3rd-5th Grade - Gateway 1

The application of multisyllabic word reading strategies in myView meets the expectations for Indicator 1g. The materials provide explicit, grade-appropriate instruction and repeated practice in syllable types, syllable division, and morpheme-based approaches. Students decode and encode multisyllabic words through structured word study lessons and apply these strategies in connected text, including decodables and core selections. Instruction emphasizes flexible use of word reading strategies rather than fixed routines, with regular opportunities to revisit prerequisite skills. Materials integrate decoding, encoding, and meaning-based tasks aligned to fluency goals, supporting student progress toward accurate and automatic multisyllabic word reading.

• Materials emphasize flexible application over fixed sequences, with supports for targeted review of prerequisite skills as needed. 

  • In Unit 1, Week 1, Lesson 2, the Academic Vocabulary section supports students in flexibly applying morpheme knowledge to decode and understand multisyllabic words in context. The teacher prompts students to analyze the word creature from paragraph 34 of Grandma and the Great Gourd by Chitra Banerjee Divakaruni. Students identify the base word create and discuss related words such as creative, creativity, and creation, using prior knowledge and dictionaries to infer meaning. The task emphasizes flexible application of morphological strategies rather than rule memorization and connects word meaning to broader comprehension, as students evaluate the character’s use of the word cheater in the text.

  • In Unit 4, Week 5, Academic Vocabulary – Parts of Speech, materials support flexible application of morpheme-based strategies by guiding students to analyze how suffixes change word meaning and grammatical function. Students examine a word bank that includes perfect (verb), perfect (adjective), perfection (noun), and perfectly (adverb), with part of speech labels and definitions. Using this resource, students determine the part of speech of perfect in paragraph 76 of Grace and Grandma by Rich Lo, drawing on both context clues and word structure. This lesson emphasizes strategic decision-making, encourages transfer across multiple word forms, and reinforces prior instruction in suffix meanings and grammatical categories.

• Materials include explicit, grade-appropriate instruction for applying multisyllabic word reading strategies, including syllable types, syllable division, and morpheme-based approaches. 

  • In Unit 1, Week 1, Lesson 3, Word Study - Syllable Patterns, following explicit instruction, students engage in guided decoding and spelling practice using multisyllabic words that appear in the week’s core selection. The teacher references the sentence from the story: “What’s life without a little adventure?” and uses the word adventure to demonstrate syllable division and decoding. Students then apply their learning to additional multisyllabic words using the online word study tools. 

  • ​​In Unit 2, Week 4, Lesson 3, Word Study – Syllable Patterns, materials include explicit, grade-appropriate instruction in applying syllable type and syllable division strategies to decode multisyllabic words. The teacher reviews the VCe syllable pattern and models how to divide and decode words such as homemade, refuse, educate, milestone, and behave. For example, the teacher divides homemade into home/made, guides students to identify the VCe pattern in each syllable, and explains that the silent e signals a long vowel sound (o and a). Students apply the same process with additional words, identifying syllables, Long vowel sounds, and decoding each part aloud. Instruction concludes with an online word study slide that provides integrated opportunities to read, write, and spell multisyllabic words with the VCe pattern.

• Materials provide structured, embedded opportunities for students to decode and encode multisyllabic words in connected text, with instructional goals aligned to grade-level expectations for fluent word reading. 

  • In Unit 1, Week 3, Lesson 3, the foldable decodable The Picnic provides structured, embedded opportunities for students to decode and encode multisyllabic words in connected text. Materials prompt students to identify VC/CV syllable patterns by circling target words and apply their decoding knowledge within comprehension tasks. Students underline specific sentences and respond to meaning-based questions, such as “How did Dad lose the lunch?” These tasks integrate syllable pattern practice with connected reading and writing, supporting instructional goals for fluent word reading through repeated exposure to grade-level decoding patterns. The decodable is positioned as an extension of explicit instruction in syllable types, reinforcing automaticity and application within meaningful contexts.

  • In Unit 5, Week 3, Lesson 3, materials provide structured, embedded opportunities for students to decode and encode multisyllabic words containing the suffix -en. In the Word Study lesson, the teacher reviews the meaning and function of the suffix -en, explaining how it changes word forms (e.g., fresh → freshen, hand → handwritten) and guiding students to analyze the structure and meaning of each word. Students then apply this knowledge in the foldable decodable Pet Cats, where they write three words containing the suffix -en and complete comprehension tasks, such as underlining the sentence that explains how to tell when a cat is frightened. These activities integrate phonics, morphology, and meaning, supporting grade-level fluency goals through decoding and encoding in connected text.

• Materials include guidance and supports for reviewing prerequisite foundational skills or identifying students who may require targeted intervention, and monitoring progress toward accuracy and automaticity through informal and embedded assessment opportunities. 

  • In Unit 3, Week 2, Lesson 1, Teacher-Led Small Group Instruction – Foundational Skills Group, materials include guidance to review and reinforce prerequisite morphology skills. The teacher reminds students that prefixes are added to the beginning of base words and explains that while prefixes change meaning, they do not change pronunciation. Materials prompt the teacher to review the meanings of common prefixes such as pre-, dis-, in-, im-, and non-, and to model analysis using the decodable reader Will Tigers Disappear? For example, the teacher reads the word disappear, guides students to identify the prefix dis-, and explains the meaning shift from appear to disappear.

    • During partner reading, students identify and record words with prefixes from the decodable, analyze their structure, and determine each word’s meaning. Teachers monitor progress by asking students to orally identify the prefix, base word, and combined meaning of selected words. If students are unable to do so, the materials prompt the teacher to model the process and guide students through rereading and identification. This supports targeted scaffolding and builds toward automaticity with grade-level morphological analysis.

      Similar review and monitoring routines appear consistently across units, with weekly Foundational Skills Group lessons designed to reinforce prior knowledge and provide embedded opportunities for teachers to identify students in need of targeted support.

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 modeling and guided practice in applying multisyllabic word reading strategies in myView meet expectations for indicator 1j. The materials provide clear, structured modeling of multisyllabic word strategies through daily lessons and instructional routines. The materials guide teachers to explicitly model syllable types and division patterns (e.g., VC/CV, V/CV) using graphic organizers and think-alouds. Lessons incorporate structured blending and segmenting practice, with students identifying vowel patterns, dividing words into syllables, and reading multisyllabic words and applying their knowledge of syllable patterns in sentence-level writing. Materials include corrective feedback prompts such as “If…then” scaffolds and “Make It Easier” routines that help teachers respond to student errors by reviewing prerequisite CVC decoding skills and supporting accurate syllable division. 

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 guidance for systematic and repeated teacher modeling of multisyllabic word reading strategies.

  • In Unit 1, Week 1, Lesson 1 Word Study: Syllable Patterns, the materials prompt the teacher to review the VC/CV pattern and model dividing the words summer and hamper using a graphic organizer. The teacher says, “The word contains the VCCV pattern…I divide the syllables between the consonants, um and me…the first syllable has a short u sound because it is a closed syllable,” and reads the word slowly, emphasizing the syllable break and vowel sound.

  • In the Reading Routines Companion, Side A Syllable Pattern VC/CV, Step 2 directs the teacher to display the word ladder, point to the letters “adde,” and say, “We divide the word into syllables between the two consonants, d and d. Now I see the two syllables, lad and der. I can blend the syllables and read the word: lad/der, ladder.” The teacher then repeats the routine with the word sister, guiding students to identify the VC/CV pattern and syllable break before blending the word aloud. 

  • In Unit 2, Week 1, Lesson 1 Word Study: Syllable Patterns, the teacher creates a graphic organizer and models dividing VCV words like silent and linen. The teacher says, “First, I divide the word after the first vowel and read its long vowel sound: li/nen. Is that a familiar word? No. Let’s try it the other way…lin/en. Is lin/en a word? Yes.” Students complete the organizer showing syllables, vowel sound, and syllable pattern.  

• Lessons include blending and segmenting practice using structured routines that reflect syllable division and morphological word parts. 

  • In the Reading Routines Companion, Side A Syllable Pattern VC/CV, Step 3 includes guided practice using the word corner. The teacher asks, “What letters spell the VC/CV pattern?” and prompts students to respond, “orne.” The teacher follows up with, “Where do we divide the word into syllables?” and students respond, “between r and n.” The teacher continues, “What are the two syllables?” and students respond with cor/ner. The routine concluded with, “Let’s read the word: cor/ner. In Step 4, students complete similar routines with words like hammer, permit, upper, and center, identifying the pattern, dividing the syllables, and blending to read each word. 

  • In Unit 2, Week 1, Lesson 1, Word Study: Syllable Patterns, students engage in reading aloud and analyzing syllable patterns V/CV and VC/V. During guided practice, the teacher helps students divide and read multisyllabic words aloud, identifying the syllable break and vowel sound. Students then complete a corresponding activity in the Student Interactive and take turns writing and reading aloud sentences using each word. 

• Lessons include guided spelling or dictation practice using grade-appropriate multisyllabic words with embedded morphemes. 

  • In Unit 1, Week 1, Lesson 2, Word Study: Syllable Patterns, students engage in sentence-level dictation with multisyllabic words. The teacher reads a sentence aloud, students repeat and write it, and then check their spelling against a model. Dictation sentences include words like traffic, plastic, and cupboard, allowing students to encode multisyllabic words that reflect syllable patterns. The materials prompt, “Practice encoding words with syllable patterns by using instruction in spelling.”

  • In Unit 2, Week 1, Lesson 1, Word Study: Syllable Patterns, the materials include a dictation activity where students repeat and write sentences such as “At the zoo, we saw a camel and a tiger” and “That jam has a lemon flavor.” After students complete the sentences, the teacher displays the correct version and prompts them to check and revise their work. The materials direct the teacher to “practice encoding words with syllable patterns VC/V and V/CV by using instruction in spelling.”

• Materials include teacher guidance for providing corrective feedback aligned to word-level reading and spelling strategies.

  • In the Reading Routines Companion, Side A Syllable Pattern VC/CV, the materials state, “If students cannot divide a word with the VC/CV pattern into syllables, then model identifying the pattern and dividing the words using Steps 2 and 3.” The materials then direct the teacher to “work through the Make It Easier Activity” to further support students who need additional scaffolding.

    • The Make It Easier Activity prompts the teacher to display the word sun and says, “This word has one syllable. What is the vowel in the middle? (u).” The Teacher identifies the consonant-vowel-consonant (CVC) patterns and explains, “A CVC word almost always has a short vowel sound. Listen: sun. Say it with me: sun.” Students continue identifying and reading one-syllable CVC words.

The decoding and encoding practice opportunities in myView meet expectations for Indicator 1k. The materials provide frequent, varied opportunities for students to decode and encode multisyllabic words with advanced sound and spelling patterns. Decoding lessons include explicit modeling of syllable division and morpheme analysis using grade-level patterns such as VC/CV and affixed words. Students engage in guided and independent practice that supports blending, segmenting, and analyzing multisyllabic words across word study, spelling, and vocabulary lessons. Encoding opportunities are embedded in sentence-level dictation tasks and interactive spelling routines that reinforce syllable division and affix application. Materials also include structured activities for assessing student understanding and offer embedded guidance for reteaching decoding and spelling skills. These supports help teachers monitor progress and build toward word-level accuracy and automaticity.

• Lessons provide students with frequent opportunities for students to decode multisyllabic words containing grade-level sound and spelling patterns. 

  • In Unit 1, Week 2, Lesson 4, Word Study: Review Syllable Pattern VC/CV, the teacher creates a graphic organizer and models decoding the word village using the VC/CV syllable division pattern. The teacher says, “The first word contains the VCCV pattern illa. This means that I divide the syllables between il and la. The first syllable has a Short i sound because it is a closed syllable.” The teacher writes the word in the organizer and reads it aloud. Students then work together to decode additional multisyllabic words, including drumming, midnight, contact, and harvest. They divide each word into syllables and read them aloud. The materials also reference anchor charts and a skills practice book for additional multisyllabic decoding practice. 

  • In Unit 3, Week 1, Lesson 2, Word Study: Prefixes pre-, dis-, in-, im-, non-, the teacher models decoding multisyllabic words with prefixes using examples from the text,  Below Deck: A Titanic Story. The teacher reads the sentence, “Nonsense, said Auntie Nora with a sad smile,” and writes the word nonsense on the board, underlining the prefix non- means “not.” Students then work in pairs to identify and analyze the word discover from paragraph 68. If needed, the teacher defines the base cover as “to hide or make not known” and prompts students to decode and define discover by analyzing the prefix and the whole word.

• Lessons provide frequent opportunities for students to encode multisyllabic words through dictation, word building, or sentence-level tasks. 

  • In Unit 3, Week 1, Lesson 2, Connect to Spelling, the teacher dictates two sentences for students to write: “The flight was nonstop from New York to Dallas.” and “We got lost because the directions were inaccurate.” After students repeat and then write the sentences, the teacher displays the correct versions on the board and prompts students to check and revise their work. The materials direct the teacher to “practice encoding words with prefixes pre-, dis-, in-, im-, non- by using instruction in spelling.”

  • In Unit 1, Writing, Week 1, Lesson 4, Spelling: Syllable Pattern VC/CV, materials provide explicit encoding practice using multisyllabic words such as hidden, yellow, bandit, and picnic. The teacher reviews the VC/CV spelling rule and models how to divide words into syllables to support accurate spelling. Students apply the strategy through guided word analysis, then create flashcards and quiz one another by spelling the words aloud while emphasizing their syllables. These tasks reinforce syllable-based encoding and promote automaticity in spelling multisyllabic words.

• Student-guided practice and independent practice includes varied activities focused on blending, segmenting, and analyzing multisyllabic words. 

  • In Unit 4 , Week 3, Lesson 2, Word Study: Latin Suffixes, the teacher uses the Word Study lesson to support multisyllabic word analysis. Students reread paragraph 3 of the text Biography: Milton Hershey-Chocolate King, Town Builder and focus on the word determination. The teacher prompts students to identify the base word determine and suffix -ation and then read the word aloud. Students then classify determine as a verb and determination as a noun, and use both words in original sentences. 

  • In Unit 2, Week 1, Lesson 2, Word Study – Syllable Patterns V/CV and VC/V, materials include student-guided practice that supports blending, segmenting, and analyzing multisyllabic words. The teacher models how to divide the word begins from paragraph 4 of Patterns in Nature by Gregory Roy, identifying it as a V/CV pattern with an open first syllable. Students observe how to segment the word by syllable and vowel sound, then blend the parts to read the full word: be/gins. Following the modeling, students work with a partner to apply the same process to the word over in paragraph 8, dividing by syllable and blending to decode. These tasks provide varied opportunities for multisyllabic word analysis and reinforce decoding strategies through guided and independent practice.

• Materials include structured practice designed to build accuracy and automaticity in word-level reading and spelling, with embedded opportunities for teachers to monitor progress and determine when students are approaching mastery. 

  • In Unit 4, Week 3, Lesson 5, Word Study: Latin Suffixes, the lesson includes an assessment activity in which students are given a list of base words and suffixes (e.g., suggest + -ible, regret + -able, compress + -ible, digest + -ible). Students are asked to write the new word, explain how the suffix changes the base word, read the word aloud, and use their knowledge of the word parts to determine the meaning. The materials guide the teacher to monitor students' responses and state, “If students cannot correctly form, use, and spell Latin suffixes, then reteach how to form multisyllabic words with Latin suffixes.” 

  • In Unit 1, Week 5, Lesson 5, Word Study – Diphthongs, materials include structured practice to build accuracy and automaticity in decoding and spelling multisyllabic words with complex vowel patterns. Students read a list of words containing the diphthongs ou, ow, oi, and oy, and sort them into two categories based on sound: /ou/ (e.g., thousand, allowed, counter) and /oi/ (e.g., decoy, spoiled, avoid). After sorting, students write and read aloud original sentences using the words. The lesson includes an embedded Assess Understanding task and a Monitor Progress routine. Teachers are prompted to reteach diphthong decoding and spelling patterns if students are unable to correctly form, use, or spell the target words. Instructional guidance includes a review of common diphthong-spelling correspondences, supporting student progress toward mastery through responsive reteaching and targeted decoding practice.

The instruction and practice of spelling rules and generalizations in myView meet expectations for Indicator 1l. Spelling instruction follows a logical progression aligned to grade-level expectations, beginning with foundational patterns and advancing to complex morphological structures. The materials include clear explanations of spelling rules and meaningful word parts (e.g., -ible, -tion, pre-), with teacher guidance to support explicit connections between spelling, word structure, and meaning. Students receive frequent and varied opportunities to apply spelling generalizations through connected reading and writing tasks. Lessons integrate modeling, guided practice, and independent application, including sentence writing and multisyllabic word analysis, to promote accuracy and automaticity in spelling across contexts.

• Spelling rules and generalizations are taught in a logical order aligned to grade-level word reading and spelling expectations, including morphological patterns. 

  • The Grade 3 Foundational Skills and Word Study Scope and Sequence presents a clear, developmentally appropriate progression of spelling instruction that supports students’ growth in reading and writing increasingly complex words. 

    • In Unit 1, students focus on syllable pattern VC/CV and inflected endings such as -s, -es, -ies, -ing, -ed, and -er, which are foundational to understanding how words change with tense or plurality. 

    • Unit 2 introduces multisyllabic syllable division patterns (VC/V and V/CV), r-Controlled vowels (ar, or, ore, oar), compound words, and contractions. 

    • In Unit 3, students work with prefixes (pre-, dis-, in-, im-, non-), common suffixes (-ful, -y, -ness), vowel teams (oo, ew, ue, ui), and irregular plurals. 

    • Unit 4 deepens spelling instruction with r-Controlled vowel patterns (ir, er, ur, ear), Latin suffixes (-able, -ible, -ation), homographs, and homophones. 

    • In Unit 5, students study advanced vowel patterns (au, aw, al, augh, ought, ei), words with suffixes such as -en, and final stable syllables (-ie, -ture, -ive, -ize).  

• Materials include clear explanations for spelling of specific words and word parts, including rules, patterns, and meaningful units (e.g., roots, prefixes, suffixes). 

  • According to the Proven Practices in the Science of Reading Word Study section, spelling instruction in Grades 3-5 builds on students’ understanding of word structure. The program emphasizes that English spelling preserves morphological relationships, and that learning to recognize and apply those structures improves decoding, spelling, and vocabulary (Cunningham, 1998). Students are explicitly taught to examine longer words for recognizable chunks and morphemes. Instruction includes explanations of complex spellings, morphological units (e.g., -ive, -sion, -able), and syllabication rules. The Reading Routines Companion and Teacher Edition guide teachers in making these connections explicit during instruction using generalization explanations and examples embedded in core texts.  

• Students have frequent opportunities to practice spelling rules and generalizations through connected tasks that promote accuracy and automaticity. 

  • In Unit 4, Week 2, Lesson 3, Word Study: Syllable Pattern VCCCV, students practice applying a syllable division rule that reinforces accurate spelling. The teacher models how to divide the word concentrate between the consonants in the VCCCV pattern, identifying the consonant blend tr and reading the word syllable by syllable. Students repeat the process with additional words such as impressive and technology, identifying blends or digraphs and applying the division rule. The lesson concludes with an online word study slide for reading, writing, and spelling VCCCV-patterned words. Students explain their syllable division decisions, reinforcing the generalization and supporting automaticity.

  • In Unit 5, Week 5, Lesson 3, Word Study: Final Stable Syllables -le, -ture, -ive, -ize, students practice applying spelling generalizations through connected tasks. The teacher models how to identify and pronounce final stable syllables in words like departure and expressive, prompting students to isolate the syllable and decode the full word. Students then complete the online word study slide for reading, writing, and spelling additional multisyllabic words with the same patterns. To reinforce learning, students write original sentences using the words and read them aloud to a partner, promoting accuracy and automaticity in spelling and usage.

The targeted phonics assessment opportunities and instructional responses in myView meet expectations for indicator 1n. Materials include diagnostic and formative assessments that identify students requiring additional phonics support and provide instructional guidance based on assessment results, meeting expectations for Indicator 1n. The materials include assessments such as the Baseline Assessment and Progress Check-Ups, which measure foundational skills like syllable division and vowel patterns. Informal assessments are embedded in weekly word study tasks to support ongoing observation. Teachers receive clear guidance through student-level reports, standard-aligned scoring breakdowns, and the Student Progress Report Chart. Materials also offer recommendations for reteaching and targeted intervention based on assessment data, supporting instructional responses tailored to students’ phonics needs.

• Materials include diagnostic and/or formative assessments that may be administered at entry points or as needed to identify students requiring additional phonics support. These assessments are not expected to be part of routine whole-class instruction. 

  • The Baseline Assessment includes phonics items designed to diagnose foundational needs at the beginning of the year. Students answer questions such as: “Which word has the same vowel sound as cruise?” (options: but, count, lose, raise) and “What is the correct way to divide the word measured into syllables?” These items help teachers determine whether students have retained essential decoding skills and may benefit from differentiated phonics instruction. 

  • In the Unit 2, Week 1, Progress Check-up, students choose words that match the syllable division pattern of VC/V or V/CV (e.g., “Which word has the same syllable pattern as limit?”). This task allows teachers to flag students who may require reteaching or reinforcement of syllable patterns such as VC/V or V/CV. Because the item targets an applied phonics skill aligned to grade-level decoding expectations, student responses can help the teacher identify individuals who need reteaching or more focused instruction on syllable division rules. This formative check-up supports instructional decision-making by flagging misunderstandings at the point of instruction.

  • In the Unit 1, Weekly Independent Word Study Activities, students decode multisyllabic VC/CV words by dividing syllables (e.g., picture, silver, soccer), providing informal but targeted phonics checks. Because students apply syllable division rules without teacher prompting, teachers can observe decoding behaviors and identify patterns of difficulty. These embedded routines function as low-stakes formative assessments, providing teachers with data to determine whether additional instruction or practice is needed, without disrupting the overall flow of instruction.

• Assessment materials provide teachers with clear guidance on interpreting results to determine student needs.

  • The Assessment Guide includes a Student Progress Report Chart that tracks student performance across foundational phonics and word recognition skills, including: decoding multisyllabic words, identifying and understanding common prefixes and suffixes, decoding words with common Latin suffixes, and reading irregularly spelled words. Teachers are directed to use this tool to monitor individual student progress toward mastery and to identify areas where additional instruction may be needed.

  • In the Assessment Guide, on the Savvas Realize platform, teachers can access data by item and standard, including student-level and class-level performance reports. These tools help teachers analyze assessment results to determine which students may need targeted phonics instruction or additional support.

    These reports allow teachers to pinpoint which phonics and word recognition skills students have or have not mastered. Materials support interpretation of results by aligning digital reporting tools to key instructional skills, enabling teachers to group students strategically, plan reteaching, or provide enrichment based on demonstrated need. 

• Materials support teachers with instructional suggestions, scaffolds, reteaching routines, or intervention pathways based on assessment results to help students progress towards mastery. 

  • The Assessment Guide provides explicit guidance for using assessment results to support instruction. In the Q&A section, teachers are advised to use benchmark assessment data to group students with similar error profiles for targeted mini-lessons. The materials recommend reviewing student responses to identify patterns, adjusting instruction accordingly, and assigning students to intervention groups when needed. For students demonstrating mastery on the baseline, the guide advises selecting appropriately challenging texts to better assess instructional needs.

    Together, these tools provide embedded guidance to help teachers interpret assessment results and implement instructional supports aligned to students’ phonics needs.

The instruction and practice in meaningful word parts in myView meet expectations for indicator 1o. Materials include explicit instruction in prefixes, suffixes, and roots aligned to grade-level texts, with clear explanations of their meanings and functions. Students receive frequent opportunities to analyze and apply word parts to decode unfamiliar multisyllabic words and determine their meanings. Instruction consistently integrates morphology with spelling, pronunciation, and vocabulary development through targeted word study routines. Content-area texts and historical fiction are used to extend morphological instruction into science and social studies contexts, reinforcing connections between morphology and meaning across disciplines.

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 explicit instruction in common prefixes, suffixes, and roots appropriate to grade-level texts. 

  • In Unit 3, Week 1, Lesson 3, the teacher introduces the prefixes pre-, dis-, in-, im-, and non-, and explicitly teaches their meanings. 

    • pre - means “before” (premature)

    • dis- and non- mean “not” (displease, nontoxic)

    • in- can mean “in/on” or “not” (input, incredible)

    • im- can mean “into” or “not” (impress, immortal)

  • In Unit 4, Week 3, Lesson 3, the teacher introduces the Latin suffixes -able, -ible, and -ation and explicitly teaches their meanings:

    • -able and -ible mean “able to,” “capable of being,” or “deserving” (e.g., remarkable, resistable) 

    • -ation indicates “an action or process” and changes a verb into a noun (e.g., animate -> animation)

• Materials provide opportunities for students to apply morphological analysis to decode unfamiliar words and determine word meaning. 

  • In Unit 3, Week 1, Lesson 3, Word Study: Prefixes pre-, dis-, in-, im-, non-, students apply morphological analysis to decode unfamiliar words and determine word meaning. Students read and spell multisyllabic words containing the target prefixes, use context to determine their meanings, and explain how the prefix contributes to the definition. To support this application, the teacher models analysis with words such as nonspecific and prearrange, identifying the prefix and explaining how it alters the base word’s meaning. Students then complete an online word study activity and work in pairs to analyze two to three additional words, reinforcing their understanding through discussion and written practice.

  • In Unit 4, Week 3, Lesson 3, Word Study: Latin Suffixes, students apply morphological analysis to decode unfamiliar multisyllabic words and determine word meaning. Students identify base words and suffixes (e.g., debate + -able, reproduce + -ible, accuse + -ation), read the full word aloud, and explain how the word parts contribute to the meaning. As students complete a word study activity and partner tasks, they analyze definitions, use dictionaries to confirm meaning, and apply new vocabulary in original sentences. The teacher models this process at the start of the lesson by analyzing the word debatable, explaining the spelling change when the suffix is added, and demonstrating how morphology supports both decoding and meaning-making.

• Instruction connects morphological patterns to spelling, pronunciation, and meaning across content areas (e.g., science, social studies, or informational texts). 

  • In Unit 4, Week 3, Lesson 2, Word Study – Latin Suffixes, materials connect morphological instruction to content-area learning by embedding suffix analysis in a social studies text. Using Milton Hershey: Chocolate King, Town Builder by Charnan Simon, students analyze the suffix -able in the word comfortable, identifying how the suffix changes the word from a verb (comfort) to an adjective and describing its function within the historical context of housing for factory workers. Instruction prompts students to link the suffix to spelling and meaning in context, while connected reading builds content knowledge about social reform and industrial education in the early 1900s.

  • In Unit 3, Week 1, Lesson 2, Word Study – Prefixes, instruction integrates morphological analysis with social studies and science content. Students examine the word impossible by identifying the prefix im- and its meaning “not,” then apply that understanding to interpret character experiences in the historical fiction text Below Deck: A Titanic Story by Tony Bradman. Instruction continues with additional informational context, including social studies content on the RMS Carpathia’s rescue mission and the congressional recognition of Captain Rostron, and science content on post-disaster investigations into the Titanic’s construction. This lesson connects the prefix im- to meaning in a disciplinary context, reinforcing morphological understanding while building cross-curricular knowledge.

The word reading strategies in myView meet expectations for Indicator 1p. Materials provide explicit instruction and modeling for how to approach unfamiliar multisyllabic words in context using syllabication and morphology. Lessons introduce specific syllable types, such as closed syllables and final stable syllables, and guide students through the decoding of multisyllabic words using visual cues and structural analysis. Instruction is reinforced through guided and independent practice in connected grade-level texts, where students apply strategies such as dividing words into syllables, identifying vowel-consonant patterns, and confirming pronunciation through peer discussion. Materials emphasize strategic decision-making—encouraging students to make purposeful choices about when to reread, analyze word structure, or adjust their decoding approach—so they can monitor accuracy and comprehension when encountering unfamiliar words in context.

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 provide instruction and modeling for how to approach unfamiliar multisyllabic words in context using syllabication and morphology. 

  • In Unit 5, Week 5, Lesson 2, the teacher explicitly models how to decode the word terrible by identifying the final stable syllable -ble, explaining the consonant–syllable pattern, and dividing the word into syllables (ter/ri/ble). The teacher underlines the final syllable, names the sound it spells, and reads the word aloud, reinforcing the connection between syllabication and accurate pronunciation. This modeling provides students with a clear strategy for decoding unfamiliar multisyllabic words in context using syllable type knowledge.

  • In the Reading Routines Companion Closed Syllables, Side A, Step 2, the teacher explicitly models how to decode the multisyllabic word dizziest. The word is broken into three syllables: diz/zi/est. The first syllable is identified as closed due to its short vowel followed by a consonant. This is repeated with redness, retelling, and unhappy. 

• Lessons include guided and independent practice applying decoding strategies in grade-level reading materials. 

  • In the Foundational Skills Toolkit Unit 2, Week 4, Word Study Slides: Syllable Patterns, students engage in additional decoding practice using sentences drawn from or aligned to grade-level texts. Each slide presents a complete sentence containing a target multisyllabic word, such as: “Kaliyah and her friends spent recess drawing with chalk on the pavement.” Students are prompted to read the sentence aloud, identify the word that includes the VCe syllable pattern (pavement), and write the word. These sentence-level tasks support transfer of syllable decoding strategies into connected, context-rich text.

  • In the Reading Routines Companion Close Syllables, Side A, Step 3 Guided Practice provides multiple modeled and interactive examples (e.g., retelling, unhappy) where students tap out syllables, analyze each for vowel/consonant patterns, and identify whether syllables are closed. Step 4, On Their Own directs students to independently divide multisyllabic words into syllables, underline vowels and circle final consonants, and determine syllable types. 

• Instruction emphasizes strategic decision-making when decoding new words, including rereading and self-monitoring for meaning. 

  • In Unit 5, Week 5, Lesson 2, students work in pairs to locate and decode the word remarkable in a connected grade-level text. They are prompted to identify the final stable syllable, analyze the word structure, and confirm pronunciation through partner discussion. This activity encourages students to independently apply decoding strategies, monitor their accuracy, and reread as needed—reinforcing strategic decision-making when encountering unfamiliar multisyllabic words.

    This activity fosters self-directed word solving by prompting students to evaluate their decoding choices, confirm correct pronunciation, and adjust as needed—supporting strategic decision-making in authentic reading contexts.

The instructional opportunities for syllabication and morpheme analysis in myView meet expectations for indicator 1q. Materials include explicit instruction in syllable division patterns such as V/CV and VC/V, with consistent teacher modeling and guided practice using grade-level words in connected texts. Morpheme instruction is systematic and includes teaching of prefixes, suffixes, and roots, along with spelling rules and strategies for determining meaning. Students regularly apply word analysis strategies in both literary and informational texts across content areas, supporting decoding, spelling, and vocabulary development. 

• Materials include explicit instruction of syllable types and syllable division patterns that support decoding, spelling, and pronunciation of multisyllabic words. 

  • In Unit 2, Week 1, Lesson 2, Word Study - Syllable Patterns, the teacher uses the lesson to review vowel-consonant-vowel (VCV) syllable structures and guide students to identify VC/V and V/CV division patterns in words such as nature and repeat. Students are instructed to first divide the word after the first vowel (V/CV) and pronounce the vowel using its long sound.  If the resulting pronunciation is not recognizable, they are taught to try dividing the word after the consonant (VC/V) and pronounce the vowel using its short sound. This decoding strategy is modeled and practiced using multisyllabic words drawn from the informational science text “Patterns in Nature” by Jennifer Rozines Roy and Gregory Roy. 

  • In Unit 2, Writing, Week 1, Lesson 3 Spelling - Syllable Patterns, the teacher reminds students that identifying whether a word follows a V/CV or VC/V syllable pattern can help them spell unfamiliar words correctly. The teacher models this process using grade-level words such as human, minute, digit, and finish, and students are guided to apply the strategy by working with a partner to divide each word into syllables.  

• Materials include explicit instruction in morpheme analysis (e.g., prefixes, suffixes, root) to support decoding and determine word meaning. 

  • In Unit 1, Week 1, Lesson 1, Related Words, the teacher models how to recognize related words that share a common base word by examining competed and competition from the academic vocabulary chart in the Student Interactive. The teacher identifies the base word compete and explains that adding the suffix -ed creates a past tense verb (competed), while the suffix -tion creates a noun (competition). Students are prompted to apply the same strategy to another word from the chart and discuss their thinking. 

  • In Unit 3, Week 3, Lesson 3, students receive direct instruction on three Latin suffixes: -able, -ible, and -ation. The teacher defines each suffix: -able and -ible mean “able to,” “capable of being,” or “deserving,” and convert verbs into adjectives (e.g., remarkable, resistible); -ation indicates an action or process and converts verbs into nouns (e.g., animation). The teacher models how to identify the base word (debate, reproduce, accuse), recognize the suffix, and combine both to determine meaning and part of speech. Instruction also highlights morphological spelling rules, such as dropping the silent e in debate before adding -able. Students practice identifying the base word and suffix and use this information to decode and define debatable, reproducible, and accusation. 

• Materials provide frequent and varied opportunities to apply word analysis strategies in connected texts across content areas (e.g., science, social studies). 

  • In Unit 3, Week 1, Lesson 2, Academic Vocabulary - Related Words, students apply word analysis strategies in the context of a connected literary text, Below Deck: A Titanic Story by Tony Bradman. The teacher directs students to locate and list verbs from paragraphs 25-32 (e.g., catch, followed, pointed), and then work in pairs to manipulate these words by adding prefixes or removing suffixes to form related words. This activity prompts students to use morpheme analysis strategies to explore how affixes alter word form and meaning, and to compile and compare various morphological forms of each verb. 

  • In Unit 5, Week 4, Lesson 2, Word Study-Schwa, students apply word analysis strategies in the context of a connected literary text, Nora’s Ark by Natalie Kinsey-Warnock. The teacher reminds students that some multisyllabic words contain the schwa sound in an unstressed syllable and models how to divide the word away (paragraph 48) into syllables, identify the stressed and unstressed syllables, and recognize the schwa sound. Students then identify another example from paragraph 49 (e.g., around, kitchen) and are prompted to apply this knowledge using additional practice from the Word Study Lesson.

The assessment materials in myView meet expectations for Indicator 1r. Students engage in regular formative and summative assessments that measure progress in word recognition and analysis, including decoding, spelling, and morphological understanding. Materials guide teachers to interpret assessment data and respond with targeted instruction, including reteaching, skill reinforcement, and flexible grouping. Assessments are systematically embedded in instruction, aligned to the program’s phonics scope and sequence, and designed to inform instructional decisions that support student mastery over time.

• Materials provide a variety of assessment opportunities throughout the year to monitor student progress in word recognition and word analysis. 

  • In Unit 1, Week 1, Lesson 5, Word Study-Syllable Patterns, the “Assess Understanding” section includes a formative assessment task to evaluate students’ understanding of syllable patterns. The materials direct the teacher to provide students with a list of multisyllabic words (e.g., possible, Wisconsin, fantastic, compact, shallow, mistake, basketball, absent) and instruct them to divide each word into syllables. Students are then asked to use each word in a sentence and read their sentences aloud. 

  • In Unit 3, Week 4, Lesson 5, Word Study Vowel Teams oo, ew, ue, ui, eu, the “Assess Understanding” section includes a formative assessment to evaluate students’ ability to identify vowel teams and the sounds they represent. Students are provided with a list of words (e.g., neutral, argue, clueless, foolish, root, swimsuit, looping, pew, Europe, sleuth, fruity, tissue) and are instructed to identify the vowel team in each word and the sound it spells. This task offers a focused opportunity to assess students’ ability to analyze vowel teams across multisyllabic words and is embedded within the regular weekly instructional sequence. 

  • Summative assessments occur at the beginning, middle, and end of year to monitor overall student progress in word recognition and analysis. For example: 

    • Baseline Assessment, Question 11: What does preschool mean? This question assesses morphological understanding of the prefix pre- (correct answer: before school). 

    • Middle of Year Assessment, Question 16: Which of the following words is an example of the VC/CV syllable pattern? (correct answer: lumber). This question assesses student ability to recognize and apply syllable division patterns. 

    • End of year Assessment, Question 16: Which word has the same sound as the ee in seek? (correct answer: grease). This question assesses vowel sound identification across words. 

These assessments are aligned to the scope and sequence and are designed to evaluate cumulative mastery of word recognition and analysis skills across the year. 

• Assessment and materials provide information about the students’ skills in decoding, spelling, and morphological analysis, including their ability to apply these skills across a range of text types. 

  • The Assessment Guide directs teachers to assess student proficiency in word recognition and analysis by evaluating their application of decoding strategies, spelling conventions, and morphological knowledge (e.g., affixes and roots). Teachers are prompted to use end-of-unit benchmarks and informal assessments to observe whether students can apply word study skills taught throughout the unit, including identifying syllable patterns and deriving meaning from meaningful word parts.

  • The Assessment Guide explains that teachers should use decoding accuracy to determine whether students are best supported by the “Developing,” “On-Level,” or “Advanced” passages in myView Cold Reads, depending on their current reading proficiency. If students are not accurately applying decoding and word analysis strategies in their assigned text, the manual advises reassessment and the selection of Cold Reads passages that better align with students’ instructional needs.

  • The Assessment Guide instructs teachers to use data from multiple sources—including benchmark tests, weekly assessments, and informal observations—to group students according to their word study and decoding needs. It specifies that students who struggle to apply word analysis skills (e.g., decoding unfamiliar multisyllabic words, applying morphological knowledge) should be placed in instructional groups that focus on reteaching specific elements, while students demonstrating mastery receive extension and enrichment tasks.

• Materials include guidance for using assessment results to inform instructional next steps, including targeted support or enrichment. 

  • In Unit 1, Week 1, Lesson 5, Word Study-Syllable Patterns, the materials include guidance for teachers to monitor student performance during the assessment. If students cannot correctly form, use, and spell words with VCCV syllable patterns, the teacher is directed to reteach how to use syllable patterns to read and spell multisyllabic words. The materials prompt teachers to reinforce the concept that when a word contains a vowel-consonant-consonant-vowel (VCCV) pattern, the syllables are divided between the consonants (e.g., expand-> ex/pand). 

  • In Unit 3, Week 4, Lesson 5, Word Study Vowel Teams oo, ew, ue, ui, eu, the materials prompt teachers to monitor student performance on whether students can correctly form, use, and spell words with the target vowel teams (oo, ew, ue, ui, eu). If students are unable to do so, teachers are instructed to reteach how to read and understand these vowel teams within multisyllabic words.

The instructional opportunities for oral reading fluency in myView meet expectations for indicator 1t. Materials provide frequent and varied opportunities for students to develop fluency—accuracy, rate, and prosody—through repeated readings, partner reading, and poetry routines embedded across the year. Fluency practice is consistently integrated into comprehension lessons, small-group instruction, and the Reading Routines Companion. Teachers are guided to model expressive reading and provide real-time feedback on intonation and expression, with scaffolded routines that include echo reading, choral reading, rhythm tapping, and peer review. Corrective feedback strategies support students in monitoring their pacing, adjusting tone, and connecting fluency to comprehension. These instructional structures ensure that students practice fluent reading in meaningful, connected texts and build skills that transfer across contexts.

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 provide frequent and varied opportunities for students to practice oral reading fluency in connected texts (e.g., repeated readings, partner reading, poetry, reader’s theater) that develop accuracy, expression, and rate.

  • In Unit 1, Week 2, Lesson 1, the teacher displays the text A Gift Horse and models reading the first third of the passage aloud with attention to prosody, intonation, punctuation, and key words. Students then read a section of the passage to a partner, focusing on producing a smooth and expressive oral reading. 

  • In Unit 3, Week 1, Lesson 2, Teacher-Led Small Group Instruction, Fluency Group, students work in pairs to select a short passage from the week’s text and take turns reading aloud with appropriate expression. The teacher directs them to use different tones for different events and to make their reading sound like natural speech. 

  • In the Reading Routines Companion, Prosody: Poetry, Side A, students participate in choral reading, tapping to find the rhythm. The teacher asks questions about syllable stress, intonation, and how punctuation shapes reading. In Step 4, students read the poem in pairs. 

• Practice opportunities are embedded in regular reading routines and are sufficiently frequent to support the development of fluent, meaningful reading. Frequency and structure may vary based on student needs and program design. 

  • In Unit 1, Week 2, Lesson 1, the fluency activity is part of the weekly Listening Comprehension routine, supporting the development of fluent reading within the context of comprehension instruction. The materials prompt students to read aloud in a partner setting, with an emphasis on fluent delivery as a way to improve understanding.

  • In the Reading Routines Companion, Prosody: Poetry, Side A, the poetry routine follows a reusable structure–introduce, model, guide, and independent practice–and encourages multiple readings of the same text in one session. The guidance to “keep practicing until we can read the poem fluently” and to use recordings or peer feedback promotes repeated engagement with poetry across the year. 

• Materials include teacher guidance for providing feedback, modeling fluent reading, and using scaffolds that support student growth in fluency and comprehension. 

  • In Unit 1, Week 2, Lesson 1, the materials direct the teacher to model fluent reading of a portion of the passage with attention to intonation and expression, and to explicitly emphasize the importance of reading fluently for comprehension. The guidance helps teachers provide real-time feedback by demonstrating how fluency affects understanding and encouraging students to reflect on their own expression and pacing as they read.

  • In Unit 3, Week 1, Lesson 2, Teacher-Led Small Group Instruction, the materials prompt teachers to model expressive reading if students need support. In addition, students are coached to consider how tone and expression relate to meaning. These prompts provide actionable feedback strategies that help teachers identify when students require additional modeling or reinforcement, and guide them in supporting students to self-monitor and improve fluency.

  • In the Reading Routines Companion, Prosody: Poetry, Side B, the materials instruct teachers to model reading with rhythm and rhyme in Steps 2 and 3, emphasizing expressive reading to support fluency development. In the Side-by-Side Corrective Feedback section, if students struggle with reading fluently, teachers are guided to re-model the poem and implement targeted scaffolds. These include having students summarize the poem to ensure comprehension, underline stressed syllables to build rhythm awareness, and identify rhyming patterns to support phrasing and intonation. The materials also recommend echo reading, listening to audio recordings of fluent reading, and providing peer feedback and multiple rounds of performance. These corrective feedback strategies are designed to help students monitor their own fluency, adjust their expression and pacing, and build confidence with increasingly complex poetic texts.

The assessment materials for oral reading fluency in myView meet expectations for indicator 1u. Multiple assessment opportunities are provided across the year through Cold Read passages that are distinct from core texts and include comprehension questions aligned to weekly instructional goals. Assessments are offered at three proficiency levels (Developing, On-Level, and Advanced) and may be administered individually or in small groups, supporting both diagnostic and progress-monitoring purposes. Teachers assess fluency using timed readings, Words Correct Per Minute (WCPM) calculations, fluency rubrics, and class and individual progress charts. The Cold Reads Teacher Manual provides detailed scoring guidance and fluency benchmarks, including an end-of-year target of 112 WCPM. Instructional recommendations are included for reteaching, scaffolding, and enrichment, ensuring teachers can make informed adjustments to support fluency growth. 

• Assessment opportunities occur multiple times across the year and are aligned to fluency instruction, allowing students to demonstrate progress toward mastery of rate, accuracy, and prosody. 

  • In Unit 1, Week 2, Lesson 2, the teacher is instructed to use the Cold Reads for Fluency and Comprehension to assess students’ oral reading fluency. 

    • The Cold Reads for Fluency and Comprehension Teacher Manual - How to Use Cold Reads section, explains that each cold read test includes a passage with comprehension items tied to weekly comprehension focus and aligned to the Common Core State Standards and previously taught skills. Tests are designed for repeated, grade-level-aligned assessment across the year and include passages written at Developing (D), On-Level (OL), and Advanced proficiency levels. Cold Read assessments can be administered independently or in small groups, integrating fluency assessment into both individual and supported formats. 

• Materials include tools such as timed readings, WCPM checks, or prosody rubrics to assess oral reading fluency with consistency and instructional relevance. 

  • In the Cold Reads for Fluency and Comprehension Teacher Manual - Administering and Scoring a Fluency Test section provides a step-by-step process for conducting timed oral reading fluency assessments: count the total words read in one minute, mark and subtract errors, and calculate Words Correct Per Minute (WCPM) using the formula: Total words read - number of errors = WCPM. Teachers are encouraged to record student audio to support consistency and post-assessment analysis. 

    • The manual emphasizes that fluency is a multifaceted skill that includes expression, prosody, reading rate, and comprehension—not just speed. This framing encourages teachers to assess fluency as a holistic indicator of reading development, helping them look beyond WCPM scores to understand how students convey meaning through tone, phrasing, and pacing.

    • The Fluency Rubric and Fluency Progress Charts (at both individual and class levels) are provided to help teachers monitor and interpret student progress. These tools guide instructional decisions by identifying specific fluency components where students may need support—such as expression or accuracy—thus making fluency assessment actionable and instructionally relevant.

• Materials provide teachers with guidance for interpreting assessment results and making instructional adjustments to support fluency, growth, including reteaching, scaffolding, or enrichment. 

  • In the Cold Reads for Fluency and Comprehension Teacher Manual - Interpreting the Results section, students in Grade 3 should read fluently at 112 WCPM by year-end, and a milestone chart is provided to guide interim expectations. 

    • If student’s fluency is below expectations, the manual directs teachers to review student errors to determine whether decoding issues are affecting fluency, provide explicit instruction and additional practice if foundational reading skills in decoding is weak, increase exposure to fluent oral reading models for students lacking prosody or expression, and encourage independent reading at an accessible level, such as children’s magazines or grade-level texts.