Evaluation for 4.1
Materials provide systematic instruction and practice of foundational skills, including opportunities for phonics and word analysis skills (e.g., examination of grade-level prefixes and suffixes, decoding of multisyllabic words by using syllabication, and automaticity with grade-level regular and irregular spelling patterns).
The Grade 3 materials provide practice with decoding multisyllabic words and the study of prefixes and suffixes through the Language section of each lesson, which includes Spelling and Morphology. The supplemental Assessment and Remediation Guide, used for students who demonstrate need for intervention support, provides most of the systematic instruction of the six syllable types, decoding compound words, contractions, abbreviations, and syllable division patterns within the third grade TEKS. The materials also provide remediation for students not performing at grade level in the areas of fluency, decoding, and encoding. There are sufficient opportunities for students to use their word recognition and word analysis skills. The materials provide ample opportunities to read texts with words explicitly taught throughout the foundational skills, or language lessons. The Program Guide delineates the words explicitly taught and included in the readers, giving students opportunities to read connected texts and apply their new skills. The lessons also include out-of-context reading practice and morphology comprehension checks.
Examples include but are not limited to:
The materials provide a Research Guide describing the research and evidence behind the CKLA program. The Research Guide states: “With regard to the written code, research shows that phonics instruction is not simply present or absent, but rather exists in degrees. What research suggests is that the degrees may matter—substantially—to children’s outcomes. Effective phonics instruction includes: (1) systematic ordering of phonetic targets that progress in number and complexity over time; (2) systematic practice in which children have intentionally designed opportunities to apply and use the sound-spellings they are taught (DeGraaff et al., 2009); and (3) systematic instructional planning whereby methods of instruction are consistent and progress depending on students’ learning (Bodrova and Leong, 2006; DeGraaff et al., 2009).” The Research Guide also states the materials teach a blended approach to word reading (word recognition skills): synthetic phonics (letter-sound correspondence) and analytic phonics instruction (words have patterns, such as onset rime). The research demonstrates that as children's word attack skills mature, they will use both methodologies interchangeably depending on what the specific word necessitates. It is important to note that as children move from learning to read to reading to learn, they will use their word recognition skills in conjunction with word analysis in order to decode and comprehend. In regard to the Skills strand, the Research Guide states, “In Grade 3, the program continues to develop skills (e.g., grammar, spelling, morphology), but the content of the Knowledge strand begins to integrate into the Skills strand in more systematic ways. There are still almost daily read alouds, but students also read independently about the topics introduced during read alouds. This serves as a bridge toward the program design in Grades 4 and 5, where instruction moves away from the two-strand model toward a single, integrated language arts block.”
The Program Guide states: “By Grade 3, decoding will have become sufficiently automatic and fluent to allow for integrated instruction. While there are still Read Alouds (oral literacy continues to outstrip reading literacy at this age), the focus is increasingly on student reading of a complex text.” The Program Guide also states: “All core vocabulary words, which also appear in the Reader and Teacher Guide Glossaries, have been infused into the instruction and activities related to grammar, morphology and spelling, when appropriate.”
The Grade 3 materials provide teachers with the additional resource titled “Assessment and Remediation Guide.” The purpose of this supplement is to “provide additional instruction and remediation to students who enter Grade 3 with gaps in their code knowledge and fluency.” The guide is for students who have mastered most of the letter-sound correspondence but are not yet fluent readers. The guide includes assessments that can be used as pre- or post-tests for each unit. The Assessment and Remediation Guide also includes a chart depicting the vertically aligned phonics skills taught within each unit in K-2.
The Teacher Resources section of Unit 1 contains “The Basic and Advanced Code” and the “Using Chunking to Decode Multisyllable Words.” These supplements go into great detail about what and how students are taught in K-2. Unit 1 also provides assessments through which teachers can collect data on the areas of decoding where students will require interventions.
In Unit 1, the materials provide guidance on six/seven syllable types; CKLA adds one more to accommodate the schwa. Additionally, there are many examples of what syllable division looks like across different syllable types. Students practice reading multisyllabic words after reviewing long vowel sounds and play a game called “Baseball,” where they have to read words from a card correctly to move to different bases.
In Unit 4, students learn the suffix -ist (a person who plays or makes). Students then brainstorm other words that end in -ist. Students also learn the meaning of the suffix -ian (also a person who plays or makes) with words such as “musician.” Students complete an activity page to demonstrate they comprehend the meaning of reading words with the newly learned suffixes. The unit also addresses two suffixes -y and -al. The materials practice adding suffixes to words during whole group exercises and on individual and small group activity pages.
In Unit 7, the materials explain a few of the spelling words that are homophones: grate and great, and very and vary.
Unit 10 includes a morphology lesson for the prefixes over-, mid-, and under-. The teacher reviews that prefixes attach at the beginning of a word and may change the part of speech of the word. The teacher introduces the prefixes and their meanings. Students then complete an activity page measuring their understanding of the words.