K-2nd Grade - Gateway 1

The letter names and sounds instruction myView meets the expectations for Indicator 1a.i. The materials include a clearly defined scope and sequence that introduces high-utility letter-sounds first and progresses to less frequent or more complex sounds in later units. All 26 letters are represented across the first units of instruction, with additional support provided by a dedicated Letter Recognition Unit that, while listed as optional, offers direct and explicit instruction for students to recognize all lowercase and uppercase letters, with consistent routines used across daily phonics lessons and reinforced through daily and weekly spiral reviews. 

• There is a defined sequence for letter recognition instruction to be completed in a reasonable time frame over the school year. 

  • The Phonics Routines section outlines a weekly instructional focus for each letter. All 26 letters are represented across the first units of instruction, following a clearly defined scope and sequence that introduces high-utility sounds first and progresses to less frequent or more complex letter-sounds in later units. The sequence is as follows: 

    • Unit 1: M, T, A, S, P, C, I , N , B, R

    • Unit 2: D, K, O F, H, L, G, E, W, Y

    • Unit 3: J, X, U, V, Z, Q: Review A, I 

    • Unit 4: Review E, U, P, Y, D, F, V

    • UNIT 5: Review C, T, A, B, J, G, Q, K, S, W, M, L, N, R, Z

  • The program provides a dedicated Letter Recognition Unit that offers direct and explicit instruction in all 26 letters in alphabetical order. This unit is labeled optional. 

• Materials contain isolated, systematic and explicit instruction for students to recognize all 26 lowercase and uppercase letters. 

  • Explicit instruction is provided in daily phonics lessons that isolate individual letter names and sounds. Each lesson includes consistent routines such as: 

    • “This is a picture of [image]. [Image] begins with the sounds /[target sound]/. The sound /[target sound]/ is spelled with the letter [target letter].”

    • For example, In Unit 1, Week 1, Lesson 3, Phonics, the teacher displays Alphabet Card T and says, “This is a picture of a turtle. Turtle begins with the sound /t/. The sound /t/ is spelled with the letter t.” The teacher points to the letters Tt, then writes and traces Tt as they say /t/. Similar isolated routines are used across all units, paired with daily and weekly spiral reviews.

The student practice opportunities for letter names and their corresponding sounds in myView meet the expectations for indicator 1a.ii. Materials include sufficient practice opportunities for students to recognize all 26 lowercase and uppercase letters accurately and automatically through varied tasks across the year. Teacher-led small group lessons provide explicit, multisensory practice, while activities in the Student Interactive support identifying and writing letters connected to their sounds. Materials also incorporate a variety of activities and resources, including cumulative review in phonological awareness lessons, weekly independent practice options, planned reinforcement of previously taught letters and sounds in later units, and digital tasks that offer additional varied practice opportunities. 

• Materials include sufficient practice opportunities for students to recognize all 26 lowercase and uppercase letters accurately and automatically. 

  • In Unit 2, Week 1, Lesson 2, Teacher Led-Small Group Instruction, teachers explicitly introduce the letter Dd, model its formation using chenille sticks or clay, and guide students to trace and repeat “the letter d spells /d/, /d/, /d/,” providing multisensory practice that supports cumulative learning. 

  • In the Student Interactive, Unit 1, Week 3, Lesson 1, students say the name of each picture, then write Pp if the picture begins with the /p/ sound. The pictures are: pig, pencil, ring, piano, leaf, and pillow. Students cross off the picture if it does not begin with the /p/ sound. While this provides targeted practice, there is no indication that such practice opportunities build toward automaticity or are revisited over time.

• Materials incorporate a variety of activities and resources for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge. 

  • In Unit 2, Week 1, Lesson 5, students engage in cumulative review activities during phonological awareness to identify initial and final /d/ and /k/ sounds, produce rhymed words, and segment and blend phonemes. 

  • In Unit 2, Week 1, Weekly Independent Activity Options, students practice foundational skills by writing d and k on paper and drawing pictures of things that start with the corresponding sound. 

  • The Skills Overview for Unit 4, Week 5 and Unit 5, Week 1 shows planned review and reinforcement of previously taught letters and sounds, including Dd /d/, Ff /f/, Vv /v/, Short Ee /e/, CC /k/, Tt /t/, Short Oo /ō/, and Long Oo /o/, demonstrating cumulative practice across the year. Digital activities such as letter matching, sorting, and locating are also referenced in the Letter Recognition Digital Practice section, offering additional varied practice opportunities.

The student practice opportunities for letter formation myView meet expectations for indicator 1a.iv. The materials include frequent and varied opportunities for students to practice printing and forming uppercase and lowercase letters. Practice occurs through tracing, writing, and air formation activities embedded in daily instruction and supported by the Student Interactive. Letter formation activities are present throughout the early units and allow students to reinforce skills in both structured and contextualized formats. 

• Materials include frequent opportunities for students to practice forming all of the 26 uppercase and lowercase letters. 

  • In Unit 1, Week 2, Consonant Ss, Student Interactive, students trace the letters Ss. Then, students complete a “Read, Match, and Write” activity where they write one of the words they matched on the provided lines. 

  • In Unit 3, Week 2, Lesson 1, Student Interactive, the teacher is directed to model how to form both uppercase and lowercase Uu while explaining that the letter u often spells the /u/ sound. Students are prompted to trace the letters U and u, providing guided practice in proper letter formation.

• Materials include cumulative review of previously learned letter formation. 

  • In Unit 2, Week 1, Lesson 1, Model and Guide Practice, the teacher writes the letters Dd on the board. In the Student Interactive, students trace the letters on the first line. The teacher says, “I will say a group of words. Each word will either have the beginning or ending sound /d/. Listen for the sound /d/. When you hear the sound /d/, trace the letter d in the air.” Students listen to: dog, bed, dinosaur, mad, pad, dime, dance, lid.

    • This lesson introduces the letter Dd through multisensory practice with visual, auditory, and kinesthetic engagement. The letter is later revisited in Unit 4, demonstrating a spiraled approach that supports cumulative reinforcement of previously taught letter formation and phoneme-grapheme correspondence. 

The phonemic awareness scope and sequence in myView meets expectations for indicator 1c. The materials contain a clear, research-based sequence for teaching phonemic awareness that progresses from simpler skills, such as isolating and identifying sounds, to more complex tasks like segmenting, blending, and manipulating phonemes. The scope and sequence follows a cohesive hierarchy and is aligned to phonics instruction across units. Instruction focuses on phoneme-level awareness, with limited emphasis on broader phonological tasks after the first two units. While the scope and sequence overview does not list every skill explicitly, lesson-level instruction largely reflects the expected progression. 

• Materials contain a clear, evidence-based explanation for the expected sequence for teaching phonemic awareness skills. 

  • In the myView Proven Practices in the Science of Reading Overview, in the What the Science of Reading Says About the Sounds of the English Language section, the materials state that Kindergarten and first grade students must first demonstrate an understanding of spoken words, syllables, and sounds to develop phonological awareness (Lust, 2006). Research indicates that young students must develop phonemic awareness to grasp basic language skills required for reading, including hearing, identifying, and manipulating sounds in spoken words (Adams, 1990). The text states that phonemic awareness provides a foundation for the development of all other language skills, including reading (Tankersley, 2003). 

• Materials have a cohesive sequence of phonemic awareness instruction based on the expected hierarchy to build toward students’ immediate application of the skills. 

  • In the English Foundational Skills and Word Study Scope and Sequence Kindergarten, the phonemic awareness sequence follows a structured, hierarchical progress across the five units in Kindergarten. 

    • Unit 1: Initial and final consonant sounds Mm /m/, Tt /t/, short vowel Aa /a/, recognizing alliteration, blending and segmenting consonants Pp /p/, Cc /k/, onset and rime. Short Ii /i/, rhyming words, and word families -an, -at, -in, -ip. 

    • Unit 2: Initial and final sounds Dd /d/, Kk /k/, segmenting and blending phonemes Short Oo /o/, alliteration Ff /f/, word identification Hh /h/, Ll /l/, blending and segmenting phonemes Gg /g/, initial and final consonant blends, rhyming words Short Ee /e/, medial sounds Ww /w/, Yy /y/, and word families -op, -ot, -en, -et.

    • Unit 3: Syllables Jj /j/, Xx /ks/, final sounds Short Uu /u/, middle sounds Vv /v/, rhyming words Zz /z/, Qq /kw/, short and long vowels Aa /a/, Ii /i/, word count, word families -ug, -un, -ub, -ut.

    • Unit 4: Middle sounds Short Oo /o/, Long Oo /o/, blending and segmenting Short Uu /u/, Long Uu /ū/, word identification Short Ee /e/, Long Ee /ē/, syllables Pp /p/, Yy /y/, counting words in sentences Short Ii /i/, Long Ii /ī/, recognizing alliteration Short Ee /e/, and rhyming words Short Uu /u/, Long Uu /ū/.

    • Segmenting and blending phonemes Cc /k/, Tt /t/, manipulating syllables Short Oo /o/, Long Oo /ō/, counting syllables Bb /b/, Jj /j/, adding phonemes initial and final blends, recognizing alliteration Gg /g/, Qq /kw/, substituting phonemes Short Aa /a/, Long Aa /ā/, consonant blends Kk /k/, Ss /s/, Ww /w/, and manipulating phonemes Ll /l/, Nn /n/, Rr /r/, Zz /z/.

      The sequence progresses from simple phonemic awareness tasks (recognizing sounds) to more complex skills (manipulating phonemes), ensuring students move toward decoding and encoding skills in reading and writing. 

  • In the myView Proven Practices in the Science of Reading Overview, in the Research Into Practice with myView Literacy section, the materials state that phonological awareness develops over time in young students and that skills are taught in three sequential levels and practiced throughout Kindergarten, first, and second grades. Instruction occurs in both the Teacher’s Edition and the Reading Routines Companion and uses multisensory techniques, including picture cards, kinesthetic activities, and digital games. 

• Materials attend to developing phonemic awareness skills and avoid spending excess time on phonological sensitivity tasks. 

  • In the English Foundational Skills and Word Study Scope and Sequence, the Kindergarten Scope and Sequence prioritizes phonemic awareness skills, particularly phoneme segmentation, blending, and manipulation, over phonological sensitivity tasks like rhyming or alliteration. 

    • Units 1 and 2 include rhyming and alliteration but move toward blending, segmenting, and manipulating phonemes in Units 2 through 5. 

    • Word families and syllable segmentation are incorporated in Units 2 through 3 to reinforce sound-symbol correspondence and decoding skills rather than relying on broad phonological tasks. 

    • Minimal focus on phonological sensitivity tasks like syllable counting or onset-rime identification in later units ensures more instructional time is dedicated to phoneme-level awareness. 

• Materials contain a phonemic awareness sequence of instruction and practice aligned to the phonics scope and sequence. 

  • In the English Foundational Skills and Word Study Scope and Sequence Kindergarten, the phonemic awareness sequence aligns with phonics instruction to ensure that oral skills directly support decoding and encoding development. 

    • Unit 1, Week 1 introduces consonants Mm, Tt alongside phoneme segmentation and blending activities.

    • Unit 2, Week 2 introduces Short Oo /o/ while incorporating segmenting and blending phonemes.

    • Unit 3, Week 4 and Week 5 reinforce Short and Long vowels Aa /a/, Ii /i/ with phoneme segmentation and word identification.

    • Unit 5 focuses on phoneme substitution and manipulation, supporting phonics skills related to consonant blends and vowel distinctions.

  • In the myView Proven Practices in the Science of Reading Overview, in the Research into Practice with myView Literacy section, the Reading Routines Companion provides phonological and phonemic awareness lessons that align with the foundational skills scope and sequence for each grade. The materials include phonemic awareness screening routines to help teachers identify areas of deficit with older students. The materials describe a research-based sequence of phonemic awareness instruction for students who need additional support.

The phonemic awareness instruction in myView meets expectations for indicator 1d. The materials include systematic, explicit instruction in phonemic awareness through structured daily routines and teacher-led modeling. Lessons provide clear examples for instruction, including scripted routines for segmenting and identifying phonemes, kinesthetic supports such as air-writing and counters, and guided practice. Articulation videos are available to support accurate modeling of sound pronunciation and mouth formation. Materials also include embedded teacher guidance for corrective feedback, with scaffolded prompts, extension activities, and references to intervention resources when students need additional support. 

Note: This indicator is analyzed at the lesson level to examine the instructional progression within and across lessons. Repeated references to a single week or lesson reflect the structured sequence of explicit instruction and guided practice, which is representative of how the materials support this skill throughout the year. 

• Materials include systematic, explicit instruction in sounds (phonemes). 

  • In Unit 1, Week 2, Lesson 1, the teacher introduces a new phoneme /a/ and says, “Listen carefully as I say the sound: /a/ /a/ /a/. When you make the sound /a/, feel where your tongue and jaw are. Your tongue and jaw should be down.” Articulation videos are also available to support teachers in modeling correct mouth position, airflow, and voicing when introducing new sounds. 

  • In the Reading Routines Companion, Isolate Phonemes: Medial /a/, the lesson provides a structured four-step routine to teach students how to identify the medial /a/ sound. In Step 1, Introduce, students are introduced to the concept of a middle sound using counters. The teacher says, “Today we will listen for the middle sound /a/ in words. The middle sound is the sound between the first and last sounds.” In Step 2, Model, the teacher demonstrates segmentation with the word can, placing counters for each phoneme. The teacher says, “I will say a word. Listen carefully to the middle sound, can.” The teacher then segments, “/k/ /a/ /n/.”

• Materials provide the teacher with examples for instruction in sounds (phonemes). 

  • In Unit 1, Week 2, Lesson 1, the See and Say section directs students to and complete a picture identification activity in the Student Interactive. The teacher provides an example by pointing to a picture of a sack, breaking the word into phonemes. The teacher says, “Listen to the sounds as I say this word: /s/ /a/ /k/. Does sack have the sound /a/ in the middle? Yes, it does: /s/ /a/ /k/. Let’s circle the sack. 

  • In the Reading Routines Companion, Isolate Phonemes: Medial /a/, the Step 3 Guided Practice Step, the teacher provides counters and has students segment the sounds of hat while tapping each phoneme. The teacher says, “What is the middle sound in hat? /a/.” Students continue segmenting other words independently in Step 4, On Their Own. 

  • In the Teacher-Led Small Group Instruction, Week 3, Lesson 3, Foundational Skills Group Review and Reinforce, students practice air-writing p while listening for the /p/ sound in words such as pack, sip, dad, pet, and clap. The teacher provides multiple examples and guides students to air-write the letter p when hearing /p/ in initial or final positions. 

• Materials include teacher guidance for corrective feedback when needed for students. 

  • In Unit 1, Week 3, Lesson 3, Teacher-Led Small Group Instruction, Foundational Skills Group Review and Reinforce, the formative assessment directs the teacher to monitor student progress by having them air-write the letter p in response to words such as lap, pick, pass, dog, hop. If students struggle, the teacher models additional words peg, pop, pup, pink and refers to intervention lessons, MyFocus Intervention Teacher Guide, Lessons 5 through 20, and articulation videos for further support. 

  • In the Reading Routines Companion, Isolate Phonemes: Medial /a/, the lesson explicitly includes corrective feedback strategies if students struggle to identify the medial /a/. The teacher says, “If students cannot identify medial /a/ in a word, model how to segment each sound to identify medial /a/ using Steps 2 and 3.” 

    • The Make it Easier Activity provides a phoneme deletion activity using counters to help struggling students isolate /a/ in simpler words. The teacher says, “What is tan without /t/? /a/ /n/.”

    • The Make it Harder Activity challenges advanced students to identify medial /a/ in four- and five-phoneme words. The teacher says, “How many sounds are in crab? Four. What is the third sound? /a/.”

The daily phonemic awareness lessons in myView meets expectations for indicator 1e. The materials include daily, brief phonemic awareness instruction that aligns to the phonics portion of the lesson. The instruction typically appears at the start of the phonics lesson and is designed to support the development of phoneme-grapheme correspondence. Lessons provide explicit teacher modeling, regular opportunities for students to practice connecting sounds to letters, and articulation guidance that supports accurate pronunciation. Students engage in routines such as tracing, sorting, and identifying letters associated with specific phonemes, reinforcing the relationship between sounds and print.

Note: This indicator is analyzed at the lesson level to examine the instructional progression within and across lessons. Repeated references to a single week or lesson reflect the structured sequence of explicit instruction and guided practice, which is representative of how the materials support this skill throughout the year.

• Daily phonemic awareness instruction correlates to the phonics portion of the lesson and includes letters (phoneme-grapheme correspondence). 

  • In Unit 3, Week 1, Lesson 1, the teacher introduces Jj and connects the phoneme to its grapheme by holding up the Alphabet Card Jj and pointing to the jaguar picture. The teacher says, “The beginning sound in jaguar is /j/. The sound /j/ is spelled with the letter j.” The teacher writes the Jj on the board and has students air-trace the letter while saying /j/. 

  • In Unit 4, Week 1, Lesson 1, the teacher introduces Short o and Long o and connects them to graphemes using picture-word connections. The teacher says, “Let’s say the sound in the middle of the word to: /o/ /o/ /o/. The sound /o/ can be spelled with the letter o.” The teacher then introduces long o with the word nose, showing that the o_e spelling pattern represents /ō/. 

  • In Unit 5, Week 1, Lesson 1, the teacher introduces words for Cc and Tt, explicitly connecting the /k/ and /t/ phonemes to print. The teacher says, “What letter spells the sound /k/ at the beginning of cap?” The teacher flips the picture card for cap to reveal the printed word, reinforcing letter-sound correspondence. 

• Materials include opportunities for students to practice connecting sounds to letters.

  • In Unit 3, Week 1, Lesson 2, the students trace uppercase J and lowercase j while saying the sound in the Student Interactive. Students complete a word identification activity, circling words that begin with /j/, such as jug. The students sort words by vowel sound and spelling pattern in the Student Interactive

  • In Unit 5, Week 1, Lesson 1, the teacher writes words containing C cot, cone, cute, cute, case, cut, can and has students circle the letter C in each word. Students then read a list of words with the sound /t/ spelled T tube, tag, take, tape, ten, tap, and circle the letter T. 

• Materials include directions to the teacher for demonstrating how to pronounce each phoneme (articulation/mouth formation). 

  • In Unit 4, Week 1, Lesson 1, the lesson provides guidance on how to pronounce /o/ vs. /ō/ by instructing the teacher to explicitly model both sounds. The teacher says, “Today we will learn a new sound. The new sound is /o/. Let’s say it together /o/ /o/ /o/. The teacher is encouraged to model articulation through slow, exaggerated pronunciation of both vowel sounds by guiding students to listen for the difference between /o/ and /ō/ in word pairs such as log vs. home and cot vs. cone. The lesson encourages mouth positioning adjustments, instructing students to observe lip rounding and jaw movement when pronouncing /o/ vs. /ō/.

  • In Unit 5, Week 1, Lesson 1, the lesson provides articulation guidance for /k/ and /t/ by directing teachers to explicitly model the correct tongue placement and airflow when pronouncing these sounds. The teacher displays a picture card for cap and says, “What letter spells the sound /k/ at the beginning of cap?” The teacher then flips the card to confirm that the letter C spells /k/ in cap. The teacher instructs students to place a hand on their throat when producing the sounds /k/ and /t/ to feel the difference between voiced and voiceless consonants. The lesson includes a comparison activity where students pronounce words with /k/ and /t/ while feeling for vibration in the vocal cords.

The assessment opportunities for phonemic awareness in myView meets expectations for indicator 1f. The materials provide regular and systematic assessment opportunities to monitor student progress in phonemic awareness throughout the year. Assessments include baseline diagnostics, weekly progress check-ups, cumulative reviews, and formative observations during daily instruction. Teachers are supported with tools such as student and class progress charts, checklists, and anecdotal records to evaluate current skill levels. The materials also offer specific instructional suggestions based on assessment results, including reteaching guidance, small group lessons, and targeted intervention resources.

Note: This indicator is analyzed at the assessment level to examine how opportunities to measure phonemic awareness are structured and distributed across the year. Repeated references to specific weeks or tasks reflect embedded and recurring assessment structures that are representative of the program’s design for monitoring student progress over time. 

• Materials 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. 

  • The Baseline Assessment includes a phonological awareness section that assesses Initial sounds, Final sounds, and Rhyming words. 

  • In Unit 1, Week 4, Lesson 1, Teacher Led-Small Group Instruction, Formative Assessment, Monitor Progress, the formative assessment directs teachers to monitor students’ ability to recognize and sound out letters p and c while reading a decodable book, Pat the Cat. If students struggle to recognize or decode these phonemes, the teacher is instructed to review letter-sound correspondence using Alphabet Cards Pp and Cc before implementing an intervention activity. 

  • The Progress Check-ups in each unit provide teachers with formative data about students’ phonemic awareness abilities. 

    • In Unit 1, Week 1, Progress Check-Up, students complete a picture-based phonemic awareness task, identifying the beginning sound in a word. The teacher says, “Find the square at the top of the page. Put your finger on it. Now look at the three pictures in that row: jar, monkey, sock. The letter m makes the sound /m/. Draw a circle around the picture that has the beginning /m/ sound.” 

• Assessment materials provide teachers and students with information concerning students’ current skills/level of understanding of phonemic awareness. 

  • The Progress Check-Ups Teacher Manual explains that progress check-ups are administered at the end of instruction for each week to evaluate phonemic awareness development. The materials instruct teachers to record student scores on the Student Progress Chart and Class Progress Chart to monitor individual and class-wide growth. The Item Analysis Charts help teachers identify the specific phonemic awareness skills assessed. If a student receives a low score or demonstrates inadequate progress, the materials direct teachers to use myFocus Intervention, Level A for additional phonemic awareness, phonics, and decoding practice. 

  • In the Assessment Guide, “What is Reporting and How Do I Use It to Inform My Instruction” section, it explains that anecdotal records provide a log of observations to track student progress in phonemic awareness tasks during daily instruction. Checklists in Part 2 of the Assessment guide help teachers pinpoint specific phonemic awareness skills that students have mastered or need further practice with. Data sheets track progress in early literacy skills, including phonemic awareness, allowing teachers to monitor growth over time. 

• Materials support teachers with instructional suggestions for assessment-based steps to help students to progress toward mastery in phonemic awareness. 

  • In Unit 4, Week 4, Lesson 2, Formative Assessment, Monitor Progress, teachers listen to students read aloud and observe errors in decoding Short i words: sit, sip, tip, Tim, it. If students struggle with decoding or writing words with Short i, the teacher is instructed to use the Skill Group lesson for additional instruction and reteaching and provide intervention strategies for students unable to complete the exit ticket. 

  • In Unit 1, Week 5, Lesson 5, the Cumulative Review provides a structured opportunity to assess previously taught phonemic awareness skills from Weeks 4-6. Teachers review skills using specific phonemic awareness tasks: 

    • Identify initial and final /n/ (nurse, fan, ocean, knee, bean).

    • Identify initial /r/ (robot, write, rake, race, red).

    • Identify Short i (lid, win, zip, pit, wig).

    • Recognize alliteration (bump, big, bike; read, ring, roll). 

    • Blend and segment onset and rime (cape, tap, bell, kick, hope).

The phonics scope and sequence in myView meets the expectations for indicator 1g. The materials provide a research-based, clearly defined sequence for phonics instruction. The Kindergarten Foundational Skills and Word Study Scope and Sequence follows a structured progression from letter-sound correspondences to more complex phonics skills such as consonant blends, long vowels, and phoneme manipulation. Instruction is rooted in high-utility patterns, including common consonants, short vowels, and word families. Materials integrate multisensory activities and articulation supports to reinforce phonics generalizations and ensure the development of decoding skills. The order of instruction reflects a systematic path from simple to complex, enabling students to build and apply foundational reading skills. 

• Materials contain a clear, evidence-based explanation for the expected sequence for teaching phonics skills. 

  • In the Proven Practices in the Science of Reading flipbook, the Teaching Phonological and Phonemic Awareness section provides an evidence-based rationale for the phonics sequence, citing research from Lust (2006), Pearson et al. (2020), Biemiller (2001), Adams (1990), and Tankersely (2003) to support systematic phonics instruction. The phonics sequence follows a structured, research-based progression, beginning with letter recognition and sound-symbol relationships and progressing to blending, segmenting, and manipulating phonemes as students develop reading skills. 

    • The program builds metalinguistic awareness from syllables to phonemes for students to move through early, basic, and advanced phonemic awareness skills before mastering phonics. 

      • Early: Initial sounds, segmenting and blending phonemes, alliteration, onset-rime, rhyming, syllables. 

      • Basic: Initial/medial/final sounds, blending phonemes, manipulating phonemes, distinguishing between long and short vowels. 

      • Advanced: Long and short vowels, producing rhyming words, adding and deleting phonemes, recognizing phoneme changes, manipulating phonemes. 

• 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.

  • The Kindergarten English Foundational Skills and Word Study Scope and Sequence follows a systematic progression for students to move from basic letter-sound relationships to more complex phonics skills. 

    • Unit 1: 

      • Introduction of high-utility consonants Mm /m/, Tt /t/, Ss /s/, Pp /p/, Cc /k/ and short vowels Aa /a/, Ii /i/

      • Introduction to onset and rime blending, alliteration, rhyming words, and initial and final sounds. 

      • Word families -an, -at, -in, -ip to establish patterns for word recognition.

    • Unit 2: 

      • Introduction of Dd /d/, Kk /k/, Ff /f/, Hh /h/, Ll /l/, Gg /g/, Ww /w/, and Yy /y/

      • Initial and final consonant blends

      • Continued short vowel instruction Short Oo /o/, Short Ee /e/, and additional word families -op, -ot, -en, -et. 

    • Unit 3: 

      • Introduction of Jj /j/, Xx /ks/, Vv /v/, Zz /z/, Qq /w/. 

      • Focus on CVC decoding, Short and Long Aa /a/, Short and Long Ii /i/.

      • Expansion of word families -ug, -un, -ub, -ut 

    • Unit 4: 

      • Introduction of Short and Long Oo /o/, Short and Long Uu /u/, Short and Long Ee /e/.

      • Explicit letter-sound instruction for Pp, Yy, Dd, Ff, Vv, Hh, Xx, and other high-utility consonants. 

      • Focus on syllables, word segmentation, and phoneme addition and deletion. 

    • Unit 5: 

      • Introduction of consonant blends Cc /k/, Tt /t/, Bb /b/, Jj /j/, Gg /g/, Qq /kw/, Ss /s/, Ww /w/, Mm /m/, Ll /l/, Nn /n/, Rr /r/, Zz /z/.

      • Phoneme manipulation (adding, deleting, substituting phonemes) to develop spelling and word reading fluency. 

      • Introduction of long vowel patterns and consonant blends 

• Phonics instruction is based in high utility patterns and/or specific phonics generalizations. 

  • The Kindergarten English Foundational Skills and Word Study Scope and Sequence emphasizes high-utility patterns that allow students to apply decoding skills across multiple words, such as high-frequency letter-sound correspondences m, s, t, a, i; common short-vowel word families -at, -an, -it, -op, -ug, -un, -et, -en; consonant digraphs sh, th, ch, wh; and initial and final consonant blends in Unit 5. Phonics instruction also reinforces phonics generalizations that support decoding, including Short and Long vowel distinctions a, i, o, u, e and early syllable awareness, including word count, syllable segmentation, and syllable manipulation in Units 3, 4, and 5. 

  • In the Proven Practices in the Science of Reading flipbook, Teaching Phonological and Phonemic Awareness section, the materials state that instruction integrates multisensory activities to reinforce phonics generalizations, such as Sound Rainforest and Picture Word Cards help students blend and segment sounds orally before connecting them to letter patterns

  • In the Reading Routines Companion, the Articulation Support Guide provides visual and kinesthetic strategies for teaching students how to accurately produce sounds.

The materials’ exclusion of three-cueing strategies meets expectations for indicator 1h. Materials do not include instructional language or routines that rely on the three-cueing system. Lessons focus on explicit instruction in phoneme-grapheme correspondences and phonics-based decoding. When students encounter unfamiliar words, instruction emphasizes attention to letter-sound relationships rather than relying on context or visual cues to guess the word. 

• Materials do not contain elements of instruction that are based on the three-cueing system for teaching decoding. 

  • The materials do not contain elements of instruction that are based on the three-cueing system for teaching decoding.

The pacing and practice opportunities of phonics instruction in myView meet expectations for indicator 1i. The materials include a structured and reasonable pacing of phonics instruction, with daily lessons and weekly cumulative reviews that support student mastery. Daily phonics lessons follow a predictable routine of explicit teaching, modeling with guided practice, and opportunities for independent application. Instruction is paced to introduce one phonics concept at a time, allowing students to practice newly taught skills to build toward automaticity. Weekly cumulative reviews and ongoing small-group instruction provide distributed and interleaved practice with previously taught skills, reinforcing decoding and encoding development across the year. 

• Materials include reasonable pacing of newly taught phonics skills. 

  • The pacing of phonics instruction is reasonable and structured, as evidenced by the Kindergarten Foundational Skills Instructional Pathway Flipbook. The materials outline daily instruction, weekly cumulative reviews, and targeted small-group intervention to support a coherent and appropriately paced introduction of phonics skills across the year. 

    • Daily Phonics Instruction follows a three-step routine that includes explicit teaching, modeling with guided practice, and independent student practice.

    • Weekly Cumulative Reviews provide systematic opportunities to reinforce previously taught phonics skills. 

    • Small-Group and Intervention Instruction allows for targeted phonics instruction based on student needs, providing additional practice with phonics skills introduced during whole-group instruction. 

• The lesson plan design allots time to include sufficient student practice to work towards automaticity. 

  • In Unit 3, Week 5, Lesson 1, the materials instruct the teacher to write and read the words fin and fine. The teacher states, the middle sound /i/ can be spelled with the letter i. The middle sound /i/ can be spelled with the pattern i_e.” Students trace the first word, identify the vowel sound it contains, and then circle other picture words in the row that share the same vowel sound. 

  • In the Reading Routines Companion flipbook Short i and Long i, Side A, Step 3: Guide Practice, the materials prompt the teacher to display the word bit. Then the teacher says, “Say and blend the sounds with me: /b/ /i/ /t/, bit. What vowel sound do we hear in the middle of the word bit? /i/.What letter spells the sound /i/? (i).” The teacher asks the students to write the word bit and underline i. Then the teacher displays the word bite. The teacher states, “Say and blend sounds with me: /b/ /i/ /t/, bite. What vowel sound do we hear in the middle of the word bite? /i/. What vowel pattern spells the sound /i/? i_e.” The teacher asks students to write the word bite and underline i and e. In the Independent Application, the teacher displays the words spin/pine and fin/fine. 

    • Across these instructional steps, the lesson design provides multiple, structured opportunities for students to decode, write, and distinguish between similar phonics patterns. These repeated and focused practice opportunities support students in developing accuracy and efficiency in applying phonics patterns, building toward automaticity over time. 

• Materials contain distributed, cumulative, and interleaved opportunities for students to practice and review all previously learned grade-level phonics. 

  • As evidenced by the Kindergarten Foundational Skills Instructional Pathway, the materials include weekly independent and collaborative practice options in the myView Literacy Small Group component that align with whole-group instruction. Teachers use skill group and intervention lessons informed by formative assessment data to target student needs. The myFocus Reader offers additional reading passages aligned to weekly skills and themes, providing ongoing opportunities to reinforce previously taught phonics and word study content. 

  • In Unit 1, Week 4, Lesson 5, Cumulative Review: Phonics and High-Frequency Words, students read previously learned consonants Pp Cc Nn and Short i words Tim, can, pit, pin, nap. Then students complete the Integrated Review Words section: we, tin, cap, my, sip, sit, pan, cat, nap, make. 

  • In the Skills Practice Flipbook, Unit 5, Week 4, Cumulative Review, students identify phonics patterns in words, recognizing syllables, and completing sentences with word choices. The materials instruct students to, 

    • Say the picture names and repeat them aloud, reinforcing phonemic awareness. 

    • Circle the pictures in the first row whose names start with the sound /kw/ spelled qu. 

    • Circle the pictures in the second row whose names contain Short a as in cat. 

    • Say each picture name, count the syllables, and circle the correct number. 

    • Complete each sentence by writing a word from the box. 

    • Draw a picture of one of the sentences. 

The phonics instruction in myView meets expectations for indicator 1j. Materials include systematic and explicit teacher modeling of newly taught phonics patterns through daily lessons and routines. Lessons include guided segmentation and blending practice using consistent routines. Students engage in encoding through structured dictation routines with teacher-led sound segmentation and spelling checks. Materials also provide corrective feedback guidance through scaffolded routines like Make It Easier, offering clear teacher prompts and multisensory support for students who need additional help. 

Note: This indicator is analyzed at the lesson level to examine the instructional progression within and across lessons. Repeated references to a single week or lesson reflect the structured sequence of explicit instruction and guided practice, which is representative of how the materials support this skill throughout the year. 

• Materials contain explicit instruction for systematic and repeated teacher modeling of newly taught phonics patterns. 

  • In Unit 3, Week 1, Lesson 3, materials provide explicit instruction for introducing /ks/ sound spelled with the letter x. The teacher displays a picture card of the word fox, identifies the final sound /ks/, and explains that it is a combination of the sounds /k/ and /s/. The teacher writes the uppercase and lowercase forms of the letter x on the board and traces the letters while articulating the sound /ks/. 

  • In the Reading Routines Companion, Words with Initial Jj, Side A, the teacher displays the letters Jj and models: “This is the letter uppercase J and lowercase j. Both spell the sound /j/.” The teacher points to the word jam and says, “The letter j spells the sound /j/ at the beginning of jam,” then models how to write both uppercase and lowercase Jj. 

• Lessons include blending and segmenting practice using structured, consistent blending routines with teacher modeling. 

  • In Unit 3, Week 1, Lesson 3, the teacher models oral segmentation of the word ax. Students repeat the word and listen to the individual phonemes, /a/ /ks/, identifying the final sound as /ks/. The materials prompt students to connect the sound /ks/ to the letter x in their student materials. 

  • In Unit 4, Week 3, Lesson 2, Phonics: Read and Write Words with Short e and Long e, the teacher segments the word jet by saying, /j/ /e/ /e/ /e/ /t/, and prompts students to repeat the sounds and write the word from the Student Interactive.

• Lessons include dictation of words and sentences using the newly taught phonics pattern(s). 

  • In Unit 4, Week 3, Lesson 2, Connect to Spelling Dictation, the teacher segments each word aloud (e.g., /s/ /e/ /t/ for set, /w/ /e/ /t/ for wet and prompts students to repeat and write the word, then check spelling before moving on. 

  • In Unit 5, Week 2, Lesson 2, Connect to Spelling: Initial and Final Blends, the teacher repeats this, segments the sounds in each word (e.g., /f/ /l/ /a/ /t/ for flat), prompts students to repeat the sounds, and then write the word. After writing, students check the spelling before moving on. This routine is repeated with the words dent, pump, and clip, providing structured encoding practice using initial and final consonant blends. 

• Materials include teacher guidance for corrective feedback when needed for students. 

  • In the Reading Routines Companion, Words with Initial Jj, Side B,  if students cannot identify or spell the consonant Jj, the materials prompt the teacher to “model how to identify and spell consonant Jj using Steps 2 and 3. Next work through the Make It Easier activity.” 

    • The Make It Easier activity directs the teacher to distribute Jj letter tiles and have students trace and say the sound /j/, then write the letters independently and say or write a word that begins with j. The routine reinforces phoneme-grapheme correspondence and provides multiple entry points for corrective support. This sequence provides explicit teacher guidance for addressing student errors and includes scaffolded practice to support phoneme-grapheme correspondence. 

The decoding and encoding practice opportunities in myView meet expectations for indicator 1k. The materials include frequent and varied opportunities for students to decode and encode words using common and newly-taught sound and spelling patterns. Daily phonics lessons incorporate explicit teacher modeling, guided decoding routines, and structured encoding tasks that focus on sound-spelling correspondence. Students engage in regular blending and segmentation activities, both orally and in writing, that reinforce Short and Long vowel patterns. Word-level decoding is embedded in decodable texts and supported through repeated readings for fluency and accuracy. Student Interactive materials provide consistent practice and cumulative review, supporting the development of automaticity with taught phonics skills. 

Note: This indicator is analyzed at the lesson level to examine the instructional progression within and across lessons. Repeated references to a single week or lesson reflect the structured sequence of explicit instruction and guided practice, which is representative of how the materials support this skill throughout the year.

• Lessons provide students with regular opportunities to decode words with taught phonics patterns. 

  • In Unit 2, Week 5, Lesson 2, Phonics: Read and Write Words with Ee, the teacher points to the letters Ee on the board and displays the word get. The teacher says, “Listen carefully to the following word: /g/ /e/ /t/. Do you hear the sound /e/ in this word? What letter spells the sound /e/ in get?” A student volunteer is asked to point to the letter e in the word. The teacher then writes the words set, bet, beg, let, pet, and peg, and guides students to blend and read each word aloud, providing practice decoding CVC words with the short e vowel. 

  • In Unit 4, Week 2, Lesson 2, Phonics: Read and Write Words with /u/ /ū/ and /ü/, the teacher writes the words cub and cube and prompts students to identify and blend each sound. The teacher says, “What sound does c spell? What sound does u spell? What sound does b spell? Now let’s blend the sounds to read the word: /k/ /u/ /b/, cub.” This routine is repeated with cube, cute, and tune, providing direct decoding practice with both short and long vowel sounds. 

• Lessons provide students with regular opportunities to encode words with taught phonics patterns. 

  • In Unit 4, Week 2, Lesson 2, Phonics: Connect to Spelling - Medial /u/ /ū/ /ü/, the teacher prompts students to repeat segmented sounds and write the word: /s/ /u/ /b/ sub, /h/ /u/ /t/ hut, /t/ /ü/ /b/ tube, and /m/ /ū/ /l/ /e/ mule. Students then check their spelling before moving on to the next word, applying encoding with taught short and long vowel patterns. 

    • This example reflects a consistent instructional routine across the program, where encoding tasks are regularly embedded in daily phonics lessons. 

• Student-guided practice and independent practice of blending sounds using the sound-spelling pattern(s) is varied and frequent, supporting skill retention and automaticity. 

  • In the Student Interactive, Unit 4, Week 2, Lesson 2,  Short u and VCe Words with u, the teacher prompts to name the picture, write the word, read the word aloud, and identify and compare vowel sounds across rows of words. They are also asked to “trace the letter in the first word and tell me the sound that u spells” and then “circle the picture words in the first row that have the same u sound. 

    • This example reflects a consistent approach in the program, where students frequently engage in guided and independent blending practice using taught sound-spelling patterns to support retention and automaticity. 

• Materials provide opportunities for students to engage in word-level decoding practice focused on accuracy and automaticity. 

  • In Unit 5, Week 1, Lesson 4, Decodable Story-Read: Tif and Cole, the teacher models decoding words from the title using taught sound-spelling patterns. The teacher says, “I see the letters T, i, f. I know t spells /t/, i spells /i/, and f spells? /f/. Listen: /t/ /i/ /f/. I can read the word: Tif.” The routine is repeated for Cole.

    • During guided practice, students decode a sentence by identifying graphemes and blending sounds (e.g., “What sound does a spell? /a/. What sound does t spell? /t/. Blend: at.”). The teacher prompts students to read the full sentence fluently: “Look at it come down!”

    • In the practice portion, students are paired to take turns reading each page aloud and are prompted to highlight and underline skill words. The teacher listens for application of sound-spelling knowledge. Students then reread the story independently to build fluency, providing repeated exposure to taught patterns that reinforces decoding accuracy and supports the development of automaticity. 

    • If students struggle with decoding Short and Long o, the teacher is directed to provide targeted support through a skill group, reinforcing word-level decoding with accuracy.

The instruction and practice of spelling rules and generalizations in myView meet expectations for indicator 1l. Spelling generalizations are taught in a sequential manner that aligns with the phonics scope and sequence, beginning with simple vowel patterns and progressing to more complex blends and contrasts across the year. Materials include explicit explanations of spelling rules and provide opportunities for students to apply these rules through modeled instruction, guided practice, and independent application. Instructional routines in the Writing section follow a consistent weekly structure that introduces, reinforces, and reviews spelling patterns. This repeated structure supports distributed and interleaved practice, giving students sufficient and varied opportunities to apply spelling generalizations and build toward automaticity over time. 

• Spelling rules and generalizations are aligned to the phonics scope and sequence. 

  • The Kindergarten English Foundation Skills and Word Study Scope and Sequence presents a systematic sequence in which phonics and spelling generalizations are introduced. 

    • In Unit 1, students are taught Short vowel sounds /a/ and /i/, and corresponding word families such as -an, -at, -in, and -ip. 

    • In Unit 2, this is extended to include Short /e/ and initial/final consonant blends, along with new word families like -op, -ot, -en, and -et. 

    • As students move through Units 3 to 5, they encounter Short and Long vowel contrasts (e.g., Short Aa and Long Aa in Unit 3; Short Ee and Long Ee in Unit 4) and progressively more complex consonant blends. 

• Materials include explanations for spelling of specific words or spelling rules. 

  • In Unit 4, Writing, Week 5, Lesson 2, materials include an explicit explanation of the CVC spelling pattern for Short e words. The teacher explains that Short e is often spelled with the letter e in three-letter words and introduces the consonant-vowel-consonant (CVC) pattern. The teacher states that knowing this pattern helps students read and spell words, as words with this structure typically include a Short vowel sound. During modeling and guided practice, the teacher displays the words pet, men, and led, and highlights the Short e sound in each. Students apply the generalization in the Student Interactive by identifying and writing Short e CVC words. 

  • In Unit 5 Writing, Week 1, Lesson 2, materials include an explicit explanation of the CVC spelling rule for short vowel sounds. The teacher explains that words with Short vowel sounds are typically spelled using the consonant-vowel-consonant (CVC) pattern. During modeling and guided practice, the teacher displays the words box, cot, and top, emphasizing that the middle letter in each word is a vowel representing a short sound, positioned between two consonants. Students then complete a related activity in the Student Interactive to apply the rule independently. 

• Students have sufficient opportunities to practice spelling rules and generalizations. 

  • In Units 4 and 5, the Writing section includes a recurring weekly structure that provides students with sufficient and varied opportunities to practice spelling rules and generalizations. Each week follows a three-part routine: 

    • Lesson 2 (Teach) introduces a specific spelling pattern (e.g., CVC with Short e, or o, or CCVC words). 

    • Lesson 3 (More Practice ) reinforces the same pattern through guided and independent spelling tasks. 

    • Lesson 4 (Review) provides cumulative practice with previously taught patterns. 

      • This consistent instructional sequence supports distributed and interleaved practice of phonics-based spelling generalizations, allowing students to apply learned patterns across multiple days and varied contexts. The structured repetition across weeks ensures students have sufficient opportunity to build accuracy and work toward automaticity in spelling.

The decodable texts and instructional routines in myView meet expectations for indicator 1m. Decodable texts reflect taught phonics patterns and align with the program’s scope and sequence. Lessons include structured routines for repeated readings through teacher modeling, guided reading, partner practice, and independent rereading. Sentences are phonetically controlled and varied in structure, with no reliance on predictable patterns. Decodable texts decrease in use as students demonstrate decoding proficiency and transition into more complex reading. 

Note: This indicator is analyzed at the lesson level to examine the instructional progression within and across lessons. Repeated references to a single week or lesson reflect the structured sequence of explicit instruction and guided practice, which is representative of how the materials support this skill throughout the year.

• Decodable texts reflect grade-level phonics patterns aligned to the program’s scope and sequence. 

  • In Unit 1, Week 1, Lesson 4, the teacher introduces the decodable text I Am to students after explicit instruction in the sounds /m/ and /t/spelled m and t, which are introduced earlier in the unit. The teacher states that the story will contain words with these sounds. 

  • In Unit 3, Week 3, Lesson 4, the decodable text Quin at Bat focuses on the sound /k/ spelled qu and the sound /z/ spelled z. These phonics elements are listed in the lesson’s Teach section as part of the instructional focus.

  • In Unit 5, Week 4, Lesson 4, the decodable text Can We Be Out? includes words with the sound /k/ spelled k, /s/ spelled s, /w/ spelled w, and /m/ spelled m. These phonics patterns are listed in the Teach section and correspond with the phonics instruction from the unit.

• Lessons include detailed plans for repeated readings of decodable texts to reinforce accuracy, automaticity, and confidence. 

  • In Unit 1, Week 1, Lesson 4, the lesson includes multiple structured reading routines. The teacher first models reading the title and sentences using known sound-spelling patterns and My Words to Know. Students then participate in guided reading of each sentence, repeating after the teacher. Following guided reading, students are paired to take turns reading each page aloud. The lesson concludes with an additional independent rereading of the entire text. During partner and independent reading, students are asked to highlight or underline skill words as they read. 

  • In Unit 3, Week 3, Lesson 4, the lesson includes a structured sequence that supports repeated readings. The teacher first models blending and reading the title and initial sentences. During guided practice, students blend and read words together with the teacher, with decoding support focusing on skill-based sound-spelling patterns and high-frequency words. Students are then paired to read the story with a partner, taking turns reading each page aloud. During this phase, the teacher prompts students to highlight and underline skill words. The lesson concludes with an independent rereading of the entire text. 

  • In Unit 5, Week 4, Lesson 4, the lesson includes a structured, multi-phase reading routine. The teacher models decoding words in the title and first sentences, guiding students to blend each word sound by sound. During guided practice, students read sentences chorally with the teacher and identify My Words to Know. Next, students are paired to read the story aloud, taking turns by page. As they read, they are instructed to highlight or underline skill words. The lesson concludes with an optional independent rereading. If students need additional support with decoding w or m, the materials direct the teacher to use the corresponding skill group. 

• Reading practice occurs in decodable texts aligned to the taught phonics patterns and reflects an absence of predictable texts. Use of decodable texts decreases over time as students demonstrate decoding proficiency and transition into increasingly complex texts. 

  • In Unit 1, Week 1, Lesson 4, the decodable text I Am includes words with targeted sound-spelling patterns /m/ and /t/ and does not follow a predictable sentence pattern. The story begins with the sentence I am the man and continues with similar variations. Picture words such as monkey, turkey, and tiger are introduced in advance, and students use letter-sound relationships to read each sentence. The teacher prompts students to identify sound-spelling patterns as they read each page. Sentences vary in structure and do not follow a repetitive or patterned format.  

  • In Unit 3, Week 3, Lesson 4, the story Quin at Bat includes phonetically controlled text that features spelling patterns taught during the week, including qu for /kw/ and z for /z/. Sentences in the story: Quin had on her hat, and are decoded one word at a time using letter-sound prompts from the teacher. Students are asked to blend the sounds in each word and highlight the skill-based sound-spelling patterns. The sentence structures vary and do not follow a repetitive or predictable pattern. 

  • In Unit 5, Week 4, Lesson 4, the decodable text Can We Be Out? features short, phonetically controlled sentences and avoids repetitive sentence structures. Sentences such Kim was out with Dad include words that students decode using sound-spelling patterns taught earlier in the week. Students apply phonics skills while reading words such as can, Kim, was, and out, rather than relying on repetition or illustrations. The story includes multiple sound-spelling patterns and does not follow a repetitive or predictable format. 

    • By the end of the year, the frequency of decodable text use decreases, and students engage with more complex texts that integrate previously taught phonics skills in less controlled reading contexts.

The phonics assessment opportunities in myView meet expectations for indicator 1n. Materials provide systematic assessment opportunities throughout the year, including exit tickets, Progress Check-Ups, Unit Tests, and Benchmark Assessments. Tasks assess phonics skills such as letter-sound correspondence and initial and final sounds. Teachers receive clear guidance for administering assessments and tracking student performance using class and student record charts. Instructional guidance is embedded throughout the program to support teachers in interpreting assessment results and making informed instructional adjustments. These include using data to form flexible groups, reteach specific phonics patterns, select targeted word lists, and implement intervention routines. Scenarios in the Assessment Guide offer practical examples of how teachers might use performance data to differentiate phonics instruction based on students’ needs, ensuring sustained progress toward mastery. 

• Materials regularly and systematically provide a variety of assessment opportunities over the course of the year to demonstrate students’ progress toward mastery and independence in phonics. 

  • In the Kindergarten Assessments, Unit 1, Week 1, Exit Ticket 2, students are asked: “Which letter spells the beginning sound of mouse?” (options: h, n, m), measuring initial letter-sound correspondence. 

  • In the Assessments: Unit 2, Week 1, Progress Check-Up, students circle pictures based on given sounds (e.g., “Draw a circle around the picture that has the ending d sound: top, kite, bird”). 

  • The Unit 3 Unit Test-Teacher Scripting includes multiple items targeting letter-sound identification. For example, “The beginning sound in horse is /h/. What is the letter for /h/? Draw a circle around the letter /h/.”

  • Mid-Year and End-of-Year assessments follow the same format and are administered using scripted directions and standardized pages (e.g., “The beginning sound in boy is /b/. Draw a circle around the letter b”). 

• Assessment materials provide teachers and students with information concerning students’ current skills/level of understanding of phonics. 

  • All assessments include multiple-choice phonics questions aligned to the scope and sequence, allowing teachers to observe how students apply phonics skills in and out of context. 

  • In the Assessment Guide: Early Literacy Behaviors Checklist, the phonics and decoding section includes items such as: identifies letters of the alphabet (both uppercase and lowercase), connects sound to letter-consonants, and uses sound-letter knowledge to read words.

  • The Skills Conference Record provides a form for documenting student behaviors, strategies, and proficiencies across foundational areas. The guide advises teachers to confer with each student at least once per grading period, using the form for frequent, ongoing, informal conversations about phonics progress and areas for improvement. 

• Materials support teachers with instructional suggestions for assessment-based steps to help students to progress toward mastery in phonics. 

  • In the Unit 2 or 3 Progress Check-Ups, if students struggle with assessment items in, the materials direct teachers to repeat the instruction using intervention routines or targeted word lists provided in the lesson, providing explicit instructional steps based on identified needs. 

  • In Unit 3, Week 3, Small Group: Consonants Zz, students complete a write-and-match phonics activity involving decodable words (zebra, zip, zero, zoo). Teachers are guided to monitor decoding accuracy during the activity and to reteach or reinforce the /z/ sound as needed. 

  • The myView Assessment Guide includes a sample scenario that illustrates how teachers interpret assessment results and assign students to flexible instructional groups based on phonics needs. For example, one student is placed in a group focused on sound-letter recognition, while another receives integrated phonics and comprehension instruction. 

  • Across the assessments, teacher-facing guidance emphasizes grouping decisions, reteaching strategies, and instructional pairings (e.g., matching decoding difficulty with easier text) to ensure students receive appropriate support based on assessment outcomes.

The high-frequency word instruction in myView meets expectations for indicator 1o. Kindergarten materials include systematic and explicit instruction through a consistent weekly routine. Lessons emphasize phoneme-grapheme connections, modeling both regular and irregular correspondences. Students engage in repeated instructional routines that include reading, spelling, writing, and applying high-frequency words in oral and written contexts. Instruction is embedded across the year, with approximately 90 high-frequency words introduced through both isolated and sentence-level practice. This structured approach supports decoding, encoding, and cumulative application of high-frequency word knowledge. 

• Materials include systematic and explicit instruction of high-frequency words with an explicit and consistent instructional routine. 

  • In Unit 1, Week 3, Lesson 1, students are introduced to the high-frequency words have, is, and he. The teacher models each word, describes the letter formations, and guides students in air-writing the words. Each word is used in oral sentences, and students read the words aloud together. 

  • In Unit 3, Week 1, Lesson 3, the routine continues with the words was, said, and where. Students watch the teacher write each word, say each letter aloud, write the word in the air, and use the word in an oral sentence. Students then read connected text with a partner and underline the high-frequency words. 

  • In Unit 4, Week 4, Lesson 2, students review the words good, could, and open. The teacher reads each word, students repeat it, spell it aloud, and tug on their earlobes while saying each letter. 

• Materials include teacher modeling of the spelling and reading of high-frequency words that includes connecting the phonemes to the graphemes. 

  • In Unit 2, Week 1, Lesson 1, the teacher introduces the high-frequency words are, that, and of. The teacher writes each word, describes the letter formations, and prompts students to air-write the words. The teacher uses each word in an oral sentence to support contextual understanding. When introducing that, the teacher points to the letters a and t, stating, “We know the letter a spells /a/ and the letter t spells /t/.” The teacher circles th and explains, “The letters th spell the sound /th/.” Students then blend and read the word aloud with the teacher. This routine is repeated for are and of, with the teacher drawing attention to regular and irregular sound-spelling correspondences.

  • In Unit 5, Week 1, Lesson 1, the teacher introduces the high-frequency words eat, soon, and walk. After writing each word and describing the letter formations, students are prompted to air-write the words. When introducing soon, the teacher identifies known sound-spelling correspondences, saying: “The letter s spells /s/ and n spells /n/.” The teacher circles oo and explains that it spells the sound /ü/, as in the word tube. Students then blend and read the word aloud with the teacher. The teacher repeats this process with eat and walk, identifying familiar sound-spelling patterns and highlighting irregular elements to reinforce decoding and encoding.

• Materials include a sufficient quantity of high-frequency words for students to make reading progress. 

  • Kindergarten materials introduce approximately 90 high-frequency words across the year with instruction designed to support both isolated word recognition  and sentence-level application. 

  • High-frequency word instruction appears consistently across units, with explicit lesson words including have, is, he (Unit 1), are (Unit 2), was, said, where (Unit 3), and good, could, open (Unit 4). Instructional routines repeat across lessons, with students reading, spelling, writing, and using high-frequency words orally and in print throughout the year.

The instructional opportunities for high-frequency words in myView meet expectations for indicator 1p. Materials provide frequent and varied opportunities for students to decode and encode high-frequency words in both isolation and context. Instructional routines in the Student Interactive and Reading Routines Companion emphasize phoneme-grapheme correspondence, support transfer to connected text, and build automaticity through repeated reading and writing. Tasks address both decodable and non-decodable words, with scaffolds that guide students in identifying irregular spellings and applying learned patterns across multiple contexts.

• Students practice decoding high-frequency words in isolation. 

  • In Unit 1, Week 2, Lesson 3, the teacher models the high-frequency word to by writing it on the board, prompting students to name each letter aloud, and guiding them to write the word in the air while spelling it. The teacher reads the word aloud with the class and uses it in an oral sentence.

  • In Unit 3, Week 4, Lesson 3, the teacher models the word my using the same instructional routine—writing the word, identifying each letter, prompting air-writing, and reinforcing pronunciation.

  • In the Reading Routines Companion: Decodable High-Frequency Words, Side A, Step 2, the teacher displays the word am, segments and blends it aloud (“/a/ /m/, am”), and prompts students to decode the word multiple times in isolation. Students identify known sound-spellings (a spells /a/, m spells /m/), supporting phoneme-grapheme mapping and decoding fluency.

• Lessons provide students with frequent opportunities to decode high-frequency words in context. 

  • In Unit 1, Week 2, Lesson 3, students read sentences in the Student Interactive that include the high-frequency words a, to, and like. Students identify and underline each word, then reread the sentences with a partner. This activity supports transfer from isolated decoding to contextual application.

  • In Unit 3, Week 4, Lesson 3, students engage in similar sentence-level practice with the words my, we, and make. After identifying the words in context, students reread the sentences aloud with a partner, reinforcing fluency and high-frequency word recognition during connected reading.

• 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. 

  • In the Reading Routines Companion: Decodable High-Frequency Words Side A, Steps 3 and 4, students engage in repeated encoding practice by air-writing the word while spelling aloud: “a, m, am,” writing the word on a card and turning the card over to spell it from memory three to four times, and using the word in an oral sentence. 

  • In the Reading Routines Companion: Non-Decodable High-Frequency Words Side A, Step 4, students write the word to, circle the irregular letter, turn their paper over and spell it from memory, practice writing it multiple times, and use the word in a sentence. 

    • The Make It Easier activities support encoding with letter tiles and counters, guiding students to identify irregular patterns (e.g., saw, was, what). 

    • The Make It Harder activities ask students to identify irregular spellings (soon, were, please), use tiles, scramble and re-spell, and write the full sentences using the words.

The instructional opportunities for syllabication and morpheme analysis in myView meet expectations for 1q. Kindergarten materials include explicit instruction in syllable types and division through teacher modeling of consonant-vowel-consonant (CVC) word patterns, where students segment, spell, and write short vowel words. Instruction in morpheme analysis introduces common affixes with modeled examples, vocabulary integration, and student practice in identifying base words and analyzing word meanings. These instructional routines are embedded in lessons that reflect a consistent approach to decoding and word construction across the program. 

• Materials contain explicit instruction of syllable types and syllable division that promote decoding and encoding of words.

  • In Unit 4, Writing, Week 2, Lesson 3, Spelling, the teacher introduces the concept of CVC syllable patterns and models how this structure supports accurate spelling. The teacher writes the word bun and explains: “I see this word has a CVC pattern. The u probably has a short vowel sound: /u/. This helps me spell the word.” Students then practice identifying and applying this knowledge. The teacher says the word cut and prompts students to segment the sounds: /k/ /u/ /t/. When students identify the short vowel sound /u/, the teacher confirms the CVC pattern and guides them to write the word cut using what they know about letters, sounds, and vowel patterns. 

  • In Unit 5, Writing, Week 1, Lesson 3, Spelling, the teacher reminds students that words with short vowel sounds are often spelled with the CVC structure and models this using words such as rat, rot, pat, and can. The teacher pronounces each word by isolating and articulating the individual phonemes (e.g., /r/ /a/ /t/), and students write the words as they segment each sound. 

• Materials contain explicit instruction in morpheme analysis to decode unfamiliar words.

  • In Unit 5, Week 1, Lesson 1, Related Words, the teacher introduces students to the prefix -un (meaning “not”) and the suffix -ed (indicating past tense), using unhappy and prepared. The teacher models how to identify the base word within a longer word (e.g., happy in unhappy, prepare in prepared) and explains how these affixes change word meaning. 

  • In Unit 5, Week 1, Lesson 1, Academic Vocabulary: Related Words, students are introduced to the suffix -y through vocabulary instruction connected to the text Weather Around the World by André Ngāpō. The teacher explains that adding -y to a base word changes the word’s meaning to “with a lot of,” as in rainy meaning “with a lot of rain.” The teacher models this with the example of rain-> rainy and prompts students to find and analyze another example in the text (windy), identifying the base word wind and discussing the relationship in meaning. 

• Multiple and varied opportunities are provided over the course of the year for students to learn, practice, and apply word analysis strategies. 

  • In Unit 5, Week 1, Lesson 1,  Student Interactive, students read and discuss words such as prepared and unprepared, identify the prefix and suffix in each word, and determine how the affixes alter the meaning of the base word prepare. 

  • In Unit 5, Week 4, Lesson 1, Word Parts Guided Practice, students add -ed to jump and ask, and un- to do and even, then say the new words and explain the meaning. Students then practice in the Student Interactive, matching newly formed words to corresponding images, reinforcing their understanding of word construction and meaning. 

    • The structure and routines demonstrated, including explicit teacher modeling, guided practice, and application through decoding and word construction, reflect the lesson design used throughout the program. These instructional components indicate that opportunities to apply word analysis strategies are consistently embedded across the year.

The assessment opportunities for word recognition and analysis in myView meet expectations for indicator 1r. Materials regularly and systematically include assessments such as sentence dictation, spelling tasks, and high-frequency word recognition checks that align with taught phonics patterns. The materials provide teachers with structured tools to monitor progress, including scoring rubrics and class record charts, and support with instructional guidance for reteaching based on assessment data. Assessment activities are embedded throughout the year in writing, small group, and end-of-unit lessons, allowing for consistent monitoring of decoding and word analysis development. 

Note: This indicator is analyzed at the assessment level to understand how opportunities to measure word recognition and analysis are structured and distributed across the year. Repeated references to weekly assessments and recurring routines reflect embedded, cumulative structures that are representative of the program’s approach to monitoring student progress and supporting responsive instruction over time.

• 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. 

  • In Unit 2, Week 1, Lesson 2, materials include a teacher-led small group fluency activity in which students take turns reading the decodable book “My Cat, Nip” aloud with a partner. Similar opportunities appear regularly across the program’s small group instruction, where decodable texts are used to reinforce phonics and decoding instruction. These oral reading checkpoints are embedded systematically throughout the scope and sequence, providing teachers with recurring opportunities to assess student progress in decoding and word recognition in the context of aligned decodable texts. 

  • In Unit 4, Writing, the materials include weekly “Assess Understanding” spelling assessments that provide structured opportunities to monitor students’ progress in word recognition and word analysis. Each lesson includes sentence-based dictation and targeted spelling tasks aligned to grade-level phonics expectations, such as CVC patterns and high-frequency words. For example, students are asked to complete spelling sentences (e.g., “The ball went over the net.”) and write dictated sentences (e.g., “The hen is in a brown pen.”), which require them to encode words they have previously encountered in instruction. 

  • In the End-of-Year Assessment, High-Frequency Words, students demonstrate their mastery of high-frequency word recognition by listening to a spoken word and identifying it from a set of three written options. The teacher reads each word aloud while students circle the corresponding word on their assessment page. The directions guide the teacher to move through the words quickly to assess automatic recognition. 

• Assessment materials provide the teacher and students with information concerning students’ current skills/level of understanding of word recognition and word analysis. 

  • In Unit 2, Week 1, Lesson 2, the materials direct the teacher to listen as individual students read the decodable text aloud, noting their reading accuracy and rate. The materials prompt teachers  to take observational notes on student performance. 

  • The End-of-Year Assessment, High-Frequency Words includes a structured scoring system that helps teachers interpret performance and determine student proficiency. The materials direct teachers to record each student’s results on both a Student Record Chart and a Class Record Chart, using the following scale. 

    • 7 correct = Proficient (+)

    • 5-6 correct = Developing (✓)

    • Fewer than 5 correct = Emerging (-) 

• Materials support the teacher with instructional suggestions for assessment-based steps to help students progress toward mastery in word recognition and word analysis. 

  • In Unit 1, Week 5, Lesson 4, Teacher-Led Small Group Instruction, Formative Assessment, the teacher prompts students to write the letter r and say the sound it spells /r/. If a student is unable to correctly write the letter or produce the correct sound, the teacher is instructed to repeat the activity using only words that begin with the /r/ sound spelled with the letter r and to implement a designated intervention activity. 

    • This example reflects a consistent feature of the materials, as Teacher-Led Small Group Intervention lessons regularly include guidance for assessment-based next steps, such as targeted reteaching and intervention when students struggle with foundational skills like letter-sound correspondence.