myView Literacy Texas Grade 2

Evaluation for 2.1
Materials include systematic, year-long plans for phonics instruction.

The materials meet the criteria for this indicator. Materials include systematic, year-long plans for phonics instruction. 

Materials include a cohesive, TEKS-aligned scope and sequence that outlines the essential knowledge and skills that are taught throughout the year. Materials clearly demonstrate vertical alignment that shows the progression of skill development from year to year. Lessons follow a developmentally appropriate, systematic progression from simple to more complex concepts (e.g., CVC words before CCCVCC words and single-syllable words before multisyllabic words). 

Evidence includes but is not limited to:

Materials include a cohesive, TEKS aligned scope and sequence that outlines the essential knowledge and skills that are taught throughout the year. 

• The materials include a cohesive scope and sequence that outlines how phonics skills are taught throughout the units and/or year. For example, the grade 2 program materials include a yearlong scope and sequence in the “Getting Started” section of the table of contents in each of the five grade 2 units. 
• The materials provide a document on the digital platform called “English Foundational Skills and Word Study Scope and Sequence.” This document clearly outlines the phonological awareness skills, phonics skills, and high-frequency words taught within each of the five units in grade 2. The materials begin by reviewing short vowels; long vowels with the pattern CVCe; consonant blends; digraphs; trigraph tch; inflected endings -s, -es, -ed, -ing; and r-controlled vowels Unit 1. Unit 3 continues work on long vowel spelling patterns and introduces r-controlled vowels er, ir, ur; diphthongs ou, ow, oi, oy; vowel teams oo, ue, ew, ui; /s/ spelled c; and /j/ spelled g or dge. Unit 5 covers homographs; double consonants; vowel patterns aw, au, augh, al; syllable pattern VCCCV; abbreviations; and final stable syllables -le, -tion, -sion. 

Materials clearly demonstrate vertical alignment and that shows the progression of skill development from year to year.

• The materials provide a document called “TEKS K-8 Vertical Alignment” that lists all of the TEKS for K–5 and notes the level of implementation in each grade level using the symbols I (“Introduced”), • (“Continued”), M (“Mastery”), and (“Maintained”). For example, “Produce a series of rhyming words” is introduced in grade 1, mastered in grade 2, and maintained in grade 3 and beyond. “Decode multisyllabic words with closed syllables, open syllables, VCe syllables, vowel teams” is introduced in grade 2, continued in grades 3 and 4, mastered in grade 5, and maintained in grade 6 and beyond. “Spell one-syllable and multisyllabic words with closed syllables, open syllables, VCe syllables, vowel teams” is introduced in grade 2, continued in grades 3 and 4, and maintained in grade 5 and beyond. 

Lessons follow a developmentally appropriate, systematic progression from simple to more complex concepts (e.g., CVC words before CCCVCC words and single syllable words before multisyllabic words). 

• Grade 2 lessons begin with a review of skills taught in grade 1, such as short vowels, long vowels in the CVCe pattern, consonant digraphs, and inflected endings, before moving on to spelling patterns for long a, long e, and long o in Unit 2 and long i in Unit 3. 
• Long vowel spellings (e.g., long o spelled o, oa, ow) are taught before diphthongs (e.g., ou, ow, oi, oy) and vowel teams (oo, ue, ew, ui). 
• The CVCe syllable pattern is taught before closed syllables VC/V and open syllables V/CV, and the latter two patterns are taught before double consonants, VCCCV, and final stable syllables le, -tion, -sion. 
• Inflected endings (Unit 1) are taught before comparative endings (Unit 2), and both are taught before prefixes and suffixes (Unit 4). 

Evaluation for 2.2
Materials provide direct (explicit) and systematic instruction in developing grade-level phonics skills within and across lessons.

The materials partially meet the criteria for this indicator. Materials provide some direct (explicit) and systematic instruction in developing grade-level phonics skills within and across lessons. 

Lessons include detailed guidance for each component of the gradual release of responsibility model. Materials contain a teacher edition with some annotations and suggestions on how to present the content in the student materials. 

Evidence includes but is not limited to:

Lessons include detailed guidance for each component of the gradual release of responsibility model. 

• Each phonics lesson begins with a minilesson that contains a “Focus” segment, which is teacher-directed; a “Model and Practice” segment, which contains modeled instruction and guided practice; and an “Apply” segment, which contains additional guided practice and provides independent practice. For example, one lesson in Unit 3, Week 3, focuses on decoding and writing words with r-controlled vowels er, ir, ur. The Focus segment reads: “Tell students that a sound can be represented by different spellings. Review the spellings of the sound /er/ by writing the words fur, bird, and fern and then reading the words aloud. Circle the spelling pattern. Say, ‘To decode words with the sound /er/, recognize the spelling pattern. It can appear in one-syllable words, such as fur, bird, and fern, and in multisyllabic words such as turtle, circle, and perfect.’” The Model and Practice segment reads: “Model reading and writing words with r-controlled vowels. Say, ‘When I read words that have the vowel e, i, or u followed by the letter r, I know that the sound is not a short or long sound but an r-controlled sound: /er/. When I write words with the /er/ sound, I remember that the sound is spelled with er, ir, or ur.’ Ask students to look at the first word in the chart on p. 97 in the Student Interactive. Ask them which letters stand for the vowel sound. Have them circle the r-controlled pattern ir. Then ask students to decode the word. Tell students that when they need to spell a word with the sound /er/, they can use one of the three spelling patterns for /er/. They can check a dictionary if they are unsure of which pattern to use.” The Apply segment reads, “Have students read the words in the chart on Student Interactive p. 97 with a partner and circle the letters that stand for /er/ in each word.” 
• In Unit 5, Week 1, the teacher explains homographs and writes the following sentences on the board: “There is a fly on my food.” “A bird can fly.” The teacher points out that context clues help define the word fly in each sentence. The teacher models using context clues and calls on students to use a sentence with the word can using one definition and another sentence using a different definition. Students work with a partner and decode homographs and meanings using the “Student Interactive.” The students determine the homograph’s meaning in sentences, and then write sentences using the two different meanings for the word bat.

Materials contain a teacher edition with ample and useful annotations and suggestions on how to present the content in the student materials. 

• Annotations within the lessons provide extensions, English learner suggestions, and some tips for feedback. These do not support how to present the content. In Unit 5, Week 5, the “ELL Access” segment in the margin gives information about helping students learn relationships between sounds and letters of the English language and recognize the elements of the English sound system in words presented in a decodable story. 
• Materials include a limited number of annotations and suggestions to support how to present the content. In the reading workshop segment of Unit 5, Week 4, there is a sidebar with a teaching point on decoding words that have common prefixes and suffixes: “Remind students they can use word parts to figure out the meanings of unfamiliar words. Ask them to point out and read words in the poem with the prefix un-and the suffix -er.” 

Evaluation for 2.3
Materials include detailed guidance that supports teacher’s delivery of instruction.

The materials partially meet the criteria for this indicator. Materials include some guidance that supports teachers’ delivery of instruction. 

Guidance for teachers includes some information about common phonics pattern misconceptions and guiding principles related to specific phonics skills. Guidance for teachers provides detailed, specific instructional strategies with consistent routines for teaching each phonics skill. Materials include some guidelines for feedback but do not include specific guidance for providing students with immediate, corrective feedback. Materials provide detailed guidance for connecting previously taught phonics skills to new learning. Materials provide some guidance for lesson pacing, but they do not include clear guidance on how to pace each lesson, including specific time suggestions for each component of the gradual release model. 

Evidence includes but is not limited to:

Guidance for teachers includes information about common phonics pattern misconceptions and guiding principles related to specific phonics skills. 

• The “Reading Routines Companion” lists two common teacher misconceptions: 1. telling students to “guess” a word or “look at the picture” to figure out how to decode the word; and 2. assuming that there is a single right way to organize the sequence of phonics rules “or a set amount of time that is needed” to ensure that students are effective and efficient word decoders. 
• The materials do not include information for teachers about common misconceptions related to specific phonics skills in the “Teacher’s Edition.” In Unit 1, Week 5, there is a “High-Frequency Words” margin note for the teacher to remind students that high-frequency words are words that they will hear or use more often than other words. The teacher displays the high-frequency words follow, show, and form and tells students these are the high-frequency words they will practice reading this week. The teacher reads each word and has students repeat it. The teacher uses the words in oral sentences: “My dog likes to follow me. Show me what to do. I can form letters.” The teacher calls on several students to use one of the words in an oral sentence. Then, students close their eyes as the teacher erases one of the words. Students open their eyes and tell which word is missing. This is repeated several times. 
• In Unit 5, Week 2, the teacher reviews previous instruction: “Each syllable in a word has one vowel sound.” The teacher further explains that vowel patterns aid in decoding multisyllabic words. Teacher direction includes telling students that closed syllables are syllables that end in a consonant. The teacher writes rabbit on the board and tells students that the double b in the word can be used to divide the word into syllables. The teacher divides rabbit into two syllables, rab/bit, and points out the closed syllables and the CVC pattern. The teacher says, “We know that a vowel between two consonants is usually short, and this helps us sound out the word: /r/ /a/ /b/ /b/ /i/ /t/.” 

Guidance for teachers provides detailed, specific instructional strategies with consistent routines for teaching each phonics skill. 

• The materials and lesson plans provide sufficient details for teaching each strategy. For example, in Unit 1, Week 6, the teacher points to the letter combination ar and explains that it is an example of an r-controlled vowel group. The teacher tells the students the lesson is about r-controlled vowels with the sounds /ar/ and /or/. During “Model and Practice,” the teacher explains that when they see the letter combination ar they should read, or decode, it as /ar/, as in the word car. The teacher then has the students run their fingers under the ar in car while saying /ar/. The process is repeated with the word fork, pointing out the letter combination generally spells the sound /or/. During “Apply/Turn, Talk, and Share,” students complete the rest of the page by underlining the r-controlled vowel groups. 
• The routine in the Teacher’s Edition is framed with a model that reflects the gradual release of responsibility (“I do, we do, you do”). For example, in Unit 3, Week 3, the teacher displays “Sound-Spelling Cards” 67, 72, and 104 and points out that the words fern, girl, and curtain all have the vowel sound /er/. The teacher explains that these words have an r-controlled vowel, which means that the letter r follows a vowel and creates a different vowel sound. The vowel sound is neither long nor short. The teacher asks the students to read the words on the cards as the teacher points to them. During Model and Practice, the teacher models reading the r-controlled vowel in the word her in a chart in the “Student Interactive.” The teacher says: “I see the letter e in the middle of this word. I know it is not the short vowel sound /e/. The letter e is followed by the letter r, which tells me this word has an r-controlled vowel sound /er/. I know I need to pay attention to the letters surrounding vowels to make sure I can decode the vowel sound.” The teacher asks the students to read the word her and listen to the vowel sound. The teacher then has the students read the rest of the words in the first row of the chart and identify the vowel sound in each word. In the Apply/My Turn component, the students read the rest of the words on the Student Interactive page and listen for the r-controlled sound. 
• Most lessons include using picture cards to emphasize the letters/letter pattern sounds. For example, in Unit 3, Week 5, during the “Focus” component, the teacher shows the Sound-Spelling Cards for the vowel teams/vowel digraphs. The teacher says, “When different vowel teams all make the same sound, they are called variant vowels.” 
• The materials include a variety of instructional strategies with consistent routines for each phonics skill. In the Reading Routines Companion, there are multiple opportunities for students to have independent practice. In “Distinguishing Long and Short Vowel Sounds,” the students can distinguish the vowel sounds in spoken word pairs. For each sound, the teacher asks, “Which word has the vowel sound…?” The opportunities are /ā/ stack, drain; /e/ leak, speck; /ī/ twice, kick; /o/ loan, lock; /u/ plug, huge; /ē/ pets, cheese; /i/ price, chimp; /ō/ broke, stomp.

Materials include specific guidance for providing students with immediate, corrective feedback. 

• The materials do not provide specific guidance on providing immediate, corrective feedback within the lesson in the Teacher’s Edition. Some corrective feedback examples are provided in the Reading Routines Companion, however. For example, in the Reading Routines Companion, the Distinguish Long and Short Vowel Sounds lesson says: “IF students cannot distinguish long and short vowel sounds in word pairs, THEN the teacher models how to segment the sounds in each word to identify its long or short vowel sound, using Steps 2 and 3.” Next, the teacher works through the “Make It Easier” activity. 
• The materials provide little guidance on how teachers should provide students with immediate, corrective feedback in the Teacher’s Edition. The Reading Routines Companion does offer some corrective feedback, but the feedback is not immediate. In the Reading Routines Companion, the “Change Phonemes: Initial Lesson” says: “IF students cannot change the initial phonemes in words, THEN the teacher models how to change initial phonemes, using Steps 2 and 3.” Next, the teacher works through the Make It Easier activity. 

Materials provide detailed guidance for connecting previously taught phonics skills to new learning. 

• The materials’ spiral review lessons include some references to previous learning. For example, in Unit 1, Week 1, the teacher writes the letter Uu and asks students what letter it is and what sound it stands for in CVC words. The teacher says: “The letter u stands for the short sound /u/ when it is between two consonants.” During Practice, the teacher calls on different students to circle the vowel in each of the following words: bus, scrub, jump, slug, fun. Students sound out and read the words together with the teacher. 
• The materials provide sufficient opportunity to review previously taught phonics skills before learning new skills. In Unit 2, Week 1, the teacher reminds the students that a contraction is a word made by putting two words together. The teacher explains that an apostrophe takes the place of one or more letters. During Model and Practice, the teacher models matching a contraction to the two words that form it. The students identify the contraction and use it in a sentence. The teacher then writes the following words on pieces of construction paper in the shape of socks: are, I, you, let, it not, have, us, would, is, will. The students write the contractions on matching pieces of paper: I’ve, you’ll, let’s, it’s, haven’t, would’ve. The students then work with partners to match the socks. During Apply/My Turn, students form as many new contractions as they can using the words. 
• In Unit 4, Week 2, students read and practice decoding words with double consonants. The teacher says, “Each syllable in a word has one vowel sound.” The teacher also tells students that three vowel sounds means the word has three syllables. The teacher writes the word batter, and students review dividing the word into syllables between the double consonants, bat/ter. The teacher further explains that students may use what they know about syllable patterns to read each syllable and blend them together to read the whole word. 

Materials include clear guidance on how to pace each lesson, including specific time suggestions for each component of the gradual release model. 

• The materials include guidance on the recommended length for each lesson. The “Teacher’s Edition” includes a “Suggested Weekly Plan” that includes recommended blocks of time for each lesson. In Unit 2, Week 1, the following time slots are suggested for lessons: “Reading Workshop” 10–20 minutes; “Reading-Writing Workshop Bridge” 5–10 minutes; “Small Group/Independent” 20–30 minutes; “Writing Workshop” 5–10 minutes; “Independent Time” (conferences with teacher) 30–40 minutes; and Reading-Writing Workshop Bridge 5–10 minutes. 
• The materials do not provide specific guidance on how much time to spend on each lesson component. In Unit 3, Week 2, the mini-lesson begins with the teacher writing a sentence on the board: “A few cows began to head to the barn along the path.” The teacher reminds the students that along, few, and head are the high-frequency words for the week. In Model and Practice, the teacher says: “I know that if I can learn to read these words quickly, I will read faster and more fluently. I look at each word, picture it in my mind, and then read it aloud.” The teacher writes the words on cards, flashes them to the students, asks them to say the words quickly. The teacher then calls on several students to use one of the words in an oral sentence. 
• The materials do not include specific pacing suggestions for the lesson, including pacing for each component (stage) of the gradual release of responsibility. In Unit 5, Week 1, the Focus component has the teacher explain to the students that there are many words that are spelled the same way but have different meanings. The teacher writes the following sentences: “There is a fly on my food. A bird can fly.” The teacher reads them aloud as the students read along. The teacher underlines the word fly in each sentence and points out that context, or words around an unfamiliar word, can help determine the meaning of fly in each sentence. In the Model and Practice section, the teacher says: “The words fly and fly are homographs. When I see the word fly by itself, I don’t know which meaning it has. I only know which meaning fly has when I see its context, or how it is used in a sentence.” The teacher calls on a student to say a sentence using the word can and another student to say a sentence with a different meaning of can. The teacher then reminds students to include context to show which meaning of can they are using. In Turn, Talk, and Share, students read sentences from the Student Interactive with a partner and write the meaning of each homograph next to each sentence. 

Evaluation for 2.4
Materials include frequent and distributed review of phonics skills with cumulative practice opportunities with decodable text.

The materials meet the criteria for this indicator. Materials include frequent and distributed review of phonics skills, with cumulative practice opportunities with decodable text. 

Materials include intentional cumulative review and practice activities throughout the span of the curriculum. Practice opportunities include only phonics skills that have been explicitly taught. Decodable texts incorporate cumulative practice of taught phonics skills. 

Evidence includes but is not limited to:

Materials include intentional cumulative review and practice activities throughout the span of the curriculum. 

• Previously taught phonics skills are intentionally practiced and maintained over the course of the year in spiral review lessons. In Unit 1, Week 1, the teacher writes the letter Uu and asks students what letter it is and what sound it stands for in CVC words. The teacher says, “The letter u stands for the short sound /u/ when it is between two consonants.” The teacher calls on different students to circle the vowel in each of the following words: bus, scrub, jump, slug, fun. The teacher asks students to sound out and read the words together as the teacher points to the words. 
• In Unit 1, Week 2, the teacher writes the word fox and asks the students what vowel pattern the word has (CVC). The teacher then asks what sound the vowel in a CVC word usually has (short). Next, the teacher has the students read the word. The teacher repeats the process with the words man, pet, sit, and sun. Next, the teacher has small groups of students use letter tiles or word cards to make CVC words. After the students make a word, they write it down. Groups share the words they made. As the groups read each word, the teacher asks the listeners to identify the vowel sound. 
• Routines for introducing new phonics skills and reviewing previously taught skills are consistently practiced throughout the materials. For example, “Sound-Spelling Cards” are consistently used to introduce new sounds. In Unit 3, Week 1, the teacher displays Sound-Spelling Cards 70 (pie), 71 (lightbulb), 78 (hi), 79 (child), and 81 (sky). The teacher points out the spelling pattern for long i in each word. Students read each word as it is pointed to on Sound-Spelling Card 78. The teacher explains that in a consonant-vowel pattern, the final vowel is usually long, as in the word hi. The teacher also tells the students the CVCe pattern for long i is the most common spelling of long i. During “Model and Practice,” the teacher says: “When I see a vowel in a word, I think about what I have learned about vowel patterns to help me decide if the vowel is long or short. For example, when I see the word wild, I notice that the letter i is followed by two consonants, not one, so it isn’t a CVC word. I know that in words like child, wild, and mind, where the vowel is followed by two consonants, the vowel can stand for a long vowel sound.” In “Turn, Talk, and Share,” the students work with a partner to read the sentences in the “Student Interactive” and underline the long i spelling in each word.

Practice opportunities include only phonics skills that have been explicitly taught. 

• In Unit 1, Week 2, the teacher tells the students they can write CVCe words using the vowel pattern. During Model and Practice, the teacher says: “I can write the word like. I look at it. Then I close my eyes and picture it. I remember the final e. I open my eyes and write the word from memory.” The teacher erases and rewrites like, saying each letter as they write it. The teacher then writes the word make and has students read it. The teacher asks the students what the word starts with, what vowel is in the middle, and what letter is at the end. Next, the teacher reads the boxed words, models filling in the first blank in the Student Interactive, and says: “I read the sentence and pick the word that makes sense. The words on your face are a clue that the missing word is nose.” The teacher then has the students write nose. 
• The materials’ practice opportunities include only phonics skills that have been explicitly taught. In these lessons, there are no reviews. In Unit 3, Week 2, the teacher writes and says the words reclaim, anyway, and daybreak, emphasizing the long a vowel sound. The teacher reminds the students that one sound can have different spellings, and underlines the vowel digraph or digraphs in each word. The teacher then points out that each of the vowel teams, or digraphs, ai, ay and ea are pronounced /ā/ in these multisyllabic words. In the digraphs ai and ay, the first letter, a, has the long a sound, and the second letter in the vowel team is silent. The teacher explains that in the digraph ea, the first letter is silent and the second letter has the long a sound. In Model and Practice, the teacher has the students repeat the words, name the vowel digraph, and tell the sound made by the vowel digraph. During Turn, Talk, and Share, students pair up and underline the vowel team that makes the long /a/ sound in each word; there are two words in a sentence. 
• Students apply the focus skill for the lesson or skills from previous lessons during guided and independent practice. In Unit 2, Week 2, the teacher writes breaking, explain, and display. The teacher says each multisyllabic word and has the students repeat it. The teacher reminds the students that vowel teams have the sound of one vowel and underlines the digraph in each one. During Model and Practice, the teacher displays a chart with the column heads ai, ay, and ea and has the students copy it. The teacher then says: “The word breaking has the vowel team ea. When I say the word, I hear the long a sound. Which column should breaking go in?” The teacher repeats the process with explain and display. 

Decodable texts incorporate cumulative practice of taught phonics skills. 

• In Unit 2, Week 5, there is cumulative practice of explicitly taught phonics skills, including decoding words with long o spelled o, oa, ow. Materials include multiple opportunities supporting students in reading words with long o spelled o, oa, ow in words such as go, boat, and flow as they read the decodable text To the Coast. Further practice opportunities including decoding V/CV open-syllable words such as hotel include the decodable reader Camp Is the Best! 

• The decodable texts increase in complexity, allowing students to practice previously taught skills while applying new ones. In Unit 3, Week 1, the teacher says: “We are going to read a story today about a rabbit who is having trouble flying his kite. In this story you will read some words with the long i sound spelled in different ways. How do you think the rabbit might solve his problem?” The teacher calls the students’ attention to the first sentence in the story and asks the students if they can find a word with the long i sound. Students circle the word kite and say the vowel pattern for the long i sound. 

Evaluation for 3.A.1
Materials provide systematic and direct (explicit) instruction, practice, and review related to alphabet knowledge.

Evaluation for 3.A.2
Materials provide systematic and direct (explicit) instruction, practice, and review related to the alphabetic principle.

Evaluation for 3.B.1
Materials provide systematic and direct (explicit) instruction, practice, and review to support the development of oral syllable awareness skills, as outlined in the TEKS.

Evaluation for 3.B.2
Materials provide systematic and direct (explicit) instruction, practice, and review to support the development of phonemic awareness skills, as outlined in the TEKS.

The materials meet the criteria for this indicator. Materials provide systematic and direct (explicit) instruction, practice, and review to support the development of phonemic awareness skills, as outlined in the TEKS. 

Materials provide a systematic sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes (the smallest unit of sound) and gradually transitions to more complex manipulation practices such as adding, deleting, and substituting phonemes. Materials include scripted direct (explicit) instruction for teaching phonemic awareness. Materials include direct (explicit) detailed guidance for connecting phonemic awareness skills to the alphabetic principle, helping to transition students from oral language activities to basic decoding and encoding. Materials incorporate a variety of activities and resources for students to develop, practice, and reinforce skills (through cumulative review). 

Evidence includes but is not limited to:

Materials provide a systematic sequence for introducing phonemic awareness activities that begin with identifying, blending, and segmenting phonemes (the smallest unit of sound) and gradually transition to more complex manipulation practices such as adding, deleting, and substituting phonemes. 

• The “English Foundational Skills and Word Study Scope and Sequence” indicates that in grade 2, phonological awareness skills are only taught in Units 1 and 2. Unit 1 focuses on distinguishing between long and short vowels, recognizing rhyming words, and adding and removing sounds in words. Unit 2 focuses on recognizing phonemes, changing phonemes, and manipulating phonemes. 

Materials include scripted direct (explicit) instruction for teaching phonemic awareness. 

• In Unit 1, Week 5, students learn to add or remove sounds in words. For example, the teacher says cat and tells students that cat consists of three sounds /k/ /a/ /t/. Then, the teacher tells the students to replace the /k/ with the /m/ sound to make the word mat. Next, the teacher points to the picture of the lock in the “Student Interactive.” The students listen to the beginning sound as the teacher says the word lock. Students repeat the word. Then, students recognize a change in words when phonemes are added to the beginning of the word lock. The teacher points to the adjacent picture of the block. Students listen to the beginning sound as the teacher says block. The teacher tells the students that the /b/ sound was added in front of the original word block and says, “We can change words by adding and taking away sounds.” For student practice, the teacher points to the picture of the tape and says tape. Students repeat the word, and the teacher asks students to remove the /t/. The teacher continues: “Say the word book with me. What word do we have if we take away /b/ and add /k/? (cook) Say the word hand with me. What word do we have if we take away /h/ and add the blend /s/ /t/? (stand) Say the word short. What word do we have if we take away the digraph /sh/ and add the blend /s/ /p/? (sport)” 
• In Unit 2, Week 4, the teacher tells the students to listen carefully to the beginning sound as the teacher says the word bat. The teacher repeats the word several times, emphasizing the beginning sound /b/. The teacher has the students say the word bat and the /b/ sound. The teacher says: “Now let’s manipulate, or switch, the beginning and ending sounds to make a new word. I will put the t at the beginning of the word and b at the end of the word to make a new word: tab.” The teacher tells the students to listen carefully to the beginning and ending sounds as they say the word pan. The teacher repeats the sounds in the word several times, emphasizing the beginning and ending sound of pan. The teacher says, “Now let’s manipulate, or switch, the beginning and ending sounds to make a new word. Let’s put the n at the beginning of the word and the p at the end of the word to make a new word: nap.” The teacher has the students repeat the word mat, emphasizing the beginning /m/ and the ending sound /t/. The teacher directs the students to switch the beginning and ending sounds to make the new word Tam. At the end of the lesson, students partner to manipulate the sounds in the words step, net, and pat to make new words. 
• In the “Word Work” section of Unit 2, Week 5, students learn to manipulate initial and ending phonemes in base words. The lesson directs the teacher to remind students that sound manipulation creates new words. The teacher points to the picture of the pan in the Student Interactive. The students listen to the beginning and ending sounds as the teacher pronounces the word pan. The teacher repeats the sounds in the word, emphasizing the /p/ and /n/. The students then say the initial and final sound in pan. The teacher says: “Now let’s manipulate, or switch, the beginning and ending sounds to make a new word. Let’s put the n at the beginning of the word and the p at the end of the word to make a new word: nap.” Students echo the teacher, saying the word nap and emphasizing the beginning and ending sounds. 

Materials include direct (explicit) detailed guidance for connecting phonemic awareness skills to the alphabetic principle, helping to transition students from oral language activities to basic decoding and encoding.

• In Unit 2, Week 2, the phonological awareness focus of the lesson is on changes in words. The teacher script reads: “Point to the picture of the goat on p. 258 of the Student interactive. Tell students to listen carefully to the middle sound as you say the word goat. Repeat the sounds in the word several times, emphasizing the middle sound: /ō/. Point to the picture of the gate. Tell students to listen carefully to the middle sound as you say the word gate. Point out to students that the sound /ō/ in goat was changed to the sound /ă/ to make the word gate. Say: When we change a sound in a word, we change the word. The only difference in the words goat and gate is the middle sound. Have students repeat the two words with you several times.” The teacher and students continue to practice changing sounds in words, including sight/sit, bite/bit, these/those, did/dad, not/note, time/tame, can/cone, made/mud. The lesson then transitions to phonics, as students study the vowel digraphs ai, ay, and ea. The teacher reminds the students that one sound can have different spellings. The teacher underlines the vowel digraph or digraphs in each word. The teacher then points out that each of the vowel teams, or digraphs, ai, ay, and ea are pronounced /ā/ in these multisyllabic words. In the digraphs ai and ay, the first letter, a, has the long a sound, and the second letter in the vowel team is silent. The teacher explains that in the digraph ea, the first letter is silent, and the second letter has the long a sound. The teacher says: “I can see that contain has the vowel team ai. When I say the word contain, I hear the long a sound /ā/.” The students repeat the word with the teacher, name the vowel digraph, and tell the sound made by the vowel digraph. Then the teacher writes breaking, explain, and display on the board. The teacher says each multisyllabic word and has students repeat it. The teacher reminds the students that vowel teams have the sound of one vowel. The teacher then underlines the digraph in each word. Next, the teacher displays a chart with the column heads ai, ay, and ea. The students copy the chart. The teacher says: “The word breaking has the vowel team ea. When I say the word, I hear the long a sound.” The teacher has the students repeat the word. The teacher asks, “Which column should breaking go in? (ea).” The process is repeated for explain and display. 

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

• In Unit 1, Week 1, the phonological awareness and phonics segments focus on long and short vowels. The teacher uses the pictures in the Student Interactive and says, “Name each picture and listen for the sound in the middle of the word.” The students then identify which picture word has a long vowel sound and which has a short vowel sound. Students practice listening for the vowel sounds as the teacher pronounces big and bite. Students repeat the words. The teacher says: “I will say the words again. I want you to clap once if you hear the short vowel and clap twice if you hear the long vowel.” The teacher says big and bite; students listen to the words and clap as instructed. The routine is repeated with the words lap, tape; gateway, picnic; and finally, the short vowel sound in pathway. Teacher instruction includes explaining that short vowel sounds and long vowel sounds can be found in longer words. Student practice opportunities include working with a partner to identify and underline short vowel sounds in the pictures found on the corresponding Student Interactive page. 
• In Unit 1, Week 2, the teacher points to the picture of a dime in the Student Interactive. The students listen to the vowel sound in dime. The teacher tells the students that the long vowel sound says its name. The teacher models saying the word and reminds students that the i is long. The teacher then compares the long i sound in dime to the short sound in dim. Additional instruction includes distinguishing between long and short vowels in one-syllable words with word pairs: cape, cap; Pete, pet; hope, hop. The teacher script reminds students that short and long vowel sounds can be found in longer words (e.g., handshake). The teacher tells students that the short a is found in hand and the long a is found in shake. Student practice includes the teacher dictating one-syllable words and students clapping if the vowel sound is short or opening their arms and hands if the vowel sound is long. Words include home, top, such, best, place, bike, trip, mule, and each. Further practice opportunities include the teacher dictating longer words, including lightbulb, flashlight, nightlight, and flashbulb. Students identify long vowel sounds by keeping their hands on their desk and short vowel sounds by clapping. 
• In Unit 2, Week 1, students practice adding and removing sounds in words. The teacher points to the picture of the number two on the specified page of the Student Interactive and tells students to listen carefully to the ending sound in the word two. The teacher repeats the sounds in the word several times, emphasizing the final sound: /oo/. Then, the teacher points to the next picture on the page and tells students to listen carefully to the ending sound in the word tooth. The teacher points out that the sound /th/ was added to the end of the first word, two, and says: “When we add a sound to a word, we change the word. The only difference in the sounds is the final /th/ on the word tooth.” The teacher has students repeat the two words (two; tooth) several times. Next, the teacher points out that words change when a sound is taken away, using the example of tooth changed to two. The teacher also explains that words change when the sounds inside change and reminds students that they know how to hear short and long vowel sounds in words. The teacher says the words sit and sight, has the students repeat the words, and tells students that the change in the vowel sound changes the word. Next, the teacher points to the pictures of the beach and the bee, names each picture, and has students repeat the words. Students identify the sound that was dropped from the word beach to make the word bee. (/ch/) Next, students listen carefully to the final sounds in each set of words and tell what sound has been added or dropped to make the second word in the set: bee, beat; stray, straight; flight, fly; loaf, low; fee, feel; tie, tight. Next, the teacher says the words sun and soon, asks students to identify the different middle sounds in the words and then state how the meanings of the words are different. The teacher repeats the process with these word pairs: den, done; bake, bike; plan, plane. At the end of the lesson, the teacher has partners say the name of the first picture at the bottom of a specified page in the Student Interactive. Students underline the picture that adds a sound to the end and say the names of the first and last pictures. 

Evaluation for 3.C.1
Materials provide systematic and direct (explicit) instruction, practice, and review to develop students’ knowledge of grade-level sound-spelling patterns, as outlined in the TEKS.

The materials meet the criteria for this indicator. Materials provide systematic and direct (explicit) instruction, practice, and review to develop students’ knowledge of grade-level sound-spelling patterns, as outlined in the TEKS. 

Materials provide a systematic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS. Materials provide scripted direct (explicit) instruction for grade-level sound-spelling patterns. Materials incorporate a variety of activities and resources for students to develop, practice, and reinforce skills (through cumulative review). Materials provide a variety of activities and resources to decode and encode words that include taught sound-spelling patterns in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). 

Evidence includes but is not limited to:

Materials provide a systematic sequence for introducing grade level sound spelling patterns, as outlined in the TEKS. 

• The “Unit Skills Overview” and “Unit at a Glance” within the teacher’s guide for each unit outline the phonics focus for each week. For example, in Unit 3, students learn about contractions; compound words; long a spelled ai, ay, ea; vowel digraph ie; long e spelled ee, ea, ey, y; and long o spelled o, oa, ow. 
• The materials provide a document called “Correlations of Texas MyView Literacy Grade 2, Print + Online to the Texas Essential Knowledge and Skills for English Language Arts and Reading (TEKS) and the Teacher English Language Proficiency Standards (ELPS).” This document lists each of the specific grade-level spelling patterns and provides at least one example from the materials that illustrates how that sound-spelling pattern is covered. 

Materials provide scripted direct (explicit) instruction for grade level sound spelling patterns. 

• Following scripted direct instruction in Unit 1, Week 1, the teacher holds up a sound/letter card for each of the short vowels and asks students to say the sound of the letter. The teacher tells the students they are going to write words with short vowel sounds. The teacher models the process and writes each letter on the board. The teacher says: “I want to spell the word mat.I listen to the first sound: /m/. I know the letter m stands for the /m/ sound, so I write m. I hear /a/ in the middle of mat. I know the letter a stands for the /a/ sound. I write the letter a. I hear /t/ at the end of mat. I know the letter t stands for the /t/ sound so I write t. Now I sound out the word to make sure I have the correct letters: /m/ /a/ /t/.” The teacher uses the same procedure with additional words. 
• In Unit 4, Week 1, the teacher explains that syllables are word parts with one vowel sound. The script for the lesson says: “Rap has one vowel sound, so it is one syllable. [Point to the final p.] When a syllable ends with a consonant, it is called a closed syllable, and the vowel sound in the syllable is usually short. [Say rap again and have students say it with you.]” The teacher models and practices the concept using the word pedal on the corresponding page in the “Student Interactive.” The teacher separates the syllables and informs students of the closed syllable ped. The students separate the syllables by drawing a line between the d and a in pedal. The students use the same method of syllable division independently to complete the remainder of the page in the Student Interactive. 

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

• In Unit 3, Week 4, the lesson utilizes “Sound-Spelling Cards” for vowel teams ou/ow and oi/oy. Practice activities include a page in the Student Interactive where students look at illustrations and write the appropriate words. Students also identify vowel patterns with diphthongs oi and oy and read the text with the teacher. Students work with partners to read words with oi and oy using the Student Interactive. Extension activities include the shared read, where students identify a word with the /ou/ sound made with the letters ow, read the word aloud, and circle the vowel team for the sound. Additional activities include a class brainstorm of other words that use ow as the /ou/ sound. 
• Unit 4, Week 6, introduces consonant patterns kn, wr, gn, mb, and lf. Students practice the patterns with words such as know and wrong, say the words aloud, and decode words with these silent letter patterns. Students then use letter tiles to spell words with these consonant patterns, including know, wrong, gnat, thumb, and calf. 

​​​​​​​Materials provide a variety of activities and resources to decode and encode words that include taught sound spelling patterns in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). 

• In Unit 1, Week 1, students practice sound-spelling patterns through the use of Sound-Spelling Cards. The materials read: “Show students the Sound-Spelling Cards for the short vowels. Hold up each card and ask students to say the short vowel sound of the letter.” Following the whole class exercise, the teacher gives pairs of students vowel letter cards and has them take turns saying a word with a short vowel sound while their partner holds up the letter card with the vowel that stands for the sound in the word. 
• In Unit 3, Week 4, there is a “Spiral Review” of r-controlled vowels er, ir, and ur, which were taught in Unit 3, Week 3. Students say the word and circle the r-controlled vowels in words such as chirp and burn. 
• In the “Writing Workshop” segment of Unit 3, Week 4, students check previously learned words with the same sound but different spellings such as ou, ow, oy, and oi. The lesson also provides spelling sentences that include high-frequency words as well as other words with ou, ow, oi, and oy. 
• In Unit 5, Week 2, students read the decodable text The Changing River to practice reading words with the VCCV pattern. The teacher introduces the text and tells students they will read words with the VCCV pattern that have double consonants. After reading, the students find and discuss words from the story that have the VCCV pattern. Sentences from the story include “Sam lives in the river valley.” “Seeing fish at the bottom was common.” 
• The “Reading Routines Companion Grade 2,” provided on the digital platform, contains routines for decoding and encoding words with the CVC and VCe patterns. For example, one page is titled “Long a (VCe) Words.” The teacher tells students they know how to spell the word cap and discusses the short a sound in the word. Then, students read words with the long a sound in the VCe pattern, including cap, cape, mad, made. Finally, students read and write the words sale, cave, fame, take, base, and wave. 

Evaluation for 3.C.2
Materials provide systematic and direct (explicit) instruction, practice, and review related to accurately identifying, reading, and writing regular and irregular high-frequency words.

The materials meet the criteria for this indicator. Materials provide systematic and direct (explicit) instruction, practice, and review related to accurately identifying, reading, and writing regular and irregular high-frequency words. 

Materials provide a systematic sequence for introducing regular and irregular high-frequency words. Materials provide scripted direct (explicit) instruction for decoding and encoding regular and irregular high-frequency words. Materials incorporate a variety of activities and resources for students to develop, practice, and reinforce skills (through cumulative review). Materials provide a variety of activities and resources for students to recognize, read, and write high-frequency words in isolation (e.g., word lists) and in connected text (e.g., within sentences or decodable texts). 

Evidence includes but is not limited to:

Materials provide a systematic sequence for introducing regular and irregular high frequency words. 

• The materials provide a systematic sequence for introducing regular and irregular high-frequency words in grade 2. The TEKS states that students must identify and read high-frequency words from a research-based list. In these materials, students are taught 18 high-frequency words per unit for a total of 90 high-frequency words during the year. Three high-frequency words are taught during each week of instruction. 

Materials provide scripted direct (explicit) instruction for decoding and encoding regular and irregular high frequency words. 

• In Unit 2, Week 2, Lesson 3, the teacher reviews the comparative endings -er and -est and reminds students that the word few is one of the week’s high-frequency words. The teacher says, “This word can be used to name the number of people, places, or objects.” The teacher writes the sentence “I have a few apples.” Students identify and read the high-frequency word. Next, the teacher writes “You have fewer apples.” Students identify the high-frequency word with the comparative ending. 
• In Unit 5, Week 4, Lesson 3, “High-Frequency Words” instruction tells the teacher: “Remind students that high-frequency words are words that you do not sound out but learn to recognize by sight. Ask students to read aloud the words [measure, remember, early] on p. 590 in the Student Interactive with you.” The teacher models using the words in sentences. The High-Frequency Words practice page includes student opportunities to intertwine decoding and encoding sentences with high-frequency words. Students read the high-frequency words with their partners, and then make up their own sentences using the words measure, remember, and early. Finally, students exchange sentences with their partner and read the sentences. 

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

• The materials include High-Frequency Words practice pages focusing on identifying and reading high-frequency words. In Unit 2, Week 5, words include four, five, ride, part, yours, he, and have; in Unit 2, Week 6, words include into, don’t, know, many, and other; in Unit 5, Week 6, words include father, mother, another, picture, and through. 
• In Unit 5, Week 1, Lesson 2, students have an opportunity to review and practice previously taught high-frequency words as they read the decodable reader A Goose in Need. Before reading, the teacher reminds students of the week’s high-frequency words, heard, door, and sure, and tells them that they will practice reading these words in the story. The cover of the reader lists the high-frequency words within the text, which include the week’s words and review of the words away, eyes, said, there, and were. Many additional high-frequency words are reviewed within the text, including we, the, were, not, who, what, it, might, just, be. The first page of the story reads: “We heard the door close. We were not sure who or what made it close. It might just be the wind.” 
• The game “Word Island” is provided on the digital platform to support students’ development of high-frequency word knowledge. This game provides opportunities for students to identify, select, and review high-frequency words as they progress from Level 1 to Level 3 in each of the 40 islands included in the game. For example, Level 1 on the first island, Cod Island, includes words such as is, to, my, and a. 

Materials provide a variety of activities and resources for students to recognize, read, and write high frequency words in isolation (e.g., word lists) and in connected text (e.g., within sentences or decodable texts). 

• In Unit 2, Week 1, “Word Work,” the teacher displays the high-frequency words between, even, and different for students to read. Then, students form the words using letter tiles and then spell each word aloud while pointing to the corresponding letter tile. 
• In Unit 3, Week 3, Lesson 2, a small group activity includes the decodable reader The School Paper for students to recognize and read the high-frequency words about, paper, what, example, and something. Students read the sentences like “We use an example from the Ferndale paper.” Additionally, students write words on note cards and pair up with another student to practice. The partners work together throughout the day and tally how many times their partner uses each word. 

• In Unit 5, Week 3, Lessons 4 and 5 provide a suggestion for additional practice of the week’s high-frequency words: hours, products, happened. This worksheet can be downloaded from the “Resource Download Center” on the digital platform and is called “My Words to Know.” Students read the high-frequency words in the word bank, read the three sentences below the word bank, decide which word best completes each sentence, and then write the words in the blanks provided (e.g., “The group word for…to get their project just right.”) Next, the students use the same words from the word bank to answer three questions (e.g., “Which word is used to measure time?”) 

Evaluation for 3.C.3
Materials include systematic and direct (explicit) instruction, practice, and review related to using knowledge and application of syllabication to decode and encode one-syllable or multisyllabic words.

The materials meet the criteria for this indicator. Materials include systematic and direct (explicit) instruction, practice, and review related to using knowledge and application of syllabication to decode and encode one-syllable or multisyllabic words. 

Materials provide a systematic sequence for introducing grade-level syllable types and syllable division principles, as outlined in the TEKS. Materials provide scripted direct (explicit) instruction for applying knowledge of syllable types and syllable division principles to decode and encode one-syllable or multisyllabic words. Materials incorporate a variety of activities and resources for students to develop, practice, and reinforce skills (through cumulative review). Materials provide a variety of activities and resources for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). 

Evidence includes but is not limited to:

Materials provide a systematic sequence for introducing grade level syllable types and syllable division principles, as outlined in the TEKS. 

• The “English Foundational Skills and Word Study Scope and Sequence” provides a list of phonics skills and syllable patterns taught in each unit; these skills and patterns fully address the grade-level TEKS. Unit 1 reviews open and closed syllables and focuses on CVC, CVCe, CCVC, and CVCC patterns and r-controlled syllables with a and o. Unit 2 focuses on syllables with vowel digraphs and vowel teams. Unit 3 covers r-controlled syllables with e and i, vowel teams, and diphthongs. Unit 4 covers closed syllables VC/V, open syllables V/CV, and syllable pattern VCCV. Unit 5 teaches double-consonant syllable patterns, VCCCV, and final stable syllables -le, -tion, and sion. 

Materials provide scripted direct (explicit) instruction for applying knowledge of syllable types and syllable division principles to decode and encode one syllable or multisyllabic words.

• In Unit 3, Week 3, Lesson 1, the “Word Work” section has students decode words with r-controlled vowels er, ir, ur. The teacher begins by displaying the “Sound-Spelling Cards” fern, girl, and curtain and explaining that the words have an r-controlled vowel. The teacher tells the students that when the letter r follows a vowel, a different vowel sound is made that is not short or long. The teacher uses the chart on the “Student Interactive” and says: “I see the letter e in the middle of this word. I know it is not the short vowel sound /e/. The letter e is followed by the letter r, which tells me this word has an r-controlled vowel sound /er/. I know I need to pay attention to the letters surrounding vowels to make sure I can decode the vowel sound.” Then, students read and listen to the vowel sound in the word her. Students read and identify the vowel sounds in the words on the chart. 
• In Unit 4, Week 1, students decode and write words with closed syllables VC/V. First, the teacher reminds students that words are made up of syllables, that each syllable in a word has only one vowel sound, and that a syllable that ends in a consonant is called a closed syllable. The teacher points to wagon on the specified page in the Student Interactive and has students say the word. The teacher says: “I can hear two vowel sounds in wagon, so I know it has two syllables. I can see the VCV vowel pattern in the word. I will break this word into syllables by dividing it after the g. The first syllable, wag, is a closed syllable.” The teacher writes wag on, leaving a space between the syllables, says the words in syllables, and has the students repeat it. The teacher and students blend the syllables to read the word. Next, students practice writing closed-syllable words with the VCV pattern, such as solid and cabin. The teacher tells them to use a slash between the syllables. Lastly, students divide each VCV word on the specified page in the Student Interactive, write each syllable in the boxes, and blend the syllables to read the words. 
• In Unit 5, Week 2, students segment multisyllabic words with VC/CV patterns. Students listen for the vowel in multisyllabic words and divide syllables between consonants. For example, the teacher models dividing the word rab/bit. The teacher script includes: “We have two syllables with a CVC pattern. Both are closed syllables.” The teacher reminds students that vowel sounds between two consonants are usually short and aid in sounding out words and that closed syllables end in a consonant. The teacher says, “We know that a vowel between two consonants is usually short, and this helps us sound out the word: /r/ /a/ /b/ /b/ /i/ /t/.” Then, students identify syllables and vowel sounds in jelly. The teacher divides jelly jel/ly and tells students the second syllable is open because the y serves as a vowel. Then, students decode multisyllabic words between two consonants and determine whether the syllable is open or closed. The teacher says: “To decode these multisyllabic words, I think about vowel sounds, closed syllables, and open syllables. I see double consonants in this first word. I know that I divide the word into two closed syllables between the two consonants.” Words include happen, lesson, pillow, cotton, and butter. 

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

• Materials include opportunities for students to practice decoding words with CVCe patterns. For example, in Unit 1, Week 2, the teacher reviews CVCe pattern criteria. The teacher displays Sound-Spelling Cards: rake, concrete, lime, rope, and mule. Students identify the vowel sound and decode the words aloud. The teacher script reads: “I can make new words by adding consonants to the beginning of these letters. If I add the letters s, t, and r to -oke, I can make the word stroke.” The students work in groups to write CVCe words using the phonograms -ake, ine, -oke. Students share their words with their groups and write the words under the correct phonogram (-ake, -ine, -oke). Next, a “Spiral Review” of previously learned short vowels directs students to identify the vowel pattern (CVC) in the word fox. The review includes man, pet, sit, and sun. Students may use other resources, including letter tiles and word cards, to create words and work on vowel sound identification. The students then write down the words using the CVC pattern. 
• In the “Word Work” section of Unit 3, Week 1, students practice decoding words with long i spelled with i, ie, i_e, igh, and y. The teacher reminds students that long i is spelled in a variety of ways. The teacher uses the ie Sound-Spelling Card with a picture of a lime on it. The teacher says: “You have practiced the vowel pattern CVCe and know that the final e is silent and the first vowel is long. The word lime has a CVCe pattern.” The teacher also uses Sound-Spelling Cards pie, lightbulb, hi, child, and sky. The teacher tells students that in hi, the sound-spelling in CV will make the final vowel long. Teacher script reads: “In the word lightbulb, three letters make the long i sound: i, g, h. When three letters make a single sound, they are called a trigraph.” The teacher uses a chart in the Student Interactive to model instruction. The teacher says: “When I see a vowel in a word, I think about what I have learned about vowel patterns to help me decide if the vowel is long or short. For example, when I see the word wild, I notice that the letter i is followed by two consonants, not one, so it isn’t a CVC word. I know that in words like child, wild, and mind, where the vowel is followed by two consonants, the vowel can stand for a long vowel sound.” The students read the words aloud and name the vowel pattern in each long i word. At the end of student practice, the teacher extends the lesson by asking students, “Which of these vowel patterns is a trigraph?” “What sound does the trigraph igh represent?” 

Materials provide a variety of activities and resources for students to practice decoding and encoding one syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). 

• Unit 4, Week 5, provides instruction in VCCV syllable patterns. The teacher displays the basket Sound-Spelling Card, has students identify the VCCV spelling pattern letters (a, s, k, e), and has students tell where the syllables are divided (bas/ket). Instruction continues with the word subject. The teacher says: “I want to divide the word subject into syllables. I see that this word has a VCCV pattern. That tells me subject will be divided between the consonants b and j.” The teacher has the students say the syllables, and then blend them to pronounce the word. Students show syllable division by putting a slash between syllables in the words subject, happen, and contest. Additional practice includes making word cards for absent, hornet, velvet, bandit, lumber, signal, hammer, and campus. Students divide the words into syllables VCCV and cut their cards accordingly. Students turn the cards over, then race to put the syllables back together to form words. Further practice includes reading the decodable text Kent’s Idea, with the following teacher script: “We are going to read a story today about a boy who thinks of a clever solution to a problem. In this story we will read words with the VCCV vowel pattern.” The teacher points out always in the first sentence and says: “I can hear two vowel sounds in always, and I can see the VCCV vowel pattern. Where do you think the syllables should break in the word always?” The correct response includes “between l and w.” Sentences from the decodable text include, “For him, there was a problem.” “Then he had a splendid idea.” 

Evaluation for 3.C.4
Materials connect phonics instruction to meaning by providing systematic and direct (explicit) instruction, practice, and review related to developing morphological awareness.

The materials meet the criteria for this indicator. Materials connect phonics instruction to meaning by providing systematic and direct (explicit) instruction, practice, and review related to developing morphological awareness. 

Materials provide a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS. Materials provide direct (explicit) instruction for supporting recognition of common morphemes. Materials provide direct (explicit) instruction for using the meanings of morphemes (e.g., affixes and base words) to support decoding, encoding, and reading comprehension. Materials incorporate a variety of activities and resources for students to develop, practice, and reinforce skills (through cumulative review). Materials provide a variety of activities and resources for students to decode and encode words with morphemes in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). 

Evidence includes but is not limited to:

Materials provide a systematic sequence for introducing grade level morphemes, as outlined in the TEKS. 

• The materials provide a systematic sequence for introducing grade-level morphemes. Specifically, the TEKS for grade 2 specify that students must be able to decode and spell common compound words and contractions as well as decode and spell words with prefixes, including un-, re-, dis-, and with inflectional endings, including -s, -es, -ed, -ing, -er, -est. In Unit 1, the materials teach the inflectional endings -s, -es, -ed, -ing; in Unit 2, contractions and compound words; in Unit 3, comparative endings -er, -est; and in Unit 4, prefixes un-, re-, dis. The materials go beyond the TEKS for grade 2 as well, teaching the inflectional ending -ing in Unit 2; and suffixes -er, -or, -ly, -ful, and -less and prefixes re-and un-in Unit 4.

Materials provide direct (explicit) instruction for supporting recognition of common morphemes. 

• During a lesson on decoding comparative endings in Unit 3, Week 2, “Word Work Strategy Group,” the “Teacher’s Edition” directs the teacher to write faster on the board and say, “Pete is faster than his baseball coach.” The teacher encourages the students to suggest additional sentences using the word faster. The teacher then writes the word fastest and says, “Pete is the fastest player on the team.” The teacher challenges students to give additional sentences using the word fastest. The teacher extends the learning by discussing the difference between faster and fastest. 
• Additional activities focusing on comparative endings include work in Unit 3, Week 2, on comparatives and superlatives. Students identify and underline comparatives and superlatives such as faster and fastest and irregular comparative and superlatives like more and most. 
• In Unit 4, Week 2, there is a lesson on antonyms in the academic vocabulary section. Within this lesson, the materials provide direct instruction on supporting recognition of the prefix dis-. The teacher says: “Up and down are antonyms; so are open and closed. These are words I just know. But sometimes I read a word that I do not know. If that word has a prefix, sometimes I can use that to help me figure out the word’s meaning. I can do this by figuring out what the antonym, or opposite word, is. [Write dislike.] If I dislike something, it means I do not like it. I know this because I know that the prefix dis-means not. So, if dislike means ‘I do not like,’ then the antonym, or opposite, is like because like means ‘I do like.’” 

Materials provide direct (explicit) instruction for using the meanings of morphemes (e.g., affixes and base words) to support decoding, encoding, and reading comprehension. 

• Unit 1, Week 5, in the Teacher’s Edition, directs the teacher to display “Sound-Spelling Card 120,” point to the picture, and say jumped aloud, and then repeat the word jumped while stressing the inflected ending -ed. The teacher then says: “Listen to the difference between jump and jumped. How many sounds do you hear in the word jumped?” The teacher directs the students to previous learning addressed in the “Student Interactive” on “Inflected Endings -s, es, -ed, -ing” and has students chorally read the list of base words. Students then partner read the rest of the words in the columns. 
• In Unit 2, Week 2, the “Word Work” objective in one lesson is “Decode words with prefixes, including un-, re-, and dis-and inflectional endings, including -s, -es, -ed, -ing, -er, and -es.” The teacher begins by reminding students that we add the comparative ending -er and the superlative ending -est to base words when we make comparisons. We use -er when comparing two things and -est when comparing more than two things. The teacher models adding comparative endings by writing the words small, hot, and funny on the board. Then, the teacher says: “To make the word small, an adjective that compares, I just add -er or -est to the end of the word. The word hot ends with one consonant, so I need to double the t before adding the endings. The word funny ends with a y. I need to drop the y, add i, and then add the comparative ending.” The teacher writes smaller, hotter, and funnier and circles the endings. Then, the teacher has students decode the original words and their comparative forms. 
• In Unit 4, Week 3, Word Work, the teacher points to the first word on the Student Interactive. Students say the word aloud with the teacher, and the teacher says: “I can hear and see the suffix -ly in the word loudly. The base word is loud. Loudly means ‘in a loud way.’” Students read the words loudly, worker, visitor, careless, and colorful, and then identify and circle the suffix. Students also use the lesson’s words to complete sentences, such as “Kyle washed the dishes. He is a great worker.” 

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

• In Unit 2, Week 2, during the phonics lesson, the teacher reviews the comparative endings -er and -es. In the “Apply” segment of this lesson, the teacher writes the following words on cards: happier, happiest, slower, slowest, taller, tallest, shorter, shortest, faster, fastest, bigger, biggest, heavier, heaviest, lighter, lightest, older, oldest, busier, busiest, redder, reddest, longer, longest. The teacher mixes up the cards and places them face down. Then, the teacher puts the students in pairs and has the first pair draw a card, decode the word, come up with a sentence using the word, and say the sentence. The rest of the class decides if the adjective is used correctly. If it is, the pair of students gets a point and the next pair of students draws a card. When the cards run out, the teacher mixes them up and they all play again if time permits. 
• In Unit 3, Week 2, the decodable reader The Bravest serves as a resource for practicing words with comparative and superlative endings in sentences such as “They are all faster than I am.” 
• In Unit 4, Week 3, there are additional opportunities for cumulative review and decoding of words with suffixes. In the Student Interactive, students read the words loudly, worker, careless, visitor, and colorful chorally, and volunteers identify the suffix in each word. Next, students work independently to make the words wonderful, silently, teacher, visitor, and helpless using letter tiles. Students also write sentences using the words. 

Materials provide a variety of activities and resources for students to decode and encode words with morphemes in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). 

• In Unit 4, Week 3, Word Work, students make word cards for suffixes -ly, -ful, -er, -less, and -r and words including provide, soft, sad, fear, use, and cold. The teacher challenges students to add the suffixes to words to build as many new words as possible. 
• In Unit 4, Week 4, students learn to decode words with prefixes un-, re-, pre-, and dis-. Instruction and practice occur during the “Focus” segment of the minilesson; the teacher follows the explicit directions provided to review suffixes with students, and then defines and explains prefixes (un-, re-, pre-, and dis-). During the “Model and Practice” section, the teacher follows the script to model finding the base word and prefix to understand the word. In the “My Turn” segment, the students complete the activity on the corresponding Student Interactive page, beginning with teacher guidance. During the “Turn, Talk, and Share” segment, the students work with partners to complete the remainder of the Student Interactive page. There is a “Foundational Skills Extension” for a prefix extension activity that students can use while reading the text “One Plastic Bag” as well as a phonics worksheet for additional student practice with prefixes. The materials also suggest two formative assessment options: one where the students use letter tiles to make words with the targeted prefixes, and another where students complete a specific page in the Student Interactive where they read and identify prefixes. 

• Additional activities for students to decode words with morphemes in isolation occur in Unit 5, Week 4. The teacher tells students that word parts aid in determining the meaning of a new word and that prefixes are word parts added to the beginning of a word. The teacher models by writing re + read = reread and circling the prefix re-. The teacher then selects a volunteer to use the word reread in a sentence and write the sentence on the chart. 

Evaluation for 3.D.1
Materials provide frequent opportunities for students to practice and develop word reading fluency, by using knowledge of grade-level phonics skills to read decodable connected texts with accuracy and automaticity.

The materials meet the criteria for this indicator. Materials provide frequent opportunities for students to practice and develop word reading fluency, by using knowledge of grade-level phonics skills to read decodable connected texts with accuracy and automaticity. 

Materials include embedded modeling and practice with word lists, decodable phrases/sentences, and decodable connected texts in the lesson. Materials provide practice activities for word reading fluency in a variety of settings (e.g., independently, in partners, in guided small groups, etc.). Materials provide a variety of grade-level decodable connected texts that are aligned to the phonics scope and sequence. 

Evidence includes but is not limited to:

Materials include embedded modeling and practice with word lists, decodable phrases/sentences, and decodable connected texts in the lesson. 

• In Unit 1, Week 3, students read the decodable reader A Sound to practice reading words with consonant blends. Students take turns reading the pages aloud in pairs or small groups. Then, students find and repeat each word with a consonant blend. 
• In Unit 5, Week 2, the teacher models the skill of decoding multisyllabic words using vowel patterns with double consonants. The teacher writes the word rabbit on the board and says: “This word has double consonants in the middle. When we decode a word with double consonants, we listen for the vowel sounds and divide the syllables between the consonants. This means the first syllable will be a closed syllable.” The teacher demonstrates dividing the word (rab/bit) and explains that both syllables are closed and that each syllable has a CVC pattern. The teacher also says, “We know that a vowel between two consonants is usually short, and this helps us sound out the word: /r/ /a/ /b/ /b/ /i/ /t/.” 
• In Unit 5, Week 2, the teacher writes the word jelly on the board. The teacher has the students point out the double consonants, identify the syllables and vowel sounds, and divide the word. The teacher points out that the closed syllable jel ends with a consonant and asks students to name the consonant. Then, the teacher tells the students that an open syllable ends with a vowel, and in this case the -ly acts like the vowel. 

Materials provide practice activities for word reading fluency in a variety of settings (e.g., independently, in partners, in guided small groups, etc.)

• In Unit 1, Week 1, students read Meet Mr. Gray in small groups to practice reading words with long vowels. The teacher gives each student a copy of the decodable passage, and they read it aloud with the teacher as a group. The teacher points to words that are circled on the page (e.g., the word Beth is circled) and directs students to find the short e. The teacher then directs the students to the circled word see and tells students that the long e is spelled with vowel pair ee. 
• In Unit 2, Week 2, the students work with partners to read the decodable text Change of Plans to practice reading words with vowel digraphs ai, ay, and ea. The teacher reminds students of the week’s high-frequency words (kind, change, and air) and says, “When you see these words in today’s text, you will know how to read them.” The students read the story in pairs and decode using letter-sound relationships, alternating readers on each page. The teacher encourages students to listen for how often they see, hear, and say the words kind, change, and air. Then, the teacher directs the students to make a notecard for each word and record or write the word each time it is heard, seen, or read throughout the day. 
• In Unit 3, Week 3, students read decodable reader The School Paper to practice reading r-controlled vowels in text. Some of the words in the text include r-controlled vowel spelled er (clerk, ferns); r-controlled vowel spelled ir (birds, birth); and r-controlled vowel spelled ur (Burt, curb). Two sentences from the text are “Burt and Herb will write about jobs. Jo will write about one way to plant ferns in the dirt.” 
• In Unit 5, Week 1, students work with a partner to read the decodable reader A Goose in Need and then locate homographs and high-frequency words within the text. The decodable reader includes the text “We heard the door close. It was our close pal Lin.” 

Materials provide a variety of grade level decodable connected texts that are aligned to the phonics scope and sequence. 

• The materials provide digital and hard copy decodable texts that emphasize specific phonics patterns. During each week of instruction, students read one new decodable story as well as an additional decodable reader for additional practice with the skills learned. 
• In Unit 4, Week 1, students read the decodable text Helen’s Story. Before reading, the teacher tells the students that the day’s decodable text will include words with the CVC syllable pattern. The teacher points out the word Helen and never in the first sentence in the story. The teacher reads the word Helen aloud and says: “I hear two vowel sounds in the word Helen so I know it has two syllables. I see the VCV pattern in the word. Where would we break this word into syllables?” (Hel/en) 
• During Unit 4, Week 3, students learn the vowel sound /aw/ spelled aw, au, augh, al, and then read the decodable text A Small Tree in a Big Wind and the decodable reader Fun in August. 
• During Unit 4, Week 4, students learn strategies to decode multisyllabic words with the VCCCV syllable pattern and then read the decodable text Lizard’s Move and the decodable reader Let’s Remember. 

Evaluation for 4.1
Materials include developmentally appropriate diagnostic tools (e.g., formative and summative) and guidance for teachers to measure and monitor student progress.

The materials meet the criteria for this indicator. Materials include developmentally appropriate diagnostic tools (e.g., formative and summative) and guidance for teachers to measure and monitor student progress. 

Materials include a variety of diagnostic tools that are developmentally appropriate. Materials provide clear, consistent directions for accurate administration of diagnostic tools. Materials include data management tools for tracking individual and whole class student progress. 

Evidence includes but is not limited to:

Materials include a variety of diagnostic tools that are developmentally appropriate. 

• The “Baseline Test,” “Middle-Of-Year Test,” and “End-Of-Year Test” are the diagnostic tools in these materials. They are provided in the document “Texas Summative Assessments—Teacher’s Manual with Student Reproducibles—2.” 
• The Baseline Test is used to determine each student’s starting profile to help guide and inform instruction. It features a group-administered assessment for “Phonics, Word Knowledge, Vocabulary, and Reading Comprehension,” an individually administered “Phonemic Awareness Test,” and an optional individually administered “Fluency Test.” The materials state that the Baseline Test is aligned to the TEKS, with approximately half of the items testing the previous grade’s TEKS to determine if students have retained what they learned and the other half testing the current grade level’s TEKS. 
• The Middle-Of-Year Test is used to monitor student progress on skills and standards taught in Units 1–3. The skills assessed are “Conventions, High-Frequency Words, Phonics, Reading Comprehension, and Writing.” 
• The End-Of-Year Test is used to monitor student progress on skills and standards taught throughout the course of the year. The skills assessed are “Conventions, High-Frequency Words, Phonics, Reading Comprehension, and Writing.” 

Materials provide clear, consistent directions for accurate administration of diagnostic tools. 

• The overview and description segment of the “Texas Summative Assessments—Teacher’s Manual with Student Reproducibles—2” document states that full teacher scripting is provided for the Baseline Test. The next section describes how to administer the Baseline Test, with prompts for the teacher to introduce the assessment and its purpose. For example, the directions state: “Prior to administering the assessment, review assessment-taking procedures with students. Explain to students that the purpose of the assessment is to understand more about the sounds and words they know and how well they understand what they read.” 
• There are also notes for the teacher about how to administer each of the sub-assessments. For example, part of the directions read: “The Phonics, Word Knowledge, Vocabulary, and Reading Comprehension subtests of the Baseline Test can be administered to the entire group in one sitting. Modify the directions as needed based on how you decide to administer the test. The Phonemic Awareness subtest is administered individually.” 
• The directions and script, if necessary for administering each sub-assessment in the Baseline Test, are provided with each sub-test. For example, the Phonics directions read: “Questions 1–6 test a student’s understanding of phonics. In this portion of the test, students will be reading questions about word sounds and parts and then answering them. Have students turn to page 1. Explain to students that they will be reading questions about words and sounds and choosing the best answer. Have students read the directions and answer items 1–6 on their own.” 

Materials include data management tools for tracking individual and whole class student progress. 

• The “Texas Summative Assessments—Teacher’s Manual with Student Reproducibles—2” document contains tools for tracking individual and whole class student progress. The “Baseline Assessment Student Record Chart” is one tool for tracking individual student performance, where the teacher records the student’s score on each sub-assessment and writes notes and observations about student performance. There is also a “Baseline Assessment Item Analysis Chart” that shows each section of the Baseline Test, the item numbers for each section, item focus/skill, DOK level, and TEKS covered. The materials also provide guidelines for interpreting the assessment results, including guidance for instruction based on student scores. 
• The “DATA” tab of the digital platform offers class and student progress data charts that allow teachers to see information about students who have completed assessments and students who have fallen behind. In addition, the materials offer a color-coded item analysis chart that highlights correct answers and incorrect answers. The DATA tab offers a guide with references for how to organize and analyze the data by phonological awareness or phonics skills on a constant basis. 
• Materials include recommendations for students who score 90%, 60%–89%, and below 60% on Baseline Tests. For example, materials suggest that students who score below 60% may benefit from “regular instruction during whole-class time, intervention activities during small-group time, more scaffolding, more practice with critical skills, more opportunities to respond, decodable books to practice word-reading skills, being matched with text appropriate for developing learners through leveled readers, receiving more frequent additional support and intensive instruction.” 
• The program provides support to help teachers understand the data on individual and whole class progress. The teacher types the word data in the search field and selects the video “Analyzing Qualitative and Quantitative Data” to inform instruction. A professor from Harvard explains the variety of assessments and how to analyze the data to improve instruction for individual students and the class as a whole. 

Evaluation for 4.2
Materials include integrated progress monitoring tools, with specific guidance on frequency of use.

The materials partially meet the criteria for this indicator. Materials include some integrated progress monitoring tools, with specific guidance on frequency of use. 

Materials include progress monitoring tools that systematically and accurately measure students’ acquisition of grade-level skills in word reading fluency. Materials include some guidance on determining frequency of progress monitoring, but it is not based on students’ strengths and needs. 

Evidence includes but is not limited to:

Materials include progress monitoring tools that systematically and accurately measure students’ acquisition of grade level skills. 

• The materials list “Unit Tests” and “Progress Checkups” as progress monitoring tools. These tools, however, are curriculum specific to units and weeks of study and do not systematically and accurately measure students’ acquisition of grade-level skills in phonemic awareness, phonics, or morphological awareness over the course of the school year. 
• The materials do provide a booklet called “Cold Reads for Fluency and Comprehension,” which is designed to provide differentiated reading practice using selections that students have not seen previously. Across each unit’s “Cold Read” selections, high-frequency words are strategically placed within the text to give students an additional opportunity to practice reading these words in context for meaning and fluency. 
• The Progress Checkups are designed to measure student progress based on the vocabulary, phonics, comprehension, and writing taught in each week of instruction. 
• In Grade 2, there are 25 check-ups—one for each instructional week in the “myView Literacy” program. Progress Checkups assess grade 2 students in a developmentally appropriate manner. Each Progress Checkup contains four sections. 
  • The “Vocabulary” section consists of five multiple-choice questions that assess students’ knowledge of the week’s vocabulary words. 
  • The “Phonics” section consists of five multiple-choice questions that assess students’ knowledge of the week’s phonics skills. 
  • The “Reading Comprehension” section consists of a selection students read and four multiple-choice questions and one short-response question that assess students’ knowledge of the week’s comprehension focus. One item each week uses four answer choices, as students begin to transition to items with A-B-C-D answer choices. Students write their answer to the short-response question.
  • The “Writing” section consists of a writing prompt that asks students to write in a particular writing mode. 

• The “Cold Reads Teacher’s Manual” includes the following: (1) notes on how to use the Cold Read tests, (2) instructions on how to administer and score a fluency test, (3) a chart on which teachers may record the progress of their students, (4) item analysis charts that provide teachers the opportunity to track students’ strengths and areas of need, and (5) annotated copies of all the Cold Read tests indicating the answers to all questions. 

Materials include specific guidance on determining frequency of progress monitoring based on students’ strengths and needs. 

• The materials list Unit Tests and Progress Checkups as progress monitoring tools. The frequency of administration is tied to the instructional pacing of content, not based on student needs. There are no additional tools for progress monitoring based on students’ strengths and needs in phonemic awareness, phonics, or morphological awareness. 
• The materials provide Cold Reads as progress monitoring tools for fluency. Each week, the materials provide three passages that are written to assess varying levels of proficiency— “Developing (D),” “On-Level (OL),” and “Advanced (A).” The materials specify that these Cold Reads are used weekly regardless of student need. 
• In grade 2, there are 25 Progress Checkups—one for each instructional week in the myView Literacy program. The Progress Checkups are administered at the end of the instruction for each week. 
• The “Teacher’s Manual” includes the following: (1) a description of the Progress Checkups, (2) instructions for administering the check-ups, (3) instructions for scoring and recording assessment results, (4) reproducible charts on which to track students’ progress, (5) item analysis charts with alignments to assessment items’ skills and standards, (6) a scoring rubric for writing, (7) top-level responses for the short-response and Writing portion of each Progress Checkup, (8) an answer key, and (9) reproducible student assessment pages. 
• The Unit Tests are designed to assess students’ progress in “Phonological Awareness, Phonics, High-Frequency Words, Listening Comprehension, and Writing” at the end of each unit. All items test content that has been taught within the unit. Selections and questions on the Unit Tests become progressively more difficult from Unit 1 to Unit 5 to reflect the increasing sophistication of materials students are able to handle. 
• The materials do provide weekly Cold Reads for monitoring student reading fluency and comprehension. According to the materials, the purpose of the Cold Read test is to give weekly opportunities for students to practice the comprehension focus and high-frequency words covered in myView Literacy. There are three leveled Cold Read tests for each week that assess the weekly comprehension focus, associated TEKS, and previously learned skills. 

Evaluation for 4.3
Materials include guidance for teachers to analyze and respond to data from diagnostic tools.

The materials meet the criteria for this indicator. Materials include guidance for teachers to analyze and respond to data from diagnostic tools. 

Materials support teachers’ analysis of diagnostic data to inform response to individual students’ strengths and needs. Diagnostic tools provide teachers with guidance on how to plan and differentiate instruction based on student data. Materials include a variety of resources that align to data, allowing teachers to plan different activities in response to student data. 

Evidence includes but is not limited to:

Materials support teachers’ analysis of diagnostic data to inform response to individual students’ strengths and needs. 

• The materials guide the teacher to analyze the assessment data. In the “Summative Assessment” booklet, the directions tell the teacher to score by sub-assessment and by total assessment because both types of scores will be useful in interpreting assessment results and informing instruction for each student. 
• The Summative Assessment booklet states that specific literacy skills are assessed during the course of the assessment and that those are the skills that students should use and master. It also explains that assessment results can help teachers identify which core skills students understand and which will require additional practice or reteaching. Further, the Summative Assessment booklet explains that by using the “Item Analysis Charts,” the teacher can determine specific areas in which students need additional help. For example, if the student answers six questions incorrectly on a skill, the teacher needs to plan additional instruction of this skill for the student. 
• The materials support the teacher’s interpretation of the data. In the Summative Assessment booklet, “Interpreting Baseline Test Results,” it states that the initial baseline for a student should not be based exclusively on the “Baseline Test,” but instead the teacher should use all available information about a student. Additionally, the materials recommend that the teacher compare the Baseline Test results for each student only with other students in their class to allow the teacher to inform future instruction by examining general trends in their students’ grade-level knowledge and abilities. 
• The “DATA” tab of the digital platform shows teachers how to view the results of assessments taken online by class and by student. For assessments aligned to standards, teachers can also view the score results by question and standard. The materials note that the report data is cumulative, so students’ scores will change as new tests are completed.

Materials tools provide teachers with guidance on how to plan and differentiate instruction based on student data. 

• The materials support teachers in their efforts to analyze data and determine paths for meeting student needs. For example, materials suggest students who score below 60% on the Baseline Test may benefit from “regular instruction during whole-class time, intervention activities during small-group time, more scaffolding, more practice with critical skills and more opportunities to respond, decodable books to practice word-reading skills, being matched with text appropriate for developing learners through leveled readers, receiving more frequent additional support, and intensive instruction.” For students who score between 60% and 89% on the Baseline Test, a suggested strategy is being matched with text appropriate for on-level learners through leveled readers. The materials also advise the teacher to have these students use “myFocus Readers” to practice word reading skills. If students score more than 90% on the Baseline Test, differentiated instruction includes but is not limited to students beginning “regular instruction during whole-class time and being matched with text appropriate for advanced learners through leveled readers.” 
• The teacher’s manual for Summative Assessment provides teachers with remediation suggestions in the “myFOCUS Intervention Guide.” The teacher uses the results from assessment questions to place students in remediation lessons corresponding to items missed. For example, Baseline item 16 (TEKS 2.2Bi) corresponds to remediation opportunities in separate lessons in the “myFOCUS Intervention” section of materials. “Unit Assessments” and “Progress Checkups” also suggest remediation opportunities in the myFOCUS Intervention Guide according to the item and TEKS missed. 
• The information gathered from the diagnostic tools helps teachers plan their core phonics instruction. In the Summative Assessment booklet, guidelines help the teacher determine how best to help improve students’ areas of need and build upon students’ areas of strength. Ultimately, for all students, the materials state that teachers should use flexible grouping options and formative assessment, such as “Quick Checks,” to monitor progress and inform and differentiate instruction throughout the year. 

Materials include a variety of resources that align to data, allowing teachers to plan different activities in response to student data.

• The myFOCUS Intervention teacher’s guide includes resources aligned to student assessment data. This resource includes scaffolded lessons, including reproducible student pages and checkpoint assessments. Lessons address foundational skills, reading literature, reading informational text, writing, language and conventions, and inquiry and research. The grade-level skills lessons align with the assessments and include guided and independent practice and progress monitoring on a step-by-step basis, ensuring mastery; this helps teachers assess student proficiency and determine next steps. The materials state: “The goal is to make intervention as quick and efficient as possible. Pacing should be adapted as students’ skill level increases.” 

• Materials do include digital games and decodables that align to student data. For example, decodable books correspond to unit objectives, providing an opportunity to practice objectives that require reinforcement as well as extending opportunities to practice on-level and extension opportunities for students who have mastered skills. Digital games such as “Word Island” include opportunities for teachers to reinforce objectives as needed by assigning lessons according to student need. Online games may also be used at school or at home and progress according to student need.  

Evaluation for 5.1
Materials include guidance, scaffolds, supports, and extensions that maximize student learning potential.

The materials meet the criteria for this indicator. Materials include guidance, scaffolds, supports, and extensions that maximize student learning potential. 

Materials provide targeted instruction and activities to scaffold learning for students who have not yet mastered grade-level foundational phonics skills. Materials provide targeted instruction and activities to accelerate learning for students who have achieved grade-level mastery of foundational phonics skills. Materials provide enrichment activities for all levels of learners. 

Evidence includes but is not limited to:

Materials provide targeted instruction and activities to scaffold learning for students who have not yet mastered grade level foundational phonics skills. 

• The materials include the “myFocus Intervention Teacher’s Guide” with scaffolded lessons addressing “Foundational Skills, Reading Literature, Reading Informational Text, Writing, Language and Conventions, and Inquiry and Research.” The guide states that instructional focus strategies include the development of skills and strategies to help students achieve on-gradelevel expectations. Materials further state, “Discrete skills are scaffolded into small, manageable minilessons for thorough coverage, focused practice, and built-in progress monitoring.” 
• In the myFocus Intervention Teacher’s Guide, specific lessons addressing foundational skills needs can be found in the table of contents. For example, the diphthongs lesson includes the teacher modeling reading words with ow and ou in text. Students practice saying words such as proud and house and differentiate the vowel sounds. 
• Each lesson in the “Reading Routines Companion” offers a strategy called “Make It Easier” to differentiate the instruction to make the skill easier to learn. For example, the lesson on “Vowel Sound /aw/ Spelled aw, au, augh, al” tells the teacher that students who have difficulty decoding words with letter patterns aw, au, augh, and al may benefit from a tactile approach to decoding the patterns. First, the teacher displays the word launch and says: “Let’s say this word together. Launch. The letter pattern au spells what sound in the word launch (/aw/)?” The teacher points to au while saying the sound /aw/ and says: “Yes, the letter pattern au spells the sound /aw/. The letters au are called a letter pattern because they work together to spell the sound /aw/.” The teacher then displays the word talk and says: “Let’s say this word together. Talk. The letter pattern al spells what sound in the word talk /aw/?” The teacher then points to al while saying the sound /aw/. Next, the teacher says: “Yes, the letter pattern al spells the sound /aw/. The letters al are called a letter pattern because they work together to spell the sound /aw/.” Finally, the teacher repeats the routine with the words naughty and claw for the letter patterns augh and aw.

Materials provide targeted instruction and activities to accelerate learning for students who have achieved grade level mastery of foundational phonics skills. 

• Unit 4, Week 1, provides extension activities for students who show understanding of the VC/V syllable pattern, including building words with letter tiles using VC/V syllable patterns, playing the letter game on the digital platform, and reading the decodable reader to practice reading the VC/V syllable pattern and high-frequency words. 
• The materials include guidance for enrichment activities for students who have mastered grade-level foundational phonics skills. In Unit 4, Week 1, the teacher observes and assesses students’ ability to decode and write words with the closed-syllable VC/V pattern. If students show understanding of the phonics skill, there are extension activities for small group instruction. The activities include: 1. Read a self-selected trade book or their Book Club text. 2. Partner-read a text, coaching each other as they read the book. 3. Choose a passage from the story and take turns reading it with a partner, making sure to use appropriate expressions. 4. Play the “myView” games. 
• The lessons include recommendations for upward scaffolds to support the extension and application of learning. In the Reading Routines Companion, each lesson includes an option called “Make It Harder.” For example, in the lesson called “Vowel Sound /aw/ Spelled aw, au, augh, al,” the Make It Harder segment tells the teacher to have pairs of students build new words from the skill taught. The teacher provides students with letter tiles; the first student makes a word with one of the letter patterns (aw, au, augh, or al); the partner segments and blends the sounds in the word. Both partners write the word, and then the second partner displays a word of his or her own for the other to decode and write. The students then decode and write a predetermined number of words. 

Materials provide enrichment activities for all levels of learners. 

• Publisher materials include enrichment activities for all levels of learners. Resources supporting students’ development of high-frequency word knowledge include “Word Island.” This game provides opportunities for students to identify and select high-frequency words; students progress from Level 1 to Level 3 in each island, which provides a cumulative review of previously learned high-frequency words. For example, “Cod Island” includes words like as, is, to, my, and a. The Word Island introduction states that there are “lots of words” included on the 40 islands, and that students will practice and review high-frequency words. This game progresses at students’ ability level. 
• The materials include enrichment activities for all levels of learners that provide students opportunities to explore and apply new learning in a variety of ways. In Unit 4, Week 1, there are several activities that allow exploration and application of new learning in a variety of ways. The additional enrichment activities are: 1. “Word Work Activity, Build Words with Letter Tiles”—the teacher has students work together with letter tiles to practice making words with the VC/V syllable pattern. 2. Play the letter tile game in myView games. 3. “Decodable Reader”—students read the decodable reader Talent Show to practice reading words with the VC/V syllable pattern and high-frequency words. They also pair up to read and listen carefully as they use letter-sound relationships to decode. 4. “High-Frequency Words”—the teacher directs students to notice how often they say the week’s high-frequency words: sometimes, mountains, young. The teacher asks students to use the words as many times as they can in one day and record each time they use a word on a note card. 

• In Unit 5, Week 1, there are several activities that allow exploration and application of new learning in a variety of ways. The additional enrichment activities are: 1. Word Work Activity, Build Words with Letter Tiles—the teacher has students work together with letter tiles to practice making homographs; students say each homograph and tell the different meanings of the word. 2. Students play the letter tile game in the myView games. 3. Students can read the decodable reader A Goose in Need to practice reading homographs and high-frequency words. Students are paired for reading and listening carefully as they use letter-sound relationships to decode. 4. High-Frequency Words—students make word cards for the week’s high-frequency words: heard, door, and sure. The teacher also has the students write a sentence for each word or a paragraph using all three. 

Evaluation for 5.2
Materials include a variety of instructional methods that appeal to a variety of learning interests and needs.

The materials meet the criteria for this indicator. Materials include a variety of instructional methods that appeal to a variety of learning interests and needs. 

Materials include a variety of developmentally appropriate instructional approaches to engage students in mastery of the content. Materials support a variety of instructional settings (e.g., whole group, small group, one-on-one). 

Evidence includes but is not limited to:

Materials include a variety of developmentally appropriate instructional approaches to engage students in mastery of the content. 

• Materials include a variety of developmentally appropriate instructional approaches that include the use of visuals in print to engage students in mastery of the content. In Unit 2, Week 3, the teacher displays the “Sound-Spelling Cards” for ie—pie and ie—field. The teacher uses the card to emphasize the ie digraph. The teacher tells students that the vowel digraph can make the long i or long e sound and demonstrates using the corresponding card. Then, the teacher writes the words piece, pie, chief, and field. Students write the words on note cards and sort according to long e or long i. Students apply the skills learned by shuffling the word cards, drawing a card, saying the word, identifying the digraph sound, and then using the word in a sentence. 
• Each lesson incorporates a “Model and Practice” component for each skill taught. In Unit 4, Week 1, the teacher models reading words with the VC/V pattern by pointing to a wagon in the “Student Interactive.” The teacher says: “I can hear two vowel sounds in the word wagon, so I know it has two syllables. I can see the VC/V vowel pattern in the word. I will break this word into syllables by dividing it after the g. The first syllable, wag, is a closed syllable.” The teacher then writes wag on, leaving a space between the syllables. Next, the teacher says the word’s syllables and has the students repeat them. The teacher blends the syllables to read the word. Students practice writing closed syllable words with the VC/V pattern, such as solid and cabin, using a slash between the syllables. 
• In Unit 5, Week 1, the teacher says: “I know that some words look the same but have different meanings. When I read a sentence with a homograph, I know I need to pay attention to the context, or how the word is used in the sentence, to make sure I know which meaning of the homograph is being used.” The teacher asks students to read the first sentence of the Student Interactive; students tell what the sentence is about and identify context clues related to the homograph. Then, students circle the letter that indicates the meaning of the word saw in the sentence “I saw a good movie.”

Materials support a variety of instructional settings (e.g., whole group, small group, one on one). 

• Materials support a variety of instructional settings that include whole group, small group, and individual practice. For example, in Unit 3, Week 1, there is whole group instruction in decoding words with long i: i, ie, i_e, ih, y. The teacher uses Sound-Spelling Cards to point out long i sounds. Then, students read words on the Student Interactive chart and identify and name vowel patterns corresponding to each word. The teacher guides students to identify the trigraph igh, noting that it makes the long i sound. Words with long i spelled i, ie, i_e, igh, y include iron, bike, light, flies, dime, and cry. Students individually complete the designated page in the Student Interactive by writing the long i word matching the picture in the blank. 
• Each lesson begins as whole group instruction, and instructional settings vary during the rest of the lesson. In Unit 4, Week 1, the components “Focus” and Model and Practice occur during whole group instruction. During “Apply/My Turn,” the teacher has students independently divide each VC/V word in the Student Interactive. The teacher tells the students to write the syllables in the boxes and blend the syllables to read the words. 
• The “Reading Routines Companion” contains the whole group multisensory activity “Hot Potato.” In this activity, the teacher writes letters on note cards and has the students sit in a circle. The teacher gives a beanbag or similar item to one of the students. Then, the teacher spreads out the note cards, letter-side up, in the middle of the circle. The teacher says, “Let’s play Hot Potato!” When the teacher says go, the students pass the beanbag clockwise in the circle until the teacher says, “Hot Potato!” The student holding the beanbag keeps it and chooses two or more cards to form a word and reads the word aloud. The game continues until each student has had a turn to form and read a word. 

Evaluation for 5.3
Materials include supports for Emergent Bilinguals to meet grade-level learning expectations.

The materials meet the criteria for this indicator. Materials include supports for Emergent Bilinguals to meet grade-level learning expectations. 

Materials include linguistic accommodations (communicated, sequenced, and scaffolded) commensurate with various levels of English language proficiency as defined by the English Language Proficiency Standards (ELPS). Materials encourage strategic use of students’ first language as a means to linguistic, affective, cognitive, and academic development in English. 

Evidence includes but is not limited to:

Materials include linguistic accommodations (communicated, sequenced, and scaffolded) commensurate with various levels of English language proficiency as defined by the English Language Proficiency Standards (ELPS). 

• The materials contain linguistic support for Emergent Bilinguals. The supports are in the form of a companion book titled the Language Awareness Handbook. The core materials also contain tidbits to support Emergent Bilinguals. For example, Unit 2, Week 1, highlights English learner language transfer cognates by pointing out the Spanish cognates in a read-aloud, including prairie, pradera; mountain, montaña; interesting, interesante. 
• In Unit 3, Week 1, Lesson 1, there is targeted support for English learners learning to identify vowel patterns. For example, the teacher writes like, look, fight, sick, my, and kind. The teacher and students read the words together, and the teacher points to long i words and circles the vowel pattern standing for the long i sound. The teacher eliminates words that do not have the long i sound. 
• In the lessons, “ELL Targeted Support” sections give differentiated support for beginning/intermediate and advanced/advanced high proficiencies. In Unit 4, Week 1, the teacher notes indicate that in some languages, the writing systems do not clearly indicate short vowels. For example, speakers of Arabic and Hebrew languages may need extra help in finding the short vowel sounds with the VC/V pattern. For students at the beginning proficiency level, the teacher writes wagon, finish, and salad. The teacher says the words aloud with the students, pointing to the VC/V pattern in each. The teacher helps students complete this sentence: “The letter a in wagon has the…(short) vowel sound because wagon has the…(VC/V) pattern.” The routine is repeated with the remaining words. For students at the intermediate level, the teacher has pairs work together to break the words wagon, finish, and salad into syllables by writing each word with a slash to show how it is divided. The teacher then asks students to blend each word. Students at the advanced level work with a partner to make letter cards for wagon, finish, and salad. Students cut the cards apart to show how each word divides into two syllables, then mix up the cards and work together to form the words from the syllables. The teacher asks the students to pronounce each word. ELPS 2.A.I is referenced: “Distinguish sounds of English with increasing ease.” 
• In Unit 5, Week 1, Lesson 2, the teacher provides practice in reading using homographs. The teacher tells students at the beginning/intermediate levels that in English, some words have more than one meaning. The teacher demonstrates with the word fly, writes it, and uses it in oral sentences. The teacher writes the words fall and bark. Then, the teacher guides students to use the words in oral sentences for each of the different meanings. For students at the advanced/advanced high levels, the teacher reinforces that some English words have more than one meaning, using the words fall, bat, and can as examples. Next, the teacher provides students with other homographs: bark, bit, foot, and mean. The teacher guides them to create oral sentences using the words in different ways. ELPS 1.F is referenced: “Use accessible language and learn new and essential language in the process.” 

Materials encourage strategic use of students’ first language as a means to linguistic, affective, cognitive, and academic development in English. 

• The materials in Unit 2, Week 2, “Spelling,” include a segment called “Spelling Patterns English Language Learners—Targeted Support.” To promote long a spelling pattern success, the materials recommend reviewing long a and short a sounds. For example, students at the beginning level partner up to sort word cards into columns with the corresponding spelling pattern, including ai, ai, and ea. Intermediate students create word cards with specific long a spelling patterns. 
• The “Family-School Connection” letters are provided in both English and Spanish. These letters explain the theme of each unit and the reading and writing skills being studied. The letters also provide examples of how parents can help their child with those skills and the students’ project-based inquiry. 
• In the “Dual Language Toolkit,” in the “Articles” section, there is an article about “Cognate Analysis and Classifying Cognates.” The article suggests that teachers have students keep, and regularly update, a list of cognates in their writing journals. If appropriate, the teacher should encourage students to apply what they know about language patterns in Spanish and English to generate additional cognate pairs. 
• In Unit 4, Week 1, the margin includes a note labeled “ELL Language Transfer.” The note refers to cognates and lists the Spanish cognates for words in the week’s phonics lesson: lemon, limón and visit, visitar.