ARC Core en Espanol - Grade 1

Evaluation for 2.1
Materials include high-quality texts for SLAR instruction and cover a range of student interests.

The materials include high-quality texts for SLAR instruction and topics covering various student interests. Texts are represented by experts in various disciplines, with a heavy focus on science, and translated or transadapted into high-quality Spanish. The materials also contain well-crafted and content-rich texts written primarily as Spanish versions. There are a number of complex traditional, contemporary, and classical texts and books emphasizing multicultural diversity.

Evidence includes but is not limited to:

Texts provided with “Core en Español” are high quality, engaging, and diverse in genre, culture, and topic, with a heavy focus on science. There are four units, each with a collection of books based on its topic: Unit 1 “Laboratorio de lectoescritura,” Unit 2 “Animales Salvajes,” Unit 3 “Historias de la familia y Familias,” and Unit 4 “Plantas.” All four units contain texts that range in levels of complexity. The books for each unit include well-crafted and content-rich texts engaging to different student interests and emphasizing multicultural diversity. The independent reading collections include a thematically relevant library of books that are relevant to the core instruction. These independent reading texts follow the developmental reading taxonomy called ENIL or “Estructura para la Evaluación del nivel independiente de lectura,” which is built on the Texas Essential Knowledge and Skills (TEKS). The ENIL taxonomy is used to identify each student’s independent reading at grade level in Spanish. 

Unit 1 includes a collection of 100 published books with titles that are multicultural and diverse texts about people of other cultures, realistic fiction that allows students to see themselves and their family structures reflected, and topics including science, sports, and folktales.  An example of a diverse text is Tikki Tikki Tembo by Arlene Mosel, about a Chinese boy with a long name who falls into a well. The story is an origin myth about why Chinese names are so short today. Another relatable and multicultural text is Tía Isa quiere un carro by Meg Medina about a family who sends most of their money to help far-away relatives; however, they attempt to save money to buy a car of their own.

In Unit 2, students read books with engaging informational content and vivid illustrations, primarily learning about different types of animals. For example, the read-aloud Picos by Lynn Stone has vivid pictures of nature, showing “picos” (birds’ beaks) and how they are used for cleaning, hunting, and shelter-building. The informational book Leones en peligro by Daniel Hernandez grabs students’ attention and inspires them to become authors; the author is a 5th-grade student who published the book after researching lions. Unit 2 is the informational unit for first grade, focused on non-fiction research about wild animals. The Read Aloud collection that accompanies this unit includes cross-range titles, such as literary texts, that support the growth of student knowledge in the thematic topic. Examples include ¡Salta, ranita, salta! by Robert Kalan and Stelaluna, by Janell Cannon. 

Unit 3, Historia de la familia y Familias, includes multicultural and diverse text titles that are authentic bilingual titles (English and Spanish in the same book) or books by "own voices" authors published in Spanish.  Mamá, ¿por qué nadie es como nosotros? by Luis María Pescetti demonstrates that all families are similar in that they are all unique. El mejor es mi papá by Georgina Lázaro León depicts various relationships between father and child. And El tapiz de abuela by Omar S. Castañeda shares the story of a girl in Guatemala who learns about family traditions and trust from her grandmother. Other text titles include Un cuento del Día de los Muertos by Janice Levy, Mamá, ¿por qué nadie es como nosotros? by Luis María Pescetti, Mis abuelos y yo by Samuel Caraballo, El pollo de los domingos by Patricia Polacco, ¡Celebremos Juneteenth! by Carol Boston Weatherford, and Todo el mundo visita a la familia by Colleen Hord.

In Unit 4, students read several texts by Latin American authors and experts such as Capulí by Guido Chaves, ¡Qué divertido es comer fruta! by María Teresa Barahona, ¡Llámame árbol! by Maya Christina Gonzalez, and El flamboyán amarillo by Georgina Lázaro. 

Evaluation for 2.2
Materials include a variety of text types and genres across content that meet the requirements of the SLAR TEKS for each grade level.

The materials include opportunities for students to recognize characteristics and structures of literary texts as well as informational and persuasive text features that are connected to science and social studies topics. The materials also include opportunities to analyze the use of print and graphics and features of digital and multimodal texts. 

Evidence includes but is not limited to:

In Unit 1,  books feature multiple genres and authors such as Aliki, Pat Mora, and Alma Flor Ada. The materials include a variety of text types and genres across content that meet the requirements of the SLAR TEKS. Students recognize the characteristics and structures of literary and informational texts using the provided questions. To address fiction text, teachers ask, for example, “¿Qué sucedió en la historia basado en las palabras e ilustraciones? En esa página qué nos dicen las palabras y los dibujos?” To address nonfiction texts, teachers ask, for example, “¿Qué aprendiste sobre...basado en las palabras e ilustraciones?” To address poetry, teachers ask, for example, “¿De qué trata el poema? ¿Qué hace que ese autor(a)/ilustrador(a) sea especial?” Additionally, in Unit 1, the teacher describes traits of literary texts and explains that every good story has three elements: characters, setting, and events. The teacher guides students to ask themselves questions about the elements of the story while reading fiction books: “¿De quien trata la historia? ¿Dónde ocurre la historia? ¿Qué ocurre en la historia?”

In Unit 2, students have opportunities to recognize the characteristics and structures of informational texts. For example, in the activity “Rasgos textuales informativos,” students learn that  informational texts  are in “logical order and order of importance.” Unit 2 also has many examples of content-rich texts that allow teachers to demonstrate characteristics of informational texts. Titles include ¿Sabes algo sobre mamíferos?; En el zoológico; Leones de Africa; Los caimanes comen; Oso pardo u oso negro; Tiburones; Tortuga de mar; La vida de un mosquito; Las orcas son los lobos del mar; ¿A quién le importan los insectos?; El planeta azul. In Week 2, “Escritura ilustración,” the “Illustrations” text box explains how informational texts use graphic features: “Illustrations in nonfiction text carry a lot of information about the subject of the book. It is important that your students notice and analyze how illustrations are used to supplement and augment textual information... ¿Qué tipo de imagen ayudaría a expresar las ideas de mi texto informativo…?” (“dibujos, líneas del tiempo, mapas, gráficos, cuadros o diagramas”). Students have opportunities to analyze the use of print, graphics, and features in both digital and multimodal texts. In Week 5, students analyze words in bold font, headings, diagrams, tables, graphs, and other features. There are also a variety of graphic organizers for “Tarjeta de investigacion,” “Rúbrica para un ensayo informativo,” and “Borrador.” 

Unit 4 includes a collection of read-aloud books about plants, flowers, and fruits. In Week 8, the materials include the books ¡Achiss! and El gran capoquero, to teach “los géneros argumentativos.” “Rasgos textuales informativos” includes a list of specific activities for use with informational texts: “1) Introduce el texto: Leí...por.... 2) Dato: Lo más interesante que aprendí fue... 3) Evidencia: Lo sé porque en el texto dice/la ilustración muestra….” The materials feature digital and multimodal texts. For example, the “Literacy Lab” has a “Digital eLibrary.” The “School Pace” announcements tab states that “students have access to hundreds of e-books on the web, android devices, iPad, iPhone, or iPod Touch” with the eLibrary subscription. This online component is an opportunity for students to read at their own pace and manipulate the text. For example, in Week 9, teachers guide students with information and questions to help them find the elements of a digital text. Materials provide five URL links. The teacher sets a purpose for the day to engage students: “¿Por qué alguien crearía una página/sitio web sobre plantas?” After the “Introducción/Repaso de conceptos clave,” the teacher reviews key concepts of web design, such as “Página web… Enlaces… Menú… Formato… Contenido….” Unit 4 also includes opportunities to study persuasive texts with teacher guidance to frequently ask the questions, “El autor/a nos está diciendo que _____. ¿Qué razones nos da para convencernos?”

The materials include informational and persuasive texts that are connected to science and social studies topics. For example, in the ENIL  reading baskets, the read-aloud collection has 100 science books ranging at different levels of complexity.  

Evaluation for 2.3
Texts, including read-aloud texts in K-2 and shared reading in Grade 2, are appropriately challenging, and are at an appropriate level of complexity to support students at their grade level.

The materials include read-aloud texts in K–2 and shared reading in grade 2 that are challenging and come accompanied by a text complexity analysis provided by the publisher. Texts are at the appropriate quantitative levels and have the appropriate qualitative features. Read-aloud and shared reading texts are above the complexity level of what students can read independently.

Evidence includes but is not limited to:

In Units 1 and 2, the materials come accompanied by a text complexity analysis provided by the publisher. For example, under the subheading “Text Complexity and Title Selection,” Spanish texts are organized by topic and grade level using the “Evaluación de nivel independiente de lectura.” In Unit 1, in the “Laboratorio de lectoescritura” introduction, the materials progress above the complexity level of what students can read independently. For example, the section “First Grade Weekly Literacy Goals” states: “Students listen to at least 25 above-level read-alouds and discuss both the content and the vocabulary.” In Unit 2, the complexity level increases via more sophisticated graphics and levels of meaning, as shown in the informational color-coded book baskets. In Week 4, the story Don Pingüino de la Mancha has an ATOS of 3.7. In Unit 2, ¿Cómo se mueve? by Bobbie Kalman is for students ages 8 to 10. 

In Unit 2, the materials include texts appropriate for the grade level based on quantitative and qualitative features. For example, the “Directory of High-Leverage Power Goals” supports quantitative measures for multilingual learners (MLL) by including a rationale on how MLLs’ English skills grow to higher levels on the “Independent Reading Level Assessment.” These measures help teachers to assess skills such as vocabulary using books like Insectos y otras criaturas by Penelope Arlon and Tori Gordon-Harris. Qualitative features align to reading objectives, such as compare and contrast, evidenced in after-reading activities questions, like “Observemos las fotos de distintas aves y sus picos, ¿qué nota? ¿Te ayudan las fotos a comprender mejor el texto? Da un ejemplo.”

Evaluation for 3.A.1
Materials contain questions and tasks that support students in synthesizing knowledge and ideas to deepen understanding and identify and explain topics and themes.

The materials provide text-dependent tasks and questions that build conceptual knowledge and help students synthesize new information. The materials also include formal and informal assignments that require close attention to the meaning, thus growing students’ understanding of topics and literacy skills over the course of each unit. Materials provide opportunities for students to evaluate and discuss information by making connections to personal experiences, ideas in other texts, and society.

Evidence includes but is not limited to:

In Unit 1, “Laboratorio de lectoescritura,” text-dependent tasks and questions build conceptual knowledge and help students synthesize new information by encouraging rereading for deeper analysis, using questions, observing changes that occur during the story, and finding the reasons. In Week 1, when reading ¡Que nervios! El primer día de escuela! by Julie Danneberg, the materials suggest to “start with generic, text-dependent questions to support students internalizing questions that can be used over and over again across texts. Use the text-specific questions below as support when the generic text-dependent questions are insufficient for generating a rich conversation.” The materials support evaluating and discussing information; students are prompted to make connections and to analyze. For example, analysis questions to evaluate the author’s purpose include “¿Qué tienen en común los libros de.../ las ilustraciones de...? ¿Qué puedes decir de las historias de...[autor] hasta ahora?”

In Unit 2, a“Tarjeta de investigación” provides a series of questions that require in-depth answers. For example, “¿Cómo depende este animal en sus alrededores para obtener lo que necesita?” In “Esquema organizativo del proyecto final,” a rubric is used to analyze questions like “¿Cómo es? ¿Cómo le ayudan sus características físicas a sobrevivir en su entorno? ¿Qué clase de animal es? ¿Cómo lo sabes? ¿Cómo cambia a lo largo de su vida?” Activities also promote close attention to meaning and require students to make inferences to demonstrate comprehension. For example, during the “Taller de lectura,” students use an “¡Increíble!” chart as a rubric in order to collect data about a selected animal. Questions and tasks are strategically sequenced to support growing students’ understanding of topics and literacy skills over the course of a unit. Guidance for scaffolding questions and activities can be found under “Mensaje de la mañana,” “Lectura en voz alta,” “Escritura,” and Taller de lectura. Some examples in “Lectura en voz alta interactiva” include “¿Qué han aprendido sobre la forma de los picos y cómo esto ayuda a un ave a sobrevivir? ¿Qué te hace decir eso?” Students make connections to personal experiences, ideas in other texts, and society. For instance, this unit includes open-ended questions to challenge students to think about what they have read in both narrative and informational texts as well as about how those messages play a role in the world around them and their own lives (e.g., “Pensando como cientifico, ¿Qué más te gustaría saber? ¿Qué preguntas se te ocurren? Especula acerca de….”)

Most formal and informal assignments focus on texts students are reading. For example, in Unit 3, Week 5, Day 2, the focus of the lesson is to identify the author’s purpose: “Generalmente, la forma más rápida de determinar el mensaje del autor/a es: determinar el problema, determinar la solución, determinar la lección/mensaje/moraleja a partir de estos elementos.” Also in this unit, under “Toma la palabra,” students answer the questions “¿Qué puedes decir sobre la familia del protagonista?” “What are you thinking, feeling or connecting? Why?” Students also work in pairs to look closely at the text and find the story’s message; then, they show their partner where they found it: “Elijan uno de los libros que leyeron ayer. Dile a tu pareja la lección/mensaje de la historia y que parte de las ilustraciones o del texto apoya tu opinión.” 

In Unit 4, under the “Rúbrica para un artículo de opinión competente,” students provide reasons for their opinion and provide text evidence that supports their opinion. 

Evaluation for 3.A.2
Materials contain questions and tasks that require students to evaluate the language, key ideas, details, craft, and structure of individual texts.

The materials contain questions and tasks that require students to evaluate the language, key ideas, details, craft, and structure of individual texts. Materials provide support for students to analyze the literary/textual elements of the texts.

Evidence includes but is not limited to:

The “Building Instruction in ARC Core: Reading, Writing, Thinking” section demonstrates that materials require students to evaluate individual texts. For example, “Questions Worth Asking” include “Text Dependent Questions,” “Key Questions/Focus Standard Questions,” and “Rubrics.” Students evaluate the language, key ideas, details, craft, and structure of individual texts. 

In Unit 1, week 6, the materials ask questions to compare Rafi y Rosi and Rafy y Rosi !Carnaval!, questions include “¿De qué manera Rafi es igual/diferente en ambos libros? ¿Y Rosi? ¿Qué te hace pensar eso?” Students answer higher-order-thinking questions, which go beyond “What is the same/different?” to ask “Why?”: “¿Por qué crees que el autor incluyó...en ambos libros? ¿Que acerca de las semejanzas nos muestra algo sobre la personalidad/comportamiento/ características de este personaje?”

In Unit 2, questions and tasks support students’ analysis of literary/textual elements. For example, teachers select from suggested read-aloud collections; teachers use generic, text-dependent questions to establish comprehension and help students internalize basic questions that can be applied to any text to find evidence. For instance, teachers ask, “¿Cómo es físicamente? ¿Qué clase de animal es? ¿Donde vive?” In Week 2, students again compare and contrast stated or implied purposes of different authors’ writing. “Suggested Text Pairings” include a number of books to pick from as well as questions like “¿Qué autor/a se destaca más por la calidad de su introducción? ¿Qué es lo que la hace tan especial?” In “Somos lectores y escritores,” after selecting any three books from the “Verde” basket, students analyze implied purposes of different authors: “Analyze: ¿Por qué habrá usado el autor este término? ¿Qué consigue con él? Evaluate: ¿Fue esta una buena elección del lenguaje? ¿Por qué o por qué no?” Then, at the closing of the lesson, students discuss vocabulary: “¿Cuál es un buen ejemplo de una palabra de vocabulario especialmente interesante, atrayente o informativa? ¿Por qué?” 

In Unit 3, Week 1, the “Lectura en voz alta interactiva” instructions are “Choose a great Read-Aloud in the genre to hook students.” Generic questions that support author’s purpose include “¿Por qué los escritores crean ciertos escenarios? ¿Qué relación tienen estos escenarios con las lecciones/mensajes en estas historias?” These questions can be used with all the books in the collection, such as: ¡Qué sorpresa de cumpleaños! by Loretta López; Family, Familia by Diane González Bertrand; Mamá, ¿por qué nadie es como nosotros? by Luis María Pescetti; and Los recuerdos de Chave by María Isabel Delgado. Materials thus support students in analyzing literary/textual elements as well as author’s purpose in cultural, historical, and contemporary contexts.

Evaluation for 3.A.3
Materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary in and across texts.

The materials include a year-long plan for building academic vocabulary and applying words in appropriate contexts using scaffolds and supports for teachers to differentiate vocabulary development for all learners.

Evidence includes but is not limited to:

The “Evaluación del nivel independiente de lectura” (ENIL) provides a year-long plan for building academic vocabulary using levels. For example, level Bl (blanco) includes one to two academic vocabulary words/phrases per page; this increases to up to 25 or more in ENIL level Oro (which is six levels above). In Unit 1, in the “Literacy Lab,” teachers use “Los lectores y escritores son pensadores” to support reading and writing (1V & 2V “Palabras con poder”) and to add more words to the “Word Wall.” 

Materials include scaffolds and supports for teachers to differentiate vocabulary development for all learners in ENIL levels. For example, the units first gradually introduce Tier 2 words; Tier 3 words are added for specific purposes such as research. All units include vocabulary strategies; for example, “Drop-In” supports the use of the vocabulary in writing, accountable talk, paired think-and-talk activities, and the whole group share. In the “Manual de instrucción,” the materials differentiate vocabulary development for all learners by introducing vocabulary in various ways. For example, the materials provide many graphic organizers, such as “Quiero saber.”

Unit 2 provides the “Vocabulario de los animales” chart. This chart is divided into topics that students can explore when researching texts, such as “Sus características físicas les ayudan a; Los animales viven en; Los animales necesitan.” Materials thus include ways to apply words in each of these appropriate contexts (physical characteristics, habitat, and animal needs), helping students further build vocabulary skills.

In Unit 4, Week 1, the materials state: “Choose vocabulary terms for students to learn strategically and to create opportunities to repeat words many times (e.g., key term: caducifolio.) “En esta página veo un árbol lleno de hojas. ¿Es un caducifolio? ¿Cómo puedes saber si es un árbol caducifolio o no? ¿Cuál es la mejor estación para mirar un árbol y saber si es un caducifolio? ¿Tienen hojas los árboles caducifolios en el invierno?” These questions used in conjunction with the vocabulary terms support student understanding. In Week 7, materials encourage the use of gestures, manipulatives, and real-world items: “Whenever possible, look for examples or representations that are inclusive of the world knowledge and experiences that language learners contribute to the classroom.”

Evaluation for 3.A.4
Materials include a clearly defined plan to support and hold students accountable as they engage in self-sustained reading.

The materials include a clearly defined plan to support and hold students accountable as they engage in self-sustained reading. Materials provide adequate support for teachers through procedures and protocols along with a plan for students to self-select texts and to read independently. The materials also support students’ accountability in achieving independent reading goals.

Evidence includes but is not limited to:

“Patrones de práctica de lectura” shows the relationship between the number of minutes read per year and the number of words gained in vocabulary. This information is used to inform parents about the system of counting steps (15-minute periods of sustained reading), not books. “Reader Recognition” provides color-coded awards for completing milestones every 100 steps. Students also complete 15–30 minutes of self-selected reading in the “Laboratorio de investigación.”

Unit 2 includes a clearly defined plan to support and hold students accountable as they engage in self-sustained reading. For example, students complete the “Informe de lectura” form, which encourages them to read for at least 15 minutes per day. The form includes information about the text they read (e.g., “Título, nivel, fecha, firma del entrenador”). The materials also provide a letter for parents and guardians explaining how independent reading at home helps reading, writing, and vocabulary development. 

In Unit 3, students share about the books they have read through an “Intercambio de parejas.” Materials state: “Each partner takes one minute to share. Elige uno de los libros que leíste hoy. Relata la historia a tu pareja.” 

The materials include a clearly defined plan to support and hold students accountable as they engage in self-sustained reading. For example, in Unit 4, Week 1, Day 1, during “Lectura independiente,” students read for 15 to 30 minutes from self-selected “Laboratorio de investigación” books. In the callout box “Amarillo Readers” the materials state: Work with any student who is unable to read 1V independently. Find her a partner who can read the first pages of an Amarillo book aloud to her, and show her how to read the rest of the book using the picture clues. The partner can also read aloud from his/her level for part of reading.” 

Evaluation for 3.B.1
Materials provide support for students to compose across text types for a variety of purposes and audiences.

The materials provide support for students to compose across text types for a variety of purposes and audiences. The materials include opportunities for students to write informational text and practice correspondence by dictating or writing thank-you notes and letters.

Evidence includes but is not limited to: 

ARC Core includes four units a year, with options for district choice and customization to best fit the needs, Standards, and interests of each specific community. In Unit 1, the ARC Literacy Lab, tools and best practices are introduced that lay the groundwork for reading and writing engagement and build the routines of daily work reading in and writing about complex texts. Units 2, 3, and 4 are designed to build students' proficiency in one mode of writing (informational, argument/opinion, narrative). Within each unit, students have multiple writing tasks aligned to that mode of writing. They use the rubric as a guide to become proficient in that mode of writing by the end of that unit. In addition, the Pacing Guide corresponds to the rubric teachers and students use to guide them through the process of becoming a proficient writer in that mode.

In Unit 1, students write about their favorite things. The teacher models how to write about a favorite activity, such as swimming. The model includes drawing first, talking about the drawing, and then composing a sentence based on the drawing. Students then imitate the teacher’s process, but write about any favorite activity, person, place, etc. of their choosing; the teacher does not guide the students on their choice of topic nor their feelings or thoughts about the “favorite” thing/topic. Students also write "acerca de los libros que estamos leyendo." The teacher models with a think-aloud, saying “¿Acerca de qué voy a escribir hoy? Me encantó el libro "Dinosaurios". Voy a escribir acerca de ellos. Una pregunta que me vino a la mente sobre los dinosaurios es ¿Qué comían los dinosaurios?” Later in the unit, the materials provide several writing prompts from which to choose. Examples include but are not limited to: “comparar y contrastar a tí mismo con un personaje” and “comparar y contrastar dos de las aventuras de tu personaje favorito.”

In Unit 2, the materials state that teachers “might have students compose procedural texts instructing their audiences how to complete specific tasks related to [Animales Salvajes].” Teachers model for students how to compose a procedural text and possible prompt for students “to compose instructions on how to best care for his/her animal in a zoo.” 

Unit 3 centers on students writing about story elements. Students are told in daily lessons that their writing could be something that happened in real life but could also be a made-up story. For instance, students write about problems and solutions in stories; the story could be made up, something that happened in real life, or from one of the stories they have read independently or taken from the daily read aloud. Early in the unit, teachers “introduce the concept of personal narratives, in which people write about their own lives.” Teachers then model writing a personal narrative and “set a focus that invites students to write their own personal narratives.” Teacher says, “Creo que voy a escribir sobre mi misma como si fuera uno de los personajes en una historia de familia. Creo que los detalles más interesantes sobre mi serian…(describe it).” The materials continue to focus on elements of a narrative by having students create and describe characters. A “Rúbrica para un ensayo narrativo competente” guides students to revise and complete their writing pieces. 

In Unit 4, students write poetry and use poetry elements. Students write their own poems based upon the interactive read-aloud using the poetic elements of rhyme, rhythm, repetition, and alliteration. Students also engage in informational writing. Students write about a research question on a chosen plant. The unit culminates in the publishing of a book on their chosen plant. Later in the unit, students compile their research into a persuasive letter.

Evaluation for 3.B.2
Materials engage students in the writing process to develop text in oral, pictorial, or written form.

The materials provide instruction in the writing process. Students engage in text development with opportunities to connect learning to their own writing. The materials also facilitate coherent use of the elements of the writing process (planning, drafting, revising, editing, and sharing/publishing).

Evidence includes but is not limited to:

ARC Core includes four units a year, with options for district choice and customization to best fit the needs, Standards, and interests of each specific community. In Unit 1, the ARC Literacy Lab, tools and best practices are introduced that lay the groundwork for reading and writing engagement and build the routines of daily work reading in and writing about complex texts. Units 2, 3, and 4, are designed to build students' proficiency in one mode of writing (informational, argument/opinion, narrative). Within Units 2-4, students focus on one research question per week, beginning with notetaking and then moving into drafting, revising and editing, such that they experience the writing process over and over again, and have a final product at the end of each week. 

In Unit 2, Week 1, the materials offer explicit instruction in the writing process. Materials tell teachers, “Introduce, model, or reinforce conventions as necessary.” For example, teachers begin by guiding think-alouds while planning writing compositions. Students then begin thinking about the writing focus of the day, and then draw a picture of what they are thinking. Students read self-selected Biblioteca de investigación books and then write about the most interesting question they had about their reading. The teacher models what she is thinking and models drawing a picture. Students then think and write. The teacher reinforces that writing is “representing thoughts with drawing and writing.” In the “Escritura” block, students are guided to think out loud and to plan and establish a clear focus for what they want to write about. The materials also support the process of drafting and revising. The “Laboratorios de investigación” writing experience introduces students to the writing process. Students use a series of graphic organizers and rubrics to measure their own writing progress (e.g., “Rúbrica para el proyecto final, Rúbrica para un ensayo informativo competente, Rúbrica para el tema”). During “Independent Writing,” teachers work with individual students. For instance: “Miren cómo Robi ha escrito lu para la palabra luciérnaga. Efectivamente, luciérnaga comienza por /lu/. Students also work individually or in pairs to edit their paper for mechanics, usage, and structure. In Unit 2, Week 1, Day 2, the materials guide teachers to support students experiencing difficulties: “Coach students who need support to locate facts and/or cite their sources. As students write, move among them, making certain to visit all students, encouraging them to express themselves in drawing/writing in whatever ways they can. Once the student has completed his/her best attempt at writing, you will ‘underwrite’ the student’s writing using pencil.” 

In Unit 4, students write a book about a plant, using the information they gathered to answer research questions over several weeks. The materials include a graphic organizer for each research question. Students write about an opinion they have based upon their research. The graphic organizer includes space for an illustration and boxes for text. Revision includes more than checking conventions; the teacher is directed to “be the writing leader in your classroom by modeling for your students and actually revising—adding, combining, reworking, scrapping—in front of them,” and to “think aloud as you model how you reread and use the [Rúbrica para un artículo de opinión competente] to revise the opinion piece you wrote yesterday.” Examples of questions that a teacher may use to think aloud include but are not limited to: “¿He introducido mi tema? ¿He formulado claramente mi opinión? Espera, esto no suena muy bien. Voy a cambiar esta palabra para que la oración suene mejor...” and “Solo he dado un dato para apoyar mi opinión. Creo que voy a añadir más detalles para que mi artículo resulte más interesante.” Students then edit their papers individually or in pairs for mechanics, usage, and structure. Students can share with classmates their writing and ask each other questions about their writing in the “Author’s Chair.”

Evaluation for 3.B.3
Over the course of the year, students are provided opportunities to apply grade-level standard Spanish conventions to their writing.

The materials somewhat integrate writing with academic language and provide some ways for students to use conventions when speaking and writing. There are a few examples of punctuation, grammar, and usage being taught systematically, both in and out of context.

Evidence includes but is not limited to:

In Unit 2, the materials somewhat integrate writing with academic language and provide some ways for students to use conventions when speaking and writing. For example, in the “Esquema organizativo del proyecto final,” there are questions to go with each subheading. For instance, “Características físicas” includes questions such as “¿Cómo es? ¿Cómo le ayudan sus características físicas a sobrevivir en su entorno?” Students complete their final written project using the “Organizador de projecto final,” which is a graphic organizer that guides them to include the information they gathered. 

In Unit 4, students have some opportunities to practice and apply the conventions of academic language. For example, in Week 1, Day 2, the materials state: “A Thinking Map is a graphic organizer that breaks down each component of a proficient written answer. The goal is that students will write (multi-) paragraph responses, but as they are learning, separating out each component of the requirements makes it easier for students to learn to visualize the components in their heads when they write.” However, there are no short-answer questions, essay tests, research papers, or writing summaries to provide insight regarding a student’s identification of main ideas. Students do not provide written answers to questions that would address all levels of thinking (i.e., understanding, applying, analyzing, evaluating). 

In Week 1, Day 3 materials include some systematic teaching of punctuation and grammar, primarily out of context. For example, in Week 1, Day 3, students practice using “Destrezas fundamentales del lenguaje” appropriate to their current target ENIL level: “1-3A and 1V: Review initial letter/syllable sounds. Easy two-syllable words. Using environmental print. Correctly spelling Power Words. 2V: A variety of two-syllable words. Using environmental print. Correctly spelling Power Words. 1Az: three-syllable words. Common endings (inflections and suffixes). 2Az/1R/2R: Phonics-based spelling: using what they know to approximate the spelling of any word.” The materials also provide numerous aids, including charts with questions to fill in the answers and charts to guide students in the organization of their writing. Students also verbally express their writing during the sharing process, with no lessons on Spanish conventions or orthography. 

In Unit 4, there are multiple, varied opportunities for students to receive explicit instruction in Spanish conventions. In Week 4, Day 5, teachers use the “Edicion” rubric to help students correct their grammar, syntax, and punctuation: “Remind students how to edit for capitalization and end punctuation. Use a student volunteer to model how a writer edits to correct spelling, including sight words/words on Word Walls, and how to edit making sure that: each sentence has a subject (pronoun) and a verb. The subject and verb in each sentence agree in number and tense. Each idea is its own sentence (no run-ons).” However, materials do not provide lessons on Spanish orthographic and prosodic accent rules, Spanish punctuation, capitalization rules (which are different from English), adjectives, irregular verbs, or the difference between formal and informal Spanish. The materials lack instruction on how to use the knowledge of syllables to identify “palabras graves, agudas, llanas” and how to differentiate syllables with emphasis or accents.

Evaluation for 3.B.4
Materials include practice for students to write legibly in print (K-1) and cursive (Grade 2).

Materials include some instruction and practice for students to write legibly as well as some instruction in print (K–1) and cursive (grade 2) handwriting. However, the materials do not include a plan for procedures and supports for teachers to assess students’ handwriting development.

Evidence includes but is not limited to:

In Unit 1, Week 1, materials do not include instruction and practice for the grade and grade-band-specific reading, writing, speaking, listening, and thinking skills. There is no evidence that the materials offer varied activities to support instruction in print and cursive handwriting.

The materials are missing ideas for students to be able to take ownership of their handwriting development. During small groups or mentoring sessions, students would need to be given index cards with a list of a few letters they still need to master. Students could also engage in activities to practice those letters. There is no guidance for teachers to check students’ handwriting development.

Evaluation for 3.C.1
Materials support students’ listening and speaking about texts.

The materials include instruction and practice for the grade and grade-band-specific skills of reading, writing, speaking, listening, and thinking. The materials provide opportunities for students to listen actively and to ask questions to understand information to deepen comprehension of texts and topics. Students use grade-level literacy skills to engage in discussions that require them to share information and ideas about the topics they are discussing.

Evidence includes but is not limited to:

In Unit 1, students have opportunities to listen actively and to ask questions to understand information. For example, in “The Expert In Your Room,” teachers empower learners by using modeling, roleplay, and visual supports in order to make “Accountable Talk” comprehensible for students. In order to understand retelling through roleplay, the teacher chants: “Oso pardo, oso pardo, ¿Qué ves ahí? Maestro, maestro, ¿Qué ve ahí? ¿Veo a...(student name) mirándome a mí.” In Week 4, the materials use the cover of the book Un Día de Nieve as a visual support to introduce the abstract concepts of story elements (characters, setting, events). In “Rutinas del laboratorio de lectoescritura,” “Conversación responsable” provides students with opportunities to listen and share with a partner or with the class.  

In Unit 2, Week 1, Day 1, students are introduced to the “Know, Want to Know, Learned” chart. The teacher uses this chart to explore questions and background knowledge about the unit topic (animals). Materials provide specific language on how to generate questions for research: “Una de las tareas más importantes de los investigadores y científicos es crear preguntas que valgan la pena investigar. A medida que investigan, se les ocurren nuevas preguntas. Los grandes investigadores nunca terminan de hacerse preguntas.” Materials instruct: “Randomly call on students to add a couple of questions to the question chart: Mira a tu pareja y dile la pregunta más interesante que se te ha ocurrido hoy sobre nuestra unidad.” In Week 2, Day 1, the teacher asks a series of questions to check students’ understanding of the topic (birds), including “Hoy vamos a comenzar a explorar la siguiente pregunta: ¿Cómo le ayuda a un animal su aspecto físico (sus características físicas) a sobrevivir?” During the “Taller de lectura,” small groups discuss the“Dato Increíble” rubric: “¿A quien se le ocurrió un dato interesante? ¿Quién ha aprendido un dato? !Increíble! Parejas, denle a su compañero/a su opinión de cuantos puntos creen que merece.” Partners also use the chart to share their potential research topics and the reason they are interested in the topic: “Este tema seria bueno porque….”

In Unit 2, students engage in discussion using questions such as “¿Quiénes son los protagonistas en este cuento? ¿Cuál es el escenario? ¿Cómo lo sabes? ¿Cuál es el principal problema en el cuento? ¿Cómo se soluciona? ¿Cuál es la lección/moraleja del cuento? ¿Actúan los animales en esta historia como animales o como personas? ¿Cómo lo sabes? ¿Qué tipo de cuento tradicional es?” 

In Unit 3, Week 1, the teacher sets expectations for sharing using discussion routines. In the beginning, the focus is on the procedure to talk with a partner; then, the focus changes to conversations and content. Finally, during “Intercambio en parejas,” teachers ask students: “Relata la historia. ¿Qué parte te ha gustado más? ¿Por qué? ¿Qué crees que hace que esta historia pertenezca al género de historias de la familia?"

Evaluation for 3.C.2
Materials engage students in collaborative discussions.

The materials include opportunities for students to engage in collaborative discussions. They provide protocols for students to practice speaking and listening using standard conventions of the Spanish language. In addition, the materials offer grade-level-appropriate opportunities for students to develop social communication skills.

Evidence includes but is not limited to:

In Unit 1, “Morning Message Considerations” include collaborative discussions. The teacher is guided to “ensure student participation using turn and talks….” The “Rutinas del Laboratorio de Lectoescritura” provides a verification list; item number 7 includes “Accountable Talk.” In Week 1, the teacher sets expectations for “Pair and Share” and Accountable Talk. The instructions say: “Van a trabajar en parejas…. Decida quién tendrá el primer turno…cada miembro de la pareja tiene 30 segundos para compartir…levanten la mano si quieren el primer turno….”

In Unit 2, in the “Taller de lectura,” students include new information in the “Organizador del projector final” graphic organizer and take one minute to share with a partner. For the “Lectura en voz alta,” the teacher shares a read-aloud, and students determine the topic using sentence stems such as “Hasta ahora el pasaje se trata de…. Algunas de las cosas que el texto dice sobre este tema son….” The materials include protocols for students to practice speaking and listening using standard conventions of the Spanish language. For example, for “Compartir,” “Author’s Chair,” students share their writing and information related to their research project. The teacher encourages students to use words such as “¿Qué?, ¿Quién? ¿Dónde? ¿Cómo lo sabes?” There are grade-level-appropriate opportunities for students to develop social communication skills. For example, the teacher models the structure of the students’ writing project (e.g., “cubierta, páginas iniciales, numeral, paginas”). The materials also support collaborative conversations using questions such as “¿Cuál es el tema? ¿Qué es lo más importante que debe saber el elector sobre el tema?” At the end of the lesson, students share their work with peers and give constructive feedback; they take turns and use prompts such as “Lo que me gusta de lo que he escrito es…. Lo que me da batalla todavía es….” In addition, the “Lectura en voz alta interactiva” section states: “Hoy van a revisar, editar, ilustrar y publicar su sección correspondiente a la PI #1. Hoy cada uno/a de ustedes va a revisar su redacción para asegurarse de que introducen el tema de una manera interesante.” Students also develop social communication skills with questions such as “¿Qué autor/a se destaca más por la calidad de su introducción? ¿Qué es lo que la hace tan especial?” 

In Unit 3, Week 1, “Conversacion responsable,” students engage in collaborative conversations, sharing with partners and then with the class. “Intercambio en parejas” states: “Relata la historia, ¿Qué parte te ha gustado más? ¿Por que? ¿Qué crees que hace que esta historia pertenezca al género de historias de la familia?” In Week 4, activities include strategies to retell stories: “Relatar como si fueras el autor” and “Relatar un resumen.” The “Rúbrica para relatar una historia” states: “He leído el cuento...por…. Los personajes son…. El escenario es….” It also models how to retell: “Vamos a relatar esta historia incluyendo los elementos clave.”

Across all units, teachers support students’ abilities to use speech to generate phonics-based spellings while sharing. In Unit 4, Week 2, students share opinions after the teacher models. The teacher and students use sentence starters such as “Una opinión que tengo es…. Pienso así porque el texto dice/la ilustración muestra….” The “Juegos/Estructuras de debate section has a list of “Debate Games,” which include “Debate en comunidad, debate en campaña, clasifica la evidencia, desafío de investigación, a favor o en contra, pasar la pelota, no podría estar menos de acuerdo, la contienda, cuatro esquinas, debate en pecera, debate de tres tarjetas and tenis de rebatida.” Students also have a chance to practice communication skills before engaging in a writing activity: “Cada uno de ustedes debe decidir sobre qué va a escribir. ¿Listo, Lista? Díselo a tu compañero/a….” 

Evaluation for 3.D.1
Materials engage students in both short-term and sustained recursive inquiry processes for different purposes.

Materials provide support for students to deepen comprehension using both short-term and sustained recursive inquiry processes in order to be able to ask and generate general questions. The materials also include instruction for students to generate and follow a research plan and to identify relevant sources based on their questions. Students practice communicating ideas and information in accordance with the purpose of the research. 

Evidence includes but is not limited to:

In Unit 2, materials support students’ comprehension using both short-term and sustained recursive inquiry processes; students generate general questions. “Preguntas de investigación” provide seven questions to be completed during the project, including “¿Cómo es físicamente? ¿Cómo le ayuda a sobrevivir sus características físicas?” During the “Lectura en voz alta interactive [sic],” teachers review one of the questions: “Vamos a releer partes de este texto que nos ayudarán a aprender más sobre esta Pregunta[sic] de investigación.” Students receive support to identify relevant sources based on their questions. For example, a series of graphic organizers allow students to record specific information, broken down by theme and Preguntas de investigación. Students also communicate their ideas and information in accordance with the purpose of their research. In Week 3, students complete the “Rúbrica para el tema.” They answer questions about the text, including “Algunas de las cosas que el texto dice sobre este tema son…. ¿Quién ha escuchado otro detalle clave?” 

In Unit 3, during “Accountable Talk,” students practice communicating ideas first with a partner and then in a whole group. They share their work, and the teacher asks questions as needed. Communication is also encouraged during the “Writing Workshop,” where students answer an investigation question and add new information according to what they have learned. In Week 5, students add a glossary section and either a picture or illustration to their writing. This activity reinforces different ways students can express themselves through writing and drawing.

In Unit 4, Week 1, the materials instruct: “Attempt to generate questions about what students wonder about plants. Model generating questions if necessary.” The “Cartel de preguntas” states: “Vamos a reunir preguntas fascinantes que se nos ocurrieron sobre las plantas. Las preguntas fascinantes son aquellas que no tienen una respuesta fácil. Una pregunta fascinante que se me ocurrió hoy y que no fue contestada en este libro fue…. Voy a añadirla a nuestro Cartel de preguntas. Mira a tu pareja y comparte la pregunta más interesante que se te ocurrió sobre la Unidad de hoy.” In addition, the introduction to the unit contains a “Final Project Organizer’ with a “Resources Check Sheet” that lists key steps for citing sources of information (e.g., “Where’s the information I want? Is there enough?” “For each topic, record the number of good books you find in each color level.”) 

The materials help students to generate and follow a research plan. For example, students develop research skills via each instructional theme: “Hoy vamos a continuar estudiando la PI #2. Al final de esta sesión cada uno de ustedes habrá añadido información a su OPF para la PI #2.” Teachers provide explicit support for the beginning-of-the-year projects and gradually release students to explore their own interests and research topics by the end of the year. Instructions state: “Listen in as students work to determine what (if anything) you need to clarify. Is there a common misunderstanding to address? What else do students need to learn from this text in order to master this concept?”

Evaluation for 3.E.1
Materials contain interconnected tasks that build student knowledge.

The materials contain interconnected tasks that build student knowledge and allow them to apply skills in reading, writing, speaking, listening, thinking, and language. The materials include components of vocabulary, comprehension, and syntax and provide opportunities for increased independence.

Evidence includes but is not limited to:

In Unit 1, students have opportunities to apply skills in reading, writing, speaking, listening, and thinking. In Week 2, after a read-aloud, students think and answer the following questions with their partner: “¿De qué te diste cuenta? ¿Qué preguntas te vinieron a la mente sobre este libro?” The “Conciencia fonológica” section allows students to build knowledge and practice language skills. Students engage in independent reading and thinking by using the provided sentence stems “En esta página me di cuenta de que…. Esto me hizo pensar....” The class also writes about the books they are reading: “Hoy vamos a escribir acerca de los libros que estamos leyendo. Me encantó el libro Dinosaurios. Voy a escribir acerca de ellos. Una pregunta que me vino a la mente sobre los dinosaurios es: ¿Qué comían los dinosaurios?” 

In Unit 2, students have opportunities to apply skills in reading, writing, speaking, listening, and thinking. In “Taller de lectura,” in the “Biblioteca de investigación” section, students self-select a text from three to five books; however, the Research library does have 100 titles to choose from. The teacher then uses prompts to encourage the students to think about questions they have during their reading: “Lean para descubrir qué preguntas se les ocurren sobre Animales salvajes [sic]. Al terminar, estén listos para compartir con su pareja una pregunta que se les ocurra sobre nuestra Unidad (y qué parte del texto o de las ilustraciones te sugirió esa pregunta).” In “Conversación responsable” students listen and speak, responding to: “La pregunta más interesante que tengo es...porque en el texto dice/la ilustración muestra….” During the “Escritura” block, the materials provide explicit guidance for the teacher to model writing: “Writing starts with drawing. Draw a simple picture while students watch. Do not criticize your artistic ability. Model confidence and self-acceptance. The focus is not on conventional forms of writing. The focus is on communicating information and learning to use oral speech to map written language.” During “Author’s Chair,” students ask questions about the information presented. In Week 4, “Convertirse en expertos de la PI [Pregunta de investigación],” the materials promote thinking by asking questions such as “¿Sobre qué pregunta debo estar pensando hoy? ¿Conozco el significado de esta pregunta?”

In Unit 3, students work in pairs to write information on a Venn diagram. Teachers ask, “¿Cuál es la semejanza/diferencia más interesante/importante que hayas encontrado entre estas dos historias? ¿Qué te hace pensar así?” Students also “turn and talk” with partners to answer comprehension questions such as “Observen las portadas ¿Qué les parece que será diferente o semejante entre las dos historias? ¿Pueden decir algo del escenario, personajes…? He notado que...es semejante…. He notado que...es diferente….” 

In Unit 4, Week 1, students use a KWL chart first co-created as a whole group activity. The teacher then chooses a read-aloud text: Ciclos de vida disparatados de las plantas by Valerie Wyatt or La plantita Margarita by Marianne Berkes. Students work in small groups, and the teacher states: “Mira a tu pareja y comparte la pregunta más interesante que se te ocurrió sobre la Unidad de hoy.” Materials instruct: “Randomly call on students to add a couple of questions to the Preguntas Chart. You will continue to add to the chart throughout the Unit.” The materials promote increased independence when students practice reading on their own. Students think about questions they have about plants as they read: “Cada uno de ustedes va a dibujar y escribir acerca de la pregunta MÁS interesante que se han hecho hoy. Voy a mostrarles primero como yo dibujaría y escribiría sobre mis ideas.”

Evaluation for 3.E.2
Materials provide spiraling and scaffolded practice.

The materials provide distributed practice over the course of the year. The design includes some scaffolds for students to demonstrate the integration of Spanish literacy skills. 

Evidence includes but is not limited to:

The materials provide spiraling and scaffolded practice. The practice of literacy skills begins on the first day of instruction and continues consistently throughout the entire year. There are scaffolding strategies in place, such as the opportunity for students to write at their own level using scribbling and drawing along with teacher modeling. These strategies support student growth throughout the unit. Daily opportunities are in place for students to engage in distributed practice with built-in scaffolds to demonstrate the integration of spiraled literacy skills. Scaffolds are strategies that the teacher uses to support students when first introduced to new skills. Scaffolding opportunities (e.g., activating prior knowledge, modeling thought processes, using a think-aloud) are built into the components of the daily instructional framework with guidance provided for the teacher in all units throughout the school year. Many of the routines built early in the school year continue so that students know and understand the level of support they can receive. This consistency of routine establishes the expectations for their individual work: to listen, speak, think, read, and write throughout the day and across all units during the school year.

The "SLAR TEKS Foundational Language Skills Scope & Sequence" shows the progression of foundational language skills across ENIL color levels spanning multiple years, from 1A (Kindergarten) through 2R (end of second grade). Units 1 and 3 include literary and narrative texts, while Units 2 and 4 cover informational texts, including argumentative text in the last unit. Materials provide some spiraling and scaffolded practice, as increasing complexity is evident from the beginning to the end of the school year. For example, In Unit 1, practice with literacy skills is integrated into student instruction throughout the day. When students are trying on books to see if they “fit,” they are practicing reading and thinking. “Conversación responsable” is practiced every day within the reading block and enables students to improve communicating their thoughts and ideas, as well as listening to others’ ideas. Writing using mentor texts as a model enables students to digest and comprehend vocabulary and to write their own thoughts based on their comprehension about the reading. There is heavy teacher modeling throughout the unit, from the teacher modeling how to decide a favorite page of a book to how to share thinking with a partner through “Accountable Talk.”

In Unit 2, “Lectura en voz alta interactiva Picos” during “Pensando como científicos/as/Cierre” the teacher prompts students, clarifying and reteaching key concepts needed to ensure students are successful in their independent research. The teacher adds information to class graphic organizers. Additional scaffolding strategies are built into the unit and are examples of strategies or routines included in all units across the course of the school year, such as “the teacher uses a pre reading activity to activate prior knowledge and pique student interest in the text and learning”; “the teacher models the thought processes used with a think-aloud so students see and hear how they should be thinking when reading”; and “the teacher ensures student success by reteaching key concept(s) as needed.”

In Unit 3, scaffolds allow students to demonstrate the integration of Spanish literacy skills. For example, in Week 7, Day 3, the goal for student learning is to compare and contrast story characters, as they are working to create a collection of short stories about families by the end of the unit. Throughout the lesson, students demonstrate multiple literacy skills, with support from either the teacher or their classmates, as they engage in whole group discussion, partner chat, and independent reading and writing.

In Unit 4, students practice previously taught skills, and scaffolds are provided for students who need more practice. Students are introduced to plants through several whole group, small group, and individually integrated literacy tasks. A KWL/SQA chart is first co-created by the class, and students generate questions (as the teacher records them) and discuss prior knowledge. A similar routine is used for previous units. The inclusion of a portion of the unit devoted to the discussion of prior knowledge provides a scaffold for students who may not be familiar with the topic.

Evaluation for 4.1
Materials provide explicit instruction in print concepts and opportunities for student practice (K-1 only).

The materials provide explicit instruction in print awareness. Students can connect print awareness knowledge to texts.

Evidence includes but is not limited to:

In the “Bookshelf,” “Verde Books 2V” include stories that have a list of high-frequency words (“Palabras con poder”) at the end of the book. This list allows for instruction in print concepts. For example, in the book ¿Que vemos? students answer questions such as “¿Cuántas palabras puedes leer?” In ENIL 1-3A, when the student is not a reader, the teacher is instructed to start with the concepts of print. For example, in the “2A:Concept of Word” lesson, readers point to each word as "they learn to 'read the spaces' as they match written words to what they read aloud." In Lesson 4 of ENIL Toolkit 1-3A, students begin learning about one-to-one correspondence using exercises to count objects; the materials support students in connecting print awareness knowledge to text. For example, students count three pencils and four shoes and clap each time they hear a word: “Escuchen la oración: ‘Esta es mi nariz.’ Vamos a dar palmadas por cada palabra. ¿Cuántas palabras hay en la oración?” The teacher also demonstrates how to use a finger to jump over a space to reach the next word. While jumping between the words and touching each word with their finger, students read the sentence “Aquí veo tres manzanas amarillas.” 

The materials include explicit instruction in print concepts. For example, in Unit 4, students differentiate print from pictures during the “Compartir” activity: “¿Quién quiere mostrarnos lo que ha escrito? Pick a child. That child stands in front or sits in the Author’s Chair. He shows and reads aloud his paper with teacher help as needed. Focus on the information presented in the writing and praise some aspect of the writing (e.g., ‘Me encanta cómo tu dibujo representa lo que has escrito.’)”

Evaluation for 4.2
Materials provide explicit instruction in phonological skills and opportunities for student daily practice (e.g., rhyming, syllabication, blending, segmenting, manipulation) (K-1 only).

The materials provide explicit instruction in phonological skills, opportunities to practice oral language, explicit instruction in each newly taught sound and sound pattern, and opportunities to practice each newly taught sound/phoneme and syllable pattern. Students practice using blending spoken phonemes to form syllables and syllables to form multisyllabic words as well as segmenting spoken words into individual syllables and manipulating syllables to form new words.

Evidence includes but is not limited to:

In ENIL 1Az, in “Herramientas para el desarrollo de Destrezas fundamentales,” the materials include student practice in segmenting spoken words into individual syllables and manipulating syllables to form new words. For example, in Lesson 3, “Patrones en palabras de tres sílabas,” the materials present a series of “Palabras con poder” that can be divided into three syllables. In 2V, Herramientas para el desarrollo de Destrezas fundamentales, the materials offer explicit instruction in phonological skills, beginning with opportunities for students to practice oral language. For example, for “Conciencia fonológica, sílabas cerradas,” instructions state: “Aislar: Di pasta. ¿Qué sonido escuchas al final de /pas/? Eliminar sustituir: Di pasta. Cambia s por r. ¿Qué palabra es?” The materials also provide explicit instruction in each newly taught sound and sound pattern. For example, as the lesson continues, other activities to practice “silabas con dos consonantes” include: “make words with these syllables: Bra: Bra-zo, Fru: fru-ta….” 2V also includes games that allow students to blend spoken phonemes to form syllables and syllables to form multisyllabic words. For instance, in “Silabas de dos consonantes. Vamos al parque de diversiones,” students use syllables from a board game to form multisyllabic words.

In Unit 1, under “Destrezas fundamentales del lenguaje and Composición Skills,” the materials include explicit instruction for newly taught sounds and sound patterns (e.g., “¿Con qué sílaba comienza la palabra preguntas? ¿Cómo se escribe pre? ¿Qué otras palabras comienzan por pre?) In Week 4, during “Phonological Awareness and Movement practice,” students can practice newly taught sound/phoneme and syllable patterns. In this lesson, students identify diphthongs by listening to words spoken by the teacher: “aire, baile, caiman, caigo.” Another variation of the game is “Simón dice”: “Simón dice fiel, abierto, quieto, y pan. ¿Qué palabras contienen ie?” Another game is played as follows: “Maestro: Veo, veo… Clase: ¿Qué ve? Maestro: Una cosita. Clase: Y ¿ qué cosita es? Maestro: Contiene el diptongo ue… ¡PUERTA!”

In Unit 2, Week 2, students practice blending spoken phonemes to form syllables and syllables to form multisyllabic words. For example, students practice either the first letter or the initial sound; they also correctly read two- and three-syllable words using common endings, including inflections and suffixes. In Units 2 and 3, the ENIL 2Az corresponds to grade-level expectations for the middle of the year. Games offer practice in segmenting spoken words into individual syllables and for manipulating syllables to form new words using inflections, such as -aron, -ieron, -yeron, or suffixes, such as -oso/a. -ito/a, -ero/a, -or, -ora, -mente. One such game includes a spinning word wheel, where students play with cards that contain the aforementioned suffixes and write a word or sentence with the suffix that matches one of the uncovered cards.

Evaluation for 4.3
Materials provide explicit systematic instruction in phonetic knowledge and opportunities for students to practice both in and out of context (K-2).

The materials include a research-based sequence of grade-level foundational skills instruction and opportunities to practice and achieve grade-level mastery. In addition, the materials systematically develop knowledge of grade-level phonics patterns as addressed in the SLAR TEKS for grades K–2. Students apply grade-level phonetic knowledge to connected texts. Materials include spelling goals as identified in the SLAR TEKS.

Evidence includes but is not limited to:

In “Herramientas para el desarrollo de Destrezas fundamentales,” 2V, the materials include a research-based sequence of grade-level foundational skills instruction and opportunities for students to practice and achieve grade-level mastery. For example, on pages XVIII, XIX, and XX, a chart provides the sequence of grade-level foundational skills instruction, including all the contents and foundational skills taught at the “Verde Level.” For instance, for “Conciencia fonemica: Consonantes finales,” teachers say, “Di comer. ¿Qué sonido escuchas al final? /r/.” Students have many opportunities to practice the skills. “Herramientas para el desarrollo de Destrezas fundamentales” offers opportunities to apply grade-level phonetic knowledge to connected texts. For example, in the section “Palabras con poder,” students practice high-frequency words to develop automaticity and fluency. Students read high-frequency words in and out of context. For example, students practice syllable structures in three- and four-syllable words like poquito and sigamos. Meanwhile, in the “Batido de bananas” game, the challenge is to use as many letters as possible to form three-syllable words. The winner calls out, “¡Banana!” 

The “SLAR TEKS Foundational Language Skills Scope & Sequence,” found in the introduction of every unit, includes a research-based sequence of grade-level foundational skills. For example, in Level 2V (Verde), students learn to decode two-syllable words with inflections and consonant blends, SLAR TEKS 1.2(B)(ii)(iii); at least 15 2V “Power Words” (word recognition); two-syllable words with inflectional endings, -r blends (br, cr, d,r, fr, gr, pr, tr), -l blends (bl, cl, fl, gl, pl), and closed CVC syllables; and more than 95 “Palabras con poder” (e.g., parece, podemos, también, ahora, algunos, pequeño, abuela, amarillo, domingo, encina, adentro, familia, arriba, estamos, primero.) In Level 1 Az (“Azul”), students learn to decode three-syllable words, SLAR TEKS 1.2(B)(ii)(iv); read words with diphthongs, SLAR TEKS 1.2(B)(iv); at least 25 1Az Power Words (word recognition); three-syllable words with inflectional endings (-es, -an, -en, -as, es, -amos, emos, -imos, -ado/-ida, -aron, -ieron, =yeron, -ando, iendo, -yendo) and suffixes (-ito/-ita, -illo/-illa); diphthongs; and simple four-syllable words. In 2Az, students learn to decode three- and four-syllable words, SLAR TEKS 1.2(B); read words with an accent mark accurately; four-syllable words with inflectional endings (-aste, -iste, -aba, -ara, -iera, -ieron, -yeron, -ando, -iendo, -yendo) and suffixes (-or, ora, -ero, -era, -oso, -osa, -ito, -ita and -mente); compound words; accent marks, including “palabras esdrújulas,” diacritic accent mark, and minimal pairs; and less common consonant clusters (-ct, -cc, -pt, -bt, -bs, -ns, -d, -x). This research-based sequence addresses grade-level phonics patterns in alignment with SLAR TEKS.

Through “Estructura para la Evaluación del nivel independiente de lectura” (ENIL), materials systematically develop knowledge of grade-level phonics through the 2R level. The “Phonics Developmental Sequence (3A-2R)” includes ”basic principles of reading acquisition.” It includes “phonetic, phonological, morphosyntactic, and semantic” features in alignment with Spanish TEKS. The description states: “In 1Az, readers are able to decode two and three-syllable words, read diphthongs naturally, and continue to self-monitor their comprehension to keep it at par with their decoding abilities. In 2Az, readers can decode words of up to four syllables, interpret accent marks correctly, and use a broad repertoire of strategies in their reading of 2Az text.” ENIL also provides students with opportunities to apply grade-level phonetic knowledge to connected texts. For example, under the sections “Chunking” and “Thinking,” it states: “If the student begins by segmenting the word into syllables or chunks, always encourage him/her to go back and blend the syllables together into a word, pronouncing it as it sounds in regular speech. This is one of the ways you can help ensure that comprehension continues to grow at the same pace as decoding. Thinking: 1Az readers can sometimes put so much effort in decoding (and get so good at it) that somewhere in the process they lose sight of the importance of reading for meaning. Steady skill development rests on actively looking for syntactic, contextual, and picture clues, as well as engaging background knowledge and personal experiences, as an intrinsic part of the habit of reading.” In ENIL 1V, Lessons 18–19, students use the book El árbol de chocolate to learn or practice “Pares mínimos con Palabras con poder (con/son, voy/soy/hoy).” ENIL provides 24 “Hoja de práctica del estudiante” to help students reach spelling goals as identified in the SLAR TEKS. In 2V section, “2V Combinaciones de consonantes” helps students practice SLAR TEKS 1.2.(B)(ii): “Decodificar palabras [de dos sílabas] con sílabas trabadas, tales como bra, bra, y gla.” With “2V Sílabas cerradas,” students practice syllables such as as, es, is, os, us, and ar, er, ir, or, ur. In the 2Az section, “2Az Palabras de cuatro sílabas” helps students “resolver” palabras “con terminaciones sencillas” (e.g., -aría/-ería/-iría; -ísimo/-ísima) and “palabras compuestas” (e.g., abrelatas, saltamontes, cumpleaños, tomavistas).

In Unit 1, materials systematically develop students’ knowledge of grade-level phonics patterns. In Week 1, teachers “consider using rhyming songs.” In Week 2, instructions state, “Have the children clap the syllables of longer and more interesting words.” The materials continue with rhyming. In Week 3, the materials suggest focusing on “quitar fonemas”: “Have children repeat telaraña, que queda si quitamos la a?” and “quitar sílabas”: “Dime camina sin ca.” In Week 4, students practice with diphthongs “by producing words that start with, contain, or end with certain vowel blends.” In Week 5, students practice with diphthongs “by counting syllables and creating word chains.” In Week 6, the materials suggest: “Students must tell you a word that is made up of the same word you say: jugar, jugaria, jugaban….”

The “1V Power Word Kit” includes spelling goals as identified in the SLAR TEKS. For example, Power Words include about 60 high-frequency words that involve phonetic concepts that are slightly above the targeted decoding skills (e.g., “closed syllable in tengo, the diphthong in pueblo, the accent in aquí”) Materials state: “‘Palabras con poder’ help beginner readers, opening the doors to exciting real books they can read independently, including: Open Syllables Flip Booklet Set.” The list of “Palabras con poder” in lessons target spelling words for each selection that students learn at the end of the lesson. The words grow in complexity as the year progresses. Initially, students are able to manipulate two-syllable words; they then move on to spell three-syllable words including inflectional endings such as -amos, -aron, -ando, -ado, -ito. All units include ideas for activities to help students practice their spelling, such as matching their emotions to respond to a “¿Cómo se siente?” card. The teacher explicitly instructs and models new sounds and spelling patterns through different modalities. For example, students find and underline all words that end in -as, -an, -es, -en. 

Evaluation for 4.4
Materials provide frequent opportunities for students to practice and develop fluency while reading a wide variety of grade-level texts at the appropriate rate with accuracy and prosody. (Grades 1-2 only)

The materials include explicit instruction in fluency, including rate, accuracy, and prosody. There are opportunities and routines for teachers to monitor and offer corrective feedback regularly.

Evidence includes but is not limited to:

In 1 Az, “Estructura de Evaluación del nivel independiente de lectura” (ENIL), the materials include explicit instruction in fluency, including rate, accuracy, and prosody. For example, in Lesson 5, for Una cabra y nada más, instructions state: “Hoy van a leer un libro 1Az. Cada palabra en este libro es una palabra que pueden resolver.” The teacher listens carefully and encourages students to use attack strategies with words. Materials state: “Sí no pueden hacer por sí mismos, deje que terminen de leer a su propio ritmo mientras usted escucha a los estudiantes, uno por uno.” Then, for “Comprensión/Fluidez,” the teacher asks, “De qué se trató el libro? ¿Qué fue gracioso?” In Lesson 6, students continue reading the same book. This time, in “Fluidez/Prosodia,” the teacher uses the opportunity to practice “el fraseo mientras los estudiantes leen en voz alta” by demonstrating “cómo leer en frases, variando la velocidad y el tono para crear un efecto.” The sequence goes as follows: “Demostración: Usted lee una página en voz alta explicando lo que hace y porqué.” “Lectura coral: Los estudiantes leen con usted, imitando su fraseo y ritmo.” “Lectura en pareja: Los estudiantes lo intentan en parejas.” “Lectura individual: Los estudiantes toman turnos interpretando su papel/dando la entonación adecuada.” In addition, ENIL provides routines for teachers to regularly monitor and offer corrective feedback. For example, “Destrezas fundamentales del lenguaje,” 1Az, states: “Fluidez… Leer en voz alta los textos 1 Az con fluidez apropiada (velocidad, precisión y prosodia) y comprensión en una primera lectura. SLAR TEKS 1.4.” The teacher records “si o no” whether the student can read words with 98–100% precision. The teacher also records “si or no” whether the student “no comete más de 2 errores sin corregirse” in 100 words. 

The ENIL “1Az Registro continuo” (Running record) allows teachers to monitor using “Analisis de errores/fallos.” There are three columns for skills to reinforce: “Necesita trabajar en esta destreza de fonética,” “Necesita aprender esta palabra con poder,” or “No es parte de sus conocimientos previos.” Also, there is checklist to mark observations about “Lectura activa,” “Fonética (Diptongos, Sufijos e inflexiones, La mayoría de palabras de 3 silabas),” as well as space to write the new “Metas con poder.”

In “Herramientas para el desarrollo de Destrezas fundamentales,” Level “Azul 1az” includes more explicit fluency instruction. In lesson 6, “Fluidez/Prosodia” section uses the suggested book Una cabra y nada más and states: “Este libro se presta para practicar el fraseo mientras los estudiantes leen en voz alta. Demuestre cómo leer en voz alta variando la velocidad y el tono para crear un efecto.”  Level “Azul 2az,” also includes explicit fluency instruction. In Lesson 3, the materials state: “Práctica de fluidez: Precisión: Cuántas palabras de 4 sílabas pueden encontrar en las páginas 4 y 5?” There are other fluency activities such as “1B High-Leverage Power Goals” and “Active Reading Strategies.” They provide instructional suggestions for teachers on how to guide students in achieving reading fluency: “Explicitly teach/review/highlight active reading strategies. Work at developing students’ abilities to recognize when comprehension breaks down, what might be the reasons, and how to fill the gaps. Encourage MultiLingual Learners...to pause frequently to recap the meanings of whole sentences, sections, and paragraphs.” The “Word Attack Strategies” skill cards provide explicit guidance: “Introduce the Word Attack Strategies Skills Card. Study it with students. Model each strategy as necessary, and refer to the strategies often. Have students explicitly practice using and naming them when reading and during conferences. Make sure the strategies become the students’ best friends.” All units include a section called “Lectura en voz alta interactiva,” in which the teacher always chooses a book aligned to the theme presented and has the opportunity to model reading with expression, accuracy, and prosody as follows: “Select a Read-Aloud that provides an engaging introduction to the Unit. Read aloud the text once through, giving students enough time to think and absorb, but without interrupting the flow with too many comments/clarifications.” 

Evaluation for 5.1
Materials include developmentally-appropriate diagnostic tools (e.g. formative and summative progress monitoring) and guidance for teachers, students, and administrators to monitor progress.

The materials include developmentally appropriate diagnostic tools and provide guidance to ensure consistent and accurate administration. In addition, students can track their own progress and growth in all content and process skills for SLAR K–2, as outlined in the SLAR TEKS.

Evidence includes but is not limited to:

In the “Evaluación del nivel independiente de lectura (ENIL) Formative Assessment” handbook, materials include developmentally appropriate diagnostic tools. For example, in Kindergarten, the assessment is used to evaluate the students’ independent reading level in “Amarillo Level 1A.” This ongoing assessment of each student’s reading level throughout the year provides data about phonics, word recognition, vocabulary, fluency, and comprehension. Guidance is included to ensure consistent and accurate administration of the ENIL tool included in the “User Guide,” which provides an overview of the assessment. On page VII of ENIL, “Como usar el ENIL” includes “Protocolo para la evaluación inicial.” The protocol includes step-by-step guidance. Teachers begin by determining the initial levels for 1V, following six steps: They start with “Investigue la relación actual con la lectura.” In the next step, the teacher uses the “Infraestructura de fonética” for levels 1V to 2R in order to estimate the starting point for the assessment. Students read words in the 1V table until it becomes difficult to read the words independently. The teacher does not provide assistance of any kind. The highest level at which students can read a minimum of 70–80% percent of the words is their estimated level in the “Infraestructura de fonética.” According to ENIL, this is not necessarily the student’s reading level because teachers must first check comprehension of the actual text: “This locator provides information about a reader’s control of phonics. The locator is not sufficient for determining a level. The most important indicator of a student’s reading level is always be his or her ability to understand the meaning of the text. Use this tool in initial leveling to help locate an appropriate level of text from which to begin.” In addition, all SLAR content and process skills are outlined in the SLAR TEKS, where each assessment-recommended goal is matched to the outcome desired. For example, the ENIL materials include the specific TEKS measured by the assessment at Verde Level 1V and 2V. For example, students at Level 1V must show proficiency in “Comprehension SLAR TEKS 1.4/1.7 (D) and 1.6 (F).” For “Phonics/Word Recognition SLAR TEKS 1.2 (B)(ii),” students must decode words with “sílabas trabadas,” such as /bla/, /bra/, and /gla/, and digraphs. “Exit Requirements” include decodification of three-syllable words with inflectional endings, words with multiple sound-spelling patterns, and words with diphthongs such as /ai/, /au/, and /ei/.

In the ENIL handbook, the “2V Requisitos de entrada: registro de lectura en frío” section offers guidance to ensure consistent and accurate administration. For example, “Registro continuo” states: “Registre todos los errores mientras el/la estudiante lee el pasaje de lectura. Indique autocorrecciones.” For “2Az Destrezas fundamentales del lenguaje 1.2(B),” the specific skill is “Control de palabras de dos sílabas abiertas”; there is a word list to use for observing students. 

In Unit 1, students can track their own progress and growth through the “Comprueba tu nivel.” This record sheet helps students self-assess themselves as independent readers.  The “Conferencias y evaluación formativa” section includes a “Conference Record Form” for teachers to keep track of the students’ “Power Goal” along with information about how to support students to achieve these goals. In addition, the “Decision Point” allows teachers to decide whether students are ready to do the “Self-Leveling Process,” depending on whether they are at level 1V or higher. The unit includes guidance to ensure consistent and accurate administration. The materials provide grade-level expectations: “The percentage of students on target for ENIL, the percentage of students projected to be reading on or above grade level on the last day of school, and the percentage of students that can use the graphic organizer/rubric to create proficient oral and written answers to today’s task/question.”

In ENIL, the materials include “tips” or recommendations to support consistent and accurate administration of the tools, including informal, observational, and anecdotal notes as appropriate throughout the school year. For example, in “2V Requisitos de entrada: registro de lectura en frío,” the materials offer guidance for accurate administration (e.g.,”Registro continuo; Registre todos los errores mientras el/la estudiante lee el pasaje de lectura. Indique autocorrecciones”). The unit also includes resources such as the “Organizador del proyecto final,” which is an informal rubric to assist students in setting reading and writing goals.

Evaluation for 5.2
Materials include guidance for teachers and administrators to analyze and respond to data from diagnostic tools.

The materials include guidance and support for teachers to respond to individual students’ needs in all domains, based on appropriate measures for their developmental level. Diagnostic tools yield meaningful information for teachers to use when planning. A variety of resources and teacher guidance support leveraging different activities. The materials also provide guidance for administrators to support teachers in analyzing and responding to data.

Evidence includes but is not limited to:

The “Estructura para la Evaluación del nivel independiente de lectura (ENIL)” handbook includes guidance and support for teachers to respond to individual students’ needs in all domains, based on measures appropriate for their developmental level. For example, the “Finding Power Goals” section explains how to connect the “Formative Assessment Protocol” with “Initial Power Goals” for all students. “Power Goal #1: Agency” requires students to have basic comprehension and “authority over text”: “Vigilo mi lectura y resuelvo los desafíos para asegurar que lo que leo tenga sentido.” If the teacher finds that the student cannot read successfully, the teacher refocuses the conference to find the student’s correct reading level. If the student is successful, they can move on to “Power Goal #2: Engagement,” where they learn “to love reading/books.” Diagnostic tools yield meaningful information for teachers to use when planning. For example, the “The Teacher as Expert Coach” section covers the “dos and don’ts” for “Syllable Chunks Practice” (e.g., “Use their fingers to cover parts of the word….Look for something they know inside words they don’t know.) “Expert Coach” strategies (e.g., “Pencil-mark the syllable on the page) help students initially gain confidence and speed and are phased out as soon as the skill is mastered. Another strategy is: “Drill student on the basic suffixes…using flashcards and high-speed games.” 

The electronic “ENIL SchoolPace” platform also offers diagnostic tools that yield meaningful information for teachers to use when planning. For example, this online performance management system provides student assessment results that can be utilized to understand the learning trend of a specific student or group of students. Assessment results can also enhance overall knowledge of student development and improve educational programs for students while supporting continuity across grades and settings, as well as assist in accessing resources and supports for children with specific needs. The “Leadership Learning Series: Leading for Equity and Excellence” is a professional development plan with implementation phases, including “ARC Core Virtual Professional Learning” and the “Data-Driven Decision Making Webinar.” In addition, materials provide guidance for administrators to support teachers in analyzing and responding to data. The ENIL dashboard offers district administrators real-time data to track the average rate of reading growth in each classroom in time to provide appropriate support where needed. In the “SchoolPace Resource Center,” guidance includes answers to frequently asked questions and video tutorials on how to navigate “eENIL” and how to schedule and manage conferences with students. Also in ENIL, the separate “Herramientas para el desarrollo de Destrezas fundamentales 2V” offers a variety of resources and teacher guidance on how to leverage different activities. For example, after an informal assessment of students’ ability to identify two-syllable words, the materials offer support for students who have not yet mastered this skill under the subheadings “Sugerencias de Carteles de estudio para 2V” and “Conquistar las palabras de 2 sílabas.” The “Registros” section includes progression reports that assist teachers with student grouping based on skill development. 

In Unit 1, a variety of resources and teacher guidance allow teachers to leverage different activities. For example, for interactive writing, instructions state: “As in shared writing, support children’s emerging concepts of print, holding them accountable for what they know and providing for them letters, letter patterns, words and punctuation that they do not yet know.” ENIL provides guidance for administrators to support teachers in analyzing and responding to data. For example, the materials use a color-coded reading level system that specifies required linguistic characteristics skills in alignment with SLAR TEKS. “Correlation with Other Leveling Systems” guidance includes Lexile levels, Fountas and Pinnel levels, EDLS2, and Accelerated Reader reading levels. 

Evaluation for 5.3
Materials include frequent, embedded opportunities for monitoring progress.

The materials include frequent, embedded opportunities for routine and systematic monitoring that accurately measures and tracks student progress and is appropriate for the age and content skill.

Evidence includes but is not limited to:

The “Estructura para la evaluación del nivel independiente de lectura” (ENIL) toolkit resource includes frequent, embedded opportunities for routine and systematic progress monitoring. For example, the teacher is prompted to create “Power Goals” for each student. The teacher follows ENIL’s protocol to monitor reading growth as follows: “Every student receives a 1:1 conference in each 2–3 week cycle to assess a student’s Independent Reading Level and to determine appropriate Power Goals.” The progress monitoring is frequent and appropriate for the age and content skill.

In Unit 1, Week 1, the “Guia de planificacion” includes “Protocolo para la evaluación formativa.” This embedded measurement opportunity requires teachers to reflect on five questions: “¿Es este nivel suficientemente fácil para el/la estudiante? ¿Es este/a un/a estudiante aficionado/a a la lectura? ¿En qué debo concentrarme con este/a estudiante? ¿Qué cosa concreta necesita aprender a continuación para poder progresar? Y a continuación, ¿qué?” Answers help teachers develop the “Metas con poder” and “Plan de acción.” 

In Guia de planificacion, the materials measure and track student progress in ways that are appropriate for the age and content skill. The guide presents three phases: “Fase:1 INICIAR UNA COMUNIDAD ACADÉMICA, Fase:2 IDENTIFICACIÓN INICIAL E IDENTIFICACIÓN DE METAS, Fase:3 INSTRUCCIÓN ESTRATÉGICA/CAPACITACIÓN.” All units in the program include a connection to the ENIL, which measures and tracks student progress frequently through embedded opportunities for monitoring progress. For example, at the end of every week of instruction, the “Friday Reflection” provides a chart aligned to ENIL levels. It states: “Use everything you’ve learned from student reading, writing, speaking, and listening so far (see Status of the Class and ENIL Conference Notes) to organize and plan interventions for the start of the next week.” Also, each week, for intervention goals, the teacher records how many letters and sounds the student knows at the beginning of the unit, targeting all vowels and at least 10 consonants. There is also a “Focus Standards Assessment Record Sheet” that provides an overview of the status of the class in connection to SLAR TEKS objectives (e.g., “¿Este es un cuento, un poema o un libro informativo? ¿Cómo lo sabes?”)

All units use the ENIL toolkit. Unit 2 includes frequent, embedded opportunities for routine and systematic monitoring. For example, some of the measures included on the “Friday Reflection” chart are “How many letters sounds, syllable families, and sight words each student knows.” Other collected information regarding students’ reading, writing, speaking, and listening is used to plan the following week’s interventions. For instance, teachers use the “Letter Sound Record” throughout the unit and beyond as students need. Each week, the teacher records how many letters and sounds the student knows at the current juncture in the unit. The “Rúbrica para un artículo de opinión competente” also tracks student progress in ways that are appropriate for the age and content skill. For example, one point of the rubric is “Introduce el tema y expresa tu opinión sobre el tema.” Materials instruct: “Listen in as students work to determine what (if anything) you need to clarify. Is there a common misunderstanding to address? What else do students need to learn from this text in order to master this concept? Are there other vocabulary words or concepts students need to know in order to be successful with their independent research?” 

Evaluation for 6.1
Materials include guidance, scaffolds, supports, and extensions that maximize student learning potential.

The materials contain guidance, scaffolds, supports, and some extensions that maximize student learning potential for students who have not yet mastered content and students who have mastered content. A greater emphasis is placed on small group instruction, strategic grouping, and intervention support for students who have not yet mastered the content. The materials provide some enrichment activities for all level learners. 

Evidence includes, but is not limited to: 

All units provide pre-, mid-, and post-”Constructed Response Assessments” in order to identify the needs of students. The teacher is provided with guidance for evaluating the responses to create strategic, targeted groups. The ENIL Toolkit allows the teacher to support students at the following reading levels: whole-group, small-group, and intensive individual interventions. Activities suggested supporting instruction include comprehension, fluency, vocabulary, range of reading, and phonics. In addition, Entry and Exit Requirements for each reading level can be found in the overview. Students have multiple opportunities to engage with the text by recording “Great Words you Want to Remember,” looking at types of context clues, pacing, and analyzing levels of meaning. The materials support students’ work at their identified reading level, thus providing one type of differentiation. However, materials offer a restricted number of extended enrichment activities, such as hands-on experiences.

For small group instruction, the ENIL assessments help teachers to identify and support students’ needs by developing “Power Goals.” These lessons provide a systematic approach to moving students from one reading level to the next. Teachers are also guided to use evidence to clarify or reteach immediately using Formative Assessments that are embedded throughout the units’ lessons, thus allowing them to plan for next day’s instruction.

In Unit 1, classroom libraries usually have six to eight reading levels available, supporting a text selection that surpasses the traditional “below, on, and above” level choices. A strong emphasis on intensive individual interventions begins in the first week of the Unit 1 Laboratorio de Lectoescritura, offering directions for developing Action Plans that support students reading below level that include “500-Book Kid Read-Aloud Immersion,” “Student Read-Aloud Coaches,” “Adult Coordinators,” and “Students Skills Card.” In Week 4 of Unit 1, there are additional directions provided for determining Action Plans that address below-level reading levels as well as Power Goals for specific levels.

In Unit 2, there are a series of leveled books to support different students’ reading levels on various topics. The materials include some guidance that supports teachers with best practices specifically for reading and writing. More support for students below grade level is included in the Informational Research Lab, which provides Research Topics for struggling readers. All students answer the same Research Questions during the unit; only the level of text differs for students. 

In Unit 3, there is again an emphasis on struggling readers. For example, the introduction includes a student checklist that states one goal is “Emergent readers move at least one ENIL level.” Specific enrichment opportunities are not included; however, in the section “Independent Reading and Differentiation,” teachers are provided with some guidance for students who are proficient because it offers an ample selection of texts for independent reading. There is also a rubric for students to know what a competent writing text looks like so that the students that have mastered the skill can improve it. 

Some suggestions for specific activities for enrichment instructional practices are embedded into lessons; the activities do not provide explicit guidance for teachers on how and when to extend critical thinking or metacognitive applications for students who have achieved mastery.

Evaluation for 6.2
Materials provide a variety of instructional methods that appeal to a variety of learning interests and needs.

The materials include various instructional approaches to engage students in achieving mastery while promoting the use of developmentally appropriate multimodal strategies. There are also opportunities to support flexible grouping and multiple practices with guidance and structures to achieve effective implementation.

Evidence includes but is not limited to:

In Unit 1, the materials include various instructional approaches to engage students, such as teaching about the author and illustrator, using story elements, increasing comprehension, and using the analysis of the story's elements. “Play is Learning” includes research-based support regarding how a child's development is influenced by play. In Week 5, the materials promote the use of developmentally appropriate multimodal strategies. For example, in the section, "Classroom routines to support academically successful home routines," students practice diphthongs and counting syllables using movement (jump, stomp) and games such as "Jugar al Limón" or "Palabras encadenadas" using words with the last syllable of the previous. For example: "copia–piano–novela–lata–tapón–ponte, etc.," thus supporting methods that appeal to various learning interests and needs. The materials include multiple types of practices with guidance and structure to achieve effective implementation. In the lesson "Stories of the family," the implementation begins with using whole group instruction to explain the interactive reading genre and find the topic of a book in the library. Then, the teacher delivers a mini-lesson on actual facts versus fiction and reviews features of informational texts. The transition to small groups is done during "Intercambio de Parejas," when students discuss what they have learned. The closing of the lesson brings the class back to a whole group to "highlight key learnings and add to graphic organizers."

In Unit 2, "Animales Salvajes," the materials offer multiple practice types with guidance to achieve effective implementation. For example, using activities like "Cuaderno de Laboratorio," students practice writing skills with guidance and complete a series of graphic organizers using informational texts. The implementation starts with an "Introduccion," where the teachers compose a morning message, and "interactive writing always follows it." The materials include a variety of engaging instructional approaches, such as drawing and writing about animals. Other developmentally appropriate instructional strategies in Unit 2 include rubrics for data collection, modeling strategies, and discussion as shown in "Conversacion responsable." In the section "Tarea del maestro," the materials include specific steps for "Conferencias individuales," which state: "Confirm each student's independent reading level: Proficient, At-risk, or Emergent. Use the results of level confirmation and student Power Goals to determine whether whole group instruction, small group instruction, or intensive individual intervention is needed. The “Pre Mid Post: Assessment” includes opportunities to support flexible grouping. For example, in the "Intercambio en Grupo," students use the rubric to share the information collected while the rest provide their scores. The materials also include whole-group activities such as read-aloud, morning message, and interactive writing. In the lesson tabs called "Topics of Play" and "Learning Centers" there is guidance to help teachers set centers that allow children to explore, interact with children in a meaningful noninvasive way, and find a takeaway from their observations during centers time. In the section, "Mensaje de la mañana," the materials support the teacher in establishing a move from teacher-led instruction to encourage students to take more ownership of their learning.

 In Unit 3, "Historias de la Familia," in the "Practica Guiada" section, the materials offer ways to support students. In “Escritura: Cambiar el escenario” the instructions state: “Cada uno de ustedes piensen un momento sobre que quieren escribir hoy... ¿Qué van a cambiar del escenario? ¿Listos? ¡Cuénteselo a su pareja! As soon as a student can tell what s/he is going to write, release him/her to begin writing." This example supports developmentally appropriate multimodal strategies that promote mastery.

Evaluation for 6.3
Materials include supports for English Learners (ELs) to meet grade-level learning expectations.

The materials do not include accommodations for various levels of English language proficiency and lack suggestions to encourage the use of students’ primary language to develop skills in the target language.

Evidence includes but is not limited to:

In the introduction to Guide to IRLA: Independent Reading Level Assessment Framework Coaching with Multilingual Learners, the materials include Dr. Jim Cummins’ Theory for Multilingual Learners (MLL) and his research on second language acquisition. This report emphasizes the positive impact on the academic development of MLLs when providing systematic support in their first language to acquire English skills.

At the end of the “Literacy Lab Teacher’s Guide,” the materials include resources that teachers can access for more information about using students’ first language in a way that supports their linguistic, affective, cognitive, and academic development. For example, in the ARC Core Works the following books are cited: Kidwatching: Observing Children in the Classroom by Goodman, Y. (1985), Observing the Language Learner by A. Jaggar, & M. T. Smith-Burke, and also Getting Started with English Language Learners by Haynes, J (2007). However, guidance addressing how teachers need to prepare Spanish lessons for students with different English proficiency levels is not addressed within the Spanish materials..

In Unit 2, “Key Concepts and Literacy Development” of the SLL Supports callout box, the materials include guidance for teachers to look for cognates such as “classification/clasificación, characteristics/caracteristicas, and reptile/reptil…”.  However, this type of support is intended for students who are Spanish Language Learner and are referred to as “SLL.”

Evaluation for 7.1
Materials include year-long plans with practice and review opportunities that support instruction.

The materials include a cohesive, year-long plan to build students’ literacy concept development by providing spiraled review and practice of knowledge and skills in the curriculum.

Evidence includes but is not limited to:

The materials include a cohesive, year-long plan to build students’ literacy concept and skills development as explained in the “Estructura para la Evaluación del nivel independiente de Lectura (ENIL)” in the “Herramientas para el desarrollo de Destrezas Fundamentales” section. ENIL Spanish reading levels can be found in the “Developmental Reading Taxonomy,” where levels are color-coded corresponding to different grade levels. “2V Recursos” is a section that provides “Protocolo de práctica de destreza de conciencia fonológica en 2V” where students practice phonological awareness skills (e.g, “Nivel de sílaba; Aislar la sílaba al principio, en el medio, y al final en palabras de 2 y 3 sílabas; Di cuatro ¿Qué sílabas escuchas al final?”).  The units also provide spiraled review and practice of knowledge and skills in the curriculum by highlighting the connections within and across units. Skills previously taught or practiced are reinforced in other units. For example, in section “Sugerencias de carteles de estudio para 2V,” the materials present suggestions of activities to practice such as “Taller de palabras,” “Familias,” or “mapa de T,” bringing back concepts that need additional practice.

In Unit 1, “Laboratorio de Lectoescritura,” materials include a cohesive, year-long plan to build students’ literacy concept development as described in the “Framework for Best Practices,” which provides the basis for the ARC reading program and is used as a reference in all units. A spiraled review and practice of knowledge and skills in the curriculum can be found in the progression designed to acquire foundational literacy skills. For example, in Week 1, the materials suggest the teacher “consider using rhyming songs.” In Week 2, the materials say, “Have the children clap the syllables of longer and more interesting words.” In Week 3, it focuses on, “quitar fonemas” and guides the teachers to, ”Have children repeat ‘telaraña, que queda si quitamos la a,’ ‘quitar sílabas,” and “dime camina sin ca.” In Week 4, diphthongs are introduced: “Today, you will be having students practice their skills with diphthongs by producing words that start with, contain, or end with certain vowel blends.” In Week 5, the skills and knowledge of diphthongs continue as follows: “Today, you will be having students practice their skills with diphthongs by counting syllables and creating word chains.” In Week 6, the materials state: “Students must tell you a word that is made up of the same word such as jugar, jugaria, jugaban…”

In Unit 2, “Animales Salvajes,” the materials offer a cohesive, year-long plan to build students’ literacy concept development as every lesson suggests focusing on the specific “Destrezas Fundamentales del Lenguaje that is appropriate to the current target ENIL level.” Under the subheading: “Guide to Lesson Plan Decision-Making In an Apprenticeship Model,” the materials provide the unit overview coupled with an aligned scope and sequence that includes the focus standards for each of the four units in the school year.

In Unit 3, “Historias de la Familia y Familias,” the materials offer more review and spiraled practice of knowledge and skills in the curriculum. For example, during the “Morning Message,” teachers reinforce the appropriate ENIL level as they follow the instructions for “Lectura en voz alta interactiva.” In Week 4, teachers review SLAR standard 1.8(D) with students who have not mastered the standard based on observations. 

Evaluation for 7.2
Materials include implementation support for teachers and administrators.

A SLAR TEKS-aligned scope and sequence accompany the materials, and it includes support to help teachers implement the materials. The materials also provide resources and guidance to help administrators support teachers with a school year’s worth of instruction, including realistic pacing guidance and routines.

Evidence includes but is not limited to:

In the introduction to each of the four units, the materials are accompanied by a SLAR TEKS-aligned scope and sequence: “Example Yearlong Scope & Sequence.” This section includes the units’ “Focus Standards,” outlining the essential knowledge and skills that are taught in the program. The document is divided into columns, and each column includes the unit title or quarter (Q) along with the suggested time (in weeks) to teach each unit. For example, the first quarter (Q1) takes between 6–8 school weeks. Q2 is implemented during weeks 9–17, while Q3 is for weeks 18–26, and Q4 for weeks 27–36. In order to support and help teachers with implementation, this scope and sequence is divided into eight rows as follows: “Múltiples géneros, Destrezas fundamentales del lenguaje, Composición, Habilidades de comprensión, Habilidades para responder, Propósito y arte del autor, Indagación e investigación.” 

In the “ENIL Reading Growth, Reading Culture, and Lesson Plans” teachers find a series of questions that invite them to analyze the state of the class, including the reading levels and progress in the writing of each student in order to make an action plan for each unit. For example, under the heading: “Estructura para la Evaluación del nivel de independencia de lectura (ENIL)” and “Como usar el ENIL” section, there is guidance on how to use the ENIL, including protocols for assessing growth such as “metas con poder.” The materials also include additional support and help for teachers to be able to implement this scope and sequence under the sections called: “Usar el ENIL para enseñar/entrenar,” “Usar el ENIL para guiar su selección de Metas con poder,” and “Instrucción en grupos pequeños flexibles (en lugar de la lectura guiada tradicional).” These sections highlight how to use the materials with appropriate instructional practices such as: “Introducción, Lectura/Discusión de texto complejo, Taller de lectura, y Apoyo diferenciado.”

Using this scope and sequence along with the ENIL Handbook, the materials provide resources and guidance to help administrators support teachers with a school year’s worth of instruction, including realistic pacing guidance and routines as established by each unit. For example, in Unit 1, “Laboratorio de Lectoescritura,” the materials include an overview at the beginning of each week (or thematic topic of instruction) that emphasizes the purpose of the lessons and the activities planned. For instance lesson 1 provides guidance on “Bibliotecas del salón, planificación de la semana, supplies, and centers.” 

In Unit 2, “Animales Salvajes,” the materials include more examples of ways to support teachers in implementing the materials as intended through the use of templates for the projects, rubrics, organizational charts, and graphic organizers to be completed during this unit. This unit includes the sections “Criteria for Success in ARC Core Unit 2: Informational Research Labs, Stages of Implementation as Measured by Outcomes,” “8 Decisions for Planning a Lesson,” “5 Conditions for an Effective Lesson,” and “Guía de Planificación.” These sections offer guidance, starting with the first steps of using the product. Additionally, materials contain an implementation guide that provides a visual map outlining the recommended sequence of lesson implementation in the section: “ARC Core Laboratorio de Investigación Informativo: Guia de Implementacion Grado 1.”

In Unit 4, “Plantas,” the materials include other examples of the school year’s worth of instruction, including realistic pacing guidance and routines. For example, under the subheading: “Secuencia de instrucción,” there is systematic pacing of TEKS-based instruction to be used throughout the year. In the “ARC Core Laboratorio de Investigación para Composición Argumentativa Guia de Implementacion: Grado 1” there is an overview of each week’s content along with the lesson’s instructions. This overview includes a weekly table of contents with specific lesson components such as: “Introducción, Lectura en Voz Alta, Taller de Lectura, and Escritura.” 

The materials include other resources and guidance to help administrators support teachers. For example, in the “SchoolPace” and specifically in “School Dashboard,” there are feedback templates to assist administrators in providing effective feedback to classroom teachers. This feedback is specifically aligned to implementing the publisher’s materials by including detailed student performance information per classroom. 

Evaluation for 7.3
Materials provide implementation guidance to meet variability in programmatic design and scheduling considerations.

The materials offer a programmatic design that follows a sequence of content taught in a specific developmental progression. The materials also incorporate the curriculum into district, campus, and teacher using scheduling considerations.

Evidence includes but is not limited to:

In Unit 3, the materials offer a programmatic design that follows a sequence of content taught in a specific developmental progression. For example, the “Guia de Implementacion” section shows the developmental progression and describes the sequence: “The elements of the story: Describir los elementos de una historia (personajes, trama, y escenario).” Later in the unit, it continues with “Relatar historias and mensaje central.” The materials then suggest teaching “Comparar y contrastar historias: comparar y contrastar personajes, trama, y escenarios.” This unit allows LEAs to incorporate the curriculum into the district, campus, and teacher programmatic design by providing the “SLAR TEKS Foundational Language Skills Scope & Sequence.” The section “Herramientas para el Desarrollo fundamentales,” includes the assessment “Estructura para la evaluación del nivel independiente de lectura, ENIL” that are used in alignment to a progressive sequence of TEKS. In first grade, students decode two-syllable words with inflections and consonant blends. When they move up levels, more complex skills such as three-syllable words with inflections (e.g., -es, -amos, -aron, -ando, -iendo) are introduced. This developmental progression includes suffixes (e.g., -ito, -illa), diphthongs, and simple four-syllable words. At the end of the school year, expectations follow decoding three- and four-syllable words with an inflectional ending (e.g., asta, -ara, -yeron, -yendo); suffixes (e.g., -or, -ora, -oso, -mente); and orthography goals such as “palabras esdrújulas,” diacritic accent marks, minimal pairs, and less common consonant clusters such as -ct, -cc, -pt-, and -bt among others.

In Unit 4, “Plantas,” the materials include other examples that show how to allow LEAs the ability to incorporate the curriculum into district, campus, and teacher programmatic design and scheduling considerations. The materials include “Building Instruction in ARC Core: Reading, Writing, Thinking” with lesson components: “Unit Level, Lesson Level, Classroom Systems for Equity, Morning Message, Read Complex Text, and Reader’s Workshop: Independent Reading Levels/ENIL, Writing.” These components include recommendations for the programmatic design of literacy periods using less or more time. For example, in the “Laboratorio de investigación para composición argumentativa” of Unit 4, the materials present the option to add “new layers” based on previous units’ skills, thus allowing for time adjustments accordingly. Materials also offer guidance to teach in a specific developmental progression using “SLAR Standards Architecture Backwards Design.” The curriculum guideline includes six parts to the lesson as follows: “1. Start with a Composicion standard; 2. Unpack the Composicion into a student-friendly rubric; 3. Unpack complementary Multiples Generos standards into a student-friendly rubric or thinking map; 4. Design reading mini-lessons; and 5. Design writing mini-lessons.” This sequence supports the LEA’s ability to incorporate the curriculum in a developmental progression.

 In the “Implementation Guide,” the ENIL goals include mastery in the analysis and production of narrative reading and opinion essays. The guide provides the teacher with sequences from week to week that need to be followed in order to be able to achieve the ENIL goals.

The materials guide how to incorporate the curriculum into district, campus, and teacher programmatic design in all four units. For example, in SchoolPace, there are dashboards for district, school, and class levels that allow the district to set goals while using the report graphics to stay informed about the percent of students on target, in need of support, and advancing. This resource also includes six different pedagogical practice categories to support the acquisition of Spanish as a second language called “The Expert in Your Room,” thus guiding to meet variability in programmatic design and scheduling considerations.

Evaluation for 7.4
Materials provide guidance on fostering connections between home and school.

The materials support connections between teachers and families and include specific activities for use at home to support students’ learning and development.

Evidence includes but is not limited to:

Communication between school and home is fostered and supported by “Core en Español” through a variety of ways. Primarily, parent letters in each unit framework introduce the topic and provide talking points and questions that can be used at home. ENIL “Home Updates” provide parents with up-to-date progress information on demand. “Coaching Records” support parents in understanding student power goals and ways to support them at home. ENIL “Skills Cards” assist families in engaging in dialogue about the text to foster deep comprehension as well as practice with key Foundational Language skills at each level.

In Unit 1, the materials include activities to connect home and school. In the “Cultura de Lectura” section of materials, the materials provide parents with activities they can do at home to support their children’s learning. These activities include the 100-book challenge, back-to-school night, family workshops, and parents and families as volunteers. The materials also include a rubric to help parents know the expectations of specific reading levels. In Week 5, “Establish Home Reading Routines,” the materials provide the kit, “Materials to Support Academically Successful Home Routines.” These home routines are aligned with the teacher’s classroom version of “Classroom Routines to Support Academically Successful Home Routines.” The materials include a “Surrogate Home Coach” solution for situations when parents cannot provide help at home. Routines, schedules, classroom culture, and expectations established in Unit 1 are done so with the intent to be carried throughout the school year. Markers to remind teachers placed across the subsequent units are intended to serve as reference and reminder of these routines.

The materials provide a home-school connection translated from the English product, such as the “Reading Log” charts available in four languages—English, Spanish, Chinese, and Arabic. The  Spanish letter to parents says, “¿Cuánto deben leer nuestros hijos en casa?” to help determine student reading habits. The materials include sample letters to send home, such as “Enlisting Volunteers” and “Volunteer Reading Coaches: Making it Fun and Easy.”

There are activities and guidance provided to parents in the ENIL Handbook. Parents receive a chart with timed activities such as "Lectura en voz alta" for 10 minutes and "Practica de Destrezas," for five minutes. Parents are suggested to practice skills according to the childs’ reading level such as "Combinaciones [blendings],” “Palabras con poder," and "Categorias.” "Practica de lectura," for 15–20 minutes, including "Estrategias," and “Comprensión” checklists. At the end, it is recommended to engage in a "Conversación" for five minutes with suggested questions to ask children.

Evaluation for 7.5
The visual design of student and teacher materials (whether in print or digital) is neither distracting nor chaotic.

The materials offer a visual design with appropriate use of white space, thus avoiding distraction from student learning. Also, the pictures and graphics are supportive of student learning and engagement.

Evidence includes but is not limited to:

In the Teacher’s Edition and all four units, the materials offer a visual design with appropriate use of white space, thus avoiding distraction. For example, the “Teacher’s Guide” design is very intuitive and helps teachers locate important information for lesson planning and implementation. The materials use several graphic visuals such as tables, charts, and images, making the design appropriate and purposeful.

In Unit 1, “Laboratorio de Lectoescritura,” Week 5, the materials include pictures and graphics that are supportive of student learning and engagement. For example, the section called: “Comparar y Contrastar chart” is distributed so that it is clear for the teacher to identify the tasks and the student activities for the lesson. 

In Unit 2, a student notebook called “Animales Salvajes, Cuaderno de Laboratorio” exemplifies design patterns that help students follow along and understand their tasks. For example, in “Week 3, Day 5,” there is a checklist of activities as well as a “Rúbrica para un texto informativo competente.” These types of graphic organizers support student learning using individual student assignments.

In Unit 3, “Historias de la familia,” Week 1, other examples of a visual design with appropriate use of white spaces include the side panel area, which offers lesson suggestions to support teachers. There are also portions of the page used for text boxes labeled with tips like “No Pop Corn or Round-Robin Reading” or “Use sentence starters during shared reading.” These text boxes stand out in order to get teachers to notice these recommendations. The unit features graphics and charts that are supportive of student learning and engagement. The charts are meant to be completed by the students, like the Unit 3 Venn diagram, which compares and contrasts the two main characters of the selections read.

In Unit 4, “Plantas,” the materials also include an appropriate design that supports student learning and engagement. For example, after the introduction, in the“Laboratorio de investigación” section, which offers “esquema del organizador del proyecto final." This multi-page resource provides blank spaces, columns, and a design that helps students write collected information.