, the teacher displays the word that and says, “The word is that; this word is the one you hear in the sentence ‘I want that toy.’” The teacher models finger-stretching the word into its sounds and tells students that the word has three sounds spelled with four letters, t-h-a-t. Students say the word and the number of letters and chorally say the letter names with the teacher.
In Lesson 24, Day 2, the teacher says the word is funny and displays the word using the digital display. The teacher uses the word in a sentence: “That was a funny story.” The teacher then finger-stretches the sounds /f/ /ŭ/ /n/ /ē/ and explains, “There are four sounds in the word funny and the word is spelled with 5 letters f-u-n-n-y." The teacher repeats the process with review words he and she.
Materials include teacher modeling of the spelling and reading of high-frequency words that includes connecting the phonemes to the graphemes. Examples include, but are not limited to, the following:
In Lesson 10, Day 1, the teacher models finger stretching and spelling the high-frequency words find, black, blue, and brown. The teacher displays the word find and then says, “The word is find; this word is the one you hear in the sentence ‘Please find your shoes.’ Watch me finger-stretch the sounds. /f//ī//n//d/. There are 4 sounds in the word find. This word is spelled with 4 letters f-i-n-d.” The teacher guides students to finger-stretch and spell the word and then repeats the instructional routine with the remaining review words: black, blue, and brown.
Lesson 14, Day 3, the teacher says the word under and then uses the word in a sentence: My dog is under the bed. The teacher then finger stretches the sounds /ŭ//n//d//er/. The teacher explains there are 4 sounds in the word under and that it is spelled with five letters, u-n-d-e-r.
In Lesson 18, Day 1, the teacher models finger-stretching the word all into its sounds and tells students that the word has two sounds spelled with three letters, a-l-l. Students say the word and the number of letters and chorally say the letter names with the teacher. The teacher note states that having students repeat the letter names in high-frequency words is for exposure and, if necessary, to explain to students that the number of letters in a word is sometimes different than the number of sounds in a word.
Materials include a sufficient quantity of high-frequency words for students to make reading progress. Examples include, but are not limited to, the following:
In the Scope and Sequence, the materials introduce 75 high-frequency words over the course of the year. High-frequency word instruction begins in Lesson 1. Lessons 16, 19, 23, and 25 consist of high-frequency word review. High-frequency words taught include I, a, the, to, play, see, for, like, have, you, who, what, where, go, so, look, want, come, said, saw, be, he, she, me, we, black, blue, brown, yellow, are, little, with, find, no, they, help, jump, was, will, went, one, two, three, four, that, this, there, do, my, too, am, down, must, can, at, now, well, new, not, all, good, say, our, out, eat, soon, please, ride, white, under, into, pretty, funny, away, came.
In the Scope and Sequence, the materials note there are 23 pre-primer and primer Dolch high-frequency words that are not explicitly taught in the lesson, as these words are decodable to students based on the letter-sound correspondence instruction.
Indicator 1p
Instructional opportunities are frequently built into the materials for students to practice and gain decoding automaticity of high-frequency words.
Students have frequent opportunities to practice decoding high-frequency words in isolation and in context. Word boxes in the Student Workbook provide practice in isolation, and the passages in the Student Workbook and Decodable Duo texts provide opportunities to decode high-frequency words in context. Students encode high-frequency words in the context of sentences beginning in Lesson 13. The teacher introduces high-frequency words on Day 1 of a five-day lesson cycle, and independent and teacher-guided practice opportunities recur over the course of the five-day cycle.
Students practice decoding high-frequency words in isolation. Examples include, but are not limited to, the following:
In Lesson 3, Day 1, students read the newly introduced high-frequency word like and review three previously learned high-frequency words I, a, and the from the digital display of the four words. The teacher says the word, and then the students repeat the word.
In Lesson 11, Day 1, students read words from the word box, including the high-frequency words a and do. The students read the words chorally with the teacher.
In Lesson 21, Day 1, students read words from the word box, including the high-frequency words must, find, her, help, look, and for. The students read the words chorally with the teacher.
Lessons provide students with frequent opportunities to decode high-frequency words in context. Examples include, but are not limited to, the following:
In Lesson 13, Day 2, students read the sentences, Deb fed Mel that ham, Mel did not like it, and Can Peg have it? The sentences contain the previously learned high-frequency words that, like, and have.
In Lesson 15, Day 5, students read the sentences There was a fox, Did Wes and Mom see it?, No, they saw a cat, and It was red like a fox. The sentences contain the previously learned high-frequency words there, was, see, no, saw, and like.
In Lesson 17, the materials include the Decodable Duo reader Rex and Zud for small-group instruction. The Words to Know chart highlights the high-frequency words and, is, my, said, the, go, to, and has included in the text.
In Lesson 24, Day 1, students read the sentence, Will you get me a cube?, This is too hot to sip, Pop the cube into my mug, and Now I can sip. The sentences contain the previously learned high-frequency words you, me, too, into, my, and now.
Lessons provide students with frequent opportunities to encode high-frequency words in tasks, such as sentences, in order to promote automaticity of high-frequency words. Examples include, but are not limited to, the following:
In Lesson 13, Day 1, students write the sentences, Will Ted go with me? and Will Meg get a pet? The sentences include the previously learned high-frequency words come, with, and me.
In Lesson 21, Day 1, students write the sentences Put it down and Want a little sip? The sentences include the previously learned high-frequency words you, now, put, down, and little.
In Lesson 22, Day 5, students write the sentences, We will see you, We will get in the van, and You will see us all soon. The sentences include the previously learned high-frequency words: please, be, we, see, you, all, and soon.
Indicator 1q
Materials include explicit instruction in syllabication and morpheme analysis and provide students with practice opportunities to apply learning.
The materials offer limited instruction and practice in syllabication and morpheme analysis. While the materials introduce CVC, CV, and CVCe words, there are missed opportunities to explain the word structure and corresponding vowel sounds; the teacher and students decode and encode the words with minimal explanation of when vowel sounds are short or long. The program does not include morpheme analysis in Kindergarten.
Materials contain limited instruction of syllable types and routines for syllable division that promote decoding and encoding of words. Examples include, but are not limited to, the following:
In Lesson 23, Day 1, the teacher reminds students that they have been studying the /ē/ sound spelled long e silent e. The teacher displays the word Zeke, the silent e word found in the Student Workbook sentences. However, the materials do not state that this is a VCe syllable type.
In Lesson 24, Day 5, the teacher reminds students that they have been studying the /ū/ and /yū/ sounds spelled long u silent e. The teacher displays the words mule and use, silent e words found in the Student Workbook sentences. The materials note that ride is another long vowel silent e word that is included in the Student Workbook sentences. However, the materials do not state that this is a VCe syllable type.
Materials contain frequent explicit instruction in morpheme analysis to decode unfamiliar words. Examples include, but are not limited to, the following:
No evidence found
Multiple and varied opportunities are provided over the course of the year for students to learn, practice, and apply word analysis strategies. Examples include, but are not limited to, the following:
In Lesson 19, Day 1, in the reading section, students are given the following routine to practice reading words: look at each word and decide if it is a high-frequency word. If it is a high-frequency word, read the word; if it is not a high-frequency word, sound out the letters. No explicit strategy is given for different syllable types.
In Lesson 21, Day 1, students read sentences containing long vowel silent e words. The teacher reminds students they have been studying long vowel sounds spelled with silent e, and then students read the sentences, The sun made Mom hot, Can Mike help?, and Mike will look for the hat. The materials do not include syllable-type instruction.
In Lesson 22, Day 3, students read sentences containing long vowel silent e words. The teacher reminds students they have been studying the /ō/ sound spelled with silent e. Then, students read the sentences, He rode the jet to see Nan and I hope to go see Nan. The materials do not provide instruction on syllable type.
Indicator 1r
Materials regularly and systematically offer assessment opportunities that measure student progress of word recognition and analysis (as indicated by the program scope and sequence).
The materials do not offer assessment opportunities in the areas of word recognition and analysis. Assessments include passage reading in which the passages contain some high-frequency words, but word recognition is not directly assessed.
Materials regularly and systematically provide a variety of assessment opportunities over the course of the year to demonstrate students’ progress toward mastery and independence of word recognition and analysis. Examples include, but are not limited to, the following:
No evidence found
Assessment materials provide the teacher and students with information concerning students’ current skills/level of understanding of word recognition and word analysis. Examples include, but are not limited to, the following:
No evidence found
Materials support the teacher with instructional suggestions for assessment-based steps to help students to progress toward mastery in word recognition and word analysis. Examples include, but are not limited to, the following:
No evidence found