S.P.I.R.E® 4th Edition, Grade 3

Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and knowledge taught in the course.

• Grade 3 S.P.I.R.E. Program Level 6 Teacher's Guide materials provide a "Table of Contents" showcasing the Knowledge taught within the Level 6 Teacher's Guide. "The Knowledge" is divided within the "Table of Contents" into subsets of skills such as "Prefix a, "Ending a," and Suffix -able." There is no stated alignment or outline that shows a link to the TEKS.
• At the beginning of the Teacher's Guide Level 6, there is a "Table of Contents" listing the order of the lesson and the corresponding passage for each lesson. Also, at the beginning of the same Teacher's Guide, there is a scope and sequence that lists the skills taught at each level of the S.P.I.R.E. Program curriculum. The Level 6 Teacher's Guide has a scope and sequence organized by phonics concepts such as prefixes, vowel teams, and diphthongs. The materials do not list or connect the scope and sequence to the TEKS or the ELPS.

Evaluation for 1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days – 165, 180, 210).

• The Level 6 Teacher's Guide contains a section called Getting Started with S.P.I.R.E. that provides guidance on pacing. "Pacing will vary, according to the number of lessons required to reach mastery for each concept." The guidance suggests that for the "maximum amount of progress," students should receive an uninterrupted 45- to 60-minute lesson five days a week. Materials provide suggestions for splitting lessons into two days with specific suggested times. The grade 3 S.P.I.R.E. Program Level 6 Teacher’s Guide does not include support for various instructional calendars or outline how to use the curriculum with varying instructional days.
• The pacing guide states that if this timeline is followed, students will complete a level every 3–4 months. The guidance also provides an alternative 30-minute-a-day schedule that divides each lesson into half. For example, lesson Steps 1–4 are completed on Day 1, and Steps 5–10 are completed on Day 2. Utilizing this schedule, students will complete 1 level every 6–7 months.

Evaluation for 1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.

• Grade 3 Level 6 Teacher's Guide includes a rationale for unit order and explains how lessons are connected throughout the curriculum. The Level 6 Teacher's Guide gives an Introduction to the program, giving the teacher background knowledge for struggling readers, differentiation, and features of the program. 
• The Level 6 Teacher's Guide provides a detailed overview in the section Components of S.P.I.R.E and Getting Started with S.P.I.R.E., which details the portions of the teaching materials, components within the curriculum, and placing/grouping and pacing of the lessons. 
• The Level 6 Teacher Guide in the "Spiraling Curriculum" section states, "The skill reinforcement available in SPIRE is unique in its depth and intensity, providing the resources needed to differentiate instruction." "Each new concept is presented in an Introductory Lesson, then practiced in Reinforcing Lessons along with previously taught concepts. Previously taught concepts are spiraled through the Reinforcing Lessons, providing a comprehensive review." The guide states that concepts are not only spiraled within a level but also from level to level. For example, in Introductory Lesson 1: Prefix a-, Step 1: Phonogram Cards guides teachers to "Review all previously learned Phonograms Cards, 1–102."

Evaluation for 1.1d
Materials include guidance, protocols, and/or templates for unit and lesson internalization.

• The Level 6 Teacher's Guide provides several pages outlining the Components of S.P.I.R.E., giving teachers explanations for each of the components. It also has a section for Getting Started with S.P.I.R.E. and The S.P.I.R.E. Lessons that guide the reasoning for placement for students and details for each lesson component to assist teachers in understanding the design.  
• The materials include a teacher's guide as the central resource to teach each level. The Teacher's Guide "offers step-by-step support for each concept. Explicit, teacher-led instruction is provided for every part of the ten-step lesson. There is a Lesson Overview before each lesson that lists all the material needed and the activities taught for each of the ten steps of the lesson. For example, in Introductory Lesson 1, Step 3, Word Building calls for one green and one white circle for each student from the manipulative kit. The students will use the circles to represent sounds. 
• In the Level 6 Blackline Masters Book, a lesson planner can be utilized for lesson internalization. This template allows teachers to plan and internalize the components of the lessons they will teach.
• The S.P.I.R.E. Foundations, Sounds Sensible Blackline Masters includes a lesson planner guide to assist the teacher in internalizing the lesson and to have a quick reference to the goals for the lesson.

Evaluation for 1.1e
Materials include resources and guidance to support administrators and instructional coaches with implementing the materials as designed.

• Grade 3 Level 6 Teacher’s Guide provides a section titled Getting Started with S.P.I.R.E. that details the components of the internal lessons and how to implement them.
• The materials include a teacher's guide as the central resource to teach each level. The Teacher's Guide "offers step-by-step support for each concept. Explicit, teacher-led instruction is provided for every part of the ten-step lesson. There is a "Lesson Overview" before each lesson that lists all the material needed and the activities taught for each of the ten steps of the lesson. For example, in Introductory Lesson 1, Step 3, "Word Building" calls for one green and one white circle for each student from the manipulative kit. The students will use the circles to represent sounds. 
• The S.P.I.R.E. Quick Start Lessons Guide includes an overview of the components within each Level Guide's lessons and the order and process to implement them. The components within the SPIRE curriculum provide overviews, lessons introductions, and guides for pacing and implementation but there is no guidance specific to Instructional Coaches and/or Administrators.
• The Level 6 Teacher's Guide provides a detailed description of the lesson process within the curriculum, giving some background knowledge as well.
• The Overview of Assessments in S.P.I.R.E., 4th Edition, provides an overview of the assessments for the S.P.I.R.E. system. The overview includes information on the types of assessments and how teachers and staff can access those assessments. This guidance is written to support teachers rather than administrators or instructional coaches.

Evaluation for 1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.

• Grade 3 Level 6 Teacher's Guide includes a lesson overview at the start of each lesson, providing the necessary content knowledge to teach internal lessons successfully. In the Level 6 Lesson Guide, the materials provide a paragraph following each Introductory lesson overview that describes the background content students should know and explains the upcoming skill. For example, in Lesson 1, Suffix a-, the material guide explains that this lesson "reintroduces the concept of adding prefixes to words. Students who completed Lesson 14 of Level 3 will already be familiar with the prefix a-." This section also guides the academic vocabulary teachers use to instruct. "Explain that a prefix in a letter or letters that cannot stand alone but, like a suffix, can be added to a word part to change its meaning. The pre-in prefix means 'the beginning or front.'"
• Another example of this guidance is in Lesson 4, ph. The materials state that this lesson "teaches the /f/ sound for the consonant digraph ph. Words with the ph are of Greek origin and are often scientific words." The guidance provides students with background knowledge. "Students will need ample exposure to ph words before mastering them for spelling." The overview does not guide content knowledge and academic vocabulary.
• The materials provide examples of how-to code words based on their phonics patterns. The background knowledge provided is not comprehensive, but it does give some background knowledge regarding concepts taught during the lessons.

Evaluation for 1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.

• In the S.P.I.R.E. Program Family Guide, there is a letter to parents explaining the background of the program and an overview of how the program works. The family letter provided is in English. Within the S.P.I.R.E. Program Family Guide is a parent letter explaining the overall program's components. For example, the letter states, "S.P.I.R.E. is designed to help your child experience reading success through a systematic and structured curriculum. The program follows the Structured Literacy Approach and incorporates phonological awareness, phonics, spelling, vocabulary, comprehension, and fluency instruction, leading to permanent reading gains." The letter explains the ten steps of the lesson and then gives parents some suggestions to support learning at home. The at-home activities include reading aloud to students, engaging in conversation and asking questions, playing word games, and providing books that students can read independently. 
• Within the S.P.I.R.E. Program Family Guide Parent Letter, the materials link to a 27-minute video where Julie Ross explains to parents what components they will receive for at-home work. For example, she explains that each student will need a yellow and green crayon and scissors. She also shows the sound cards and tells parents that they will receive a set as part of the take-home kit. The video explains how to use the S.P.I.R.E. Program Review Lesson Plan for Remote Learning, including how to give a fluency drill. S.P.I.R.E. Program provides teachers with an ancillary material titled "Parents as Partners." This resource provides parents with suggestions on how to support students' progress at home. It includes a list of implementation ideas and a link to the "Parent as Partner" video. This resource is only in English.

Evaluation for 1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson.

• Materials include comprehensive, structured, detailed lesson plans that include questions, tasks, materials, and instructional assessments required to meet the content standards of the lesson. The Level 6 Teacher Guide provides a comprehensive outline of each lesson, including a detailed description of the ten steps involved. This includes rationale, step structure, expected materials, and recommended time frames for each step. Each lesson begins with a "Lesson Overview" outlining the steps, required materials, and expected activities. Detailed instructions are provided for presenting each step, including guidance on utilizing available resources. Questioning strategies and material preparation guidance are integrated throughout the lessons. Formative assessments are incorporated, often involving agreeing or disagreeing with a hand signal. Lessons are structured with an introductory lesson followed by two reinforcement lessons. Opportunities for informal assessments through observation, dictation sentences, and wrap-up activities are included. Content assessments are administered four times a year. The materials do not include language standards or daily objectives.

Evaluation for 1.3b
Materials include a lesson overview outlining the suggested timing for each lesson component.

• Grade 3 Level 6 Teacher’s Guide includes a section titled "Pacing" that shows suggested pacing for teaching "Full Lessons" and "Half Lessons." In that overview are suggested time parameters for each of the ten components.
• The front matter of the Level 6 Teacher's Guide provides detailed instruction on the layout, structure, and pace of each lesson component. Each lesson will contain a description of all ten steps. Minutes are provided as guidance for how long each section should take. For example, it is recommended that Step 1: Phonogram Cards should take 5 minutes, Step 4: Decoding and Sentence Reading should take about 10 minutes, Step 6: Reading Comprehension should take about 15 minutes, and Step 10: Sentence Dictation should take about 15 minutes. For example, it instructs teachers to take approximately 5 minutes to complete Step 1: Phonogram Cards.

Evaluation for 1.3c
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson.

• Grade 3 Level 6 Teacher’s Guide provides a "Lesson Overview" at the start of each new lesson, listing the needed student and teacher materials to deliver the lesson effectively. Within that chart, all of the materials, including workbook pages, teacher components, and consumables, are listed by each of the ten lesson components.
• A materials list is provided in the Lesson Overview" for each Introductory and Reinforcing Lesson" that lists the materials needed for the lesson. The materials are listed for each of the ten steps of the lesson, and then their use is explained in the narrative for each step. For example, in the Level 6 Teacher's Guide, Reinforcing Lesson" 4a: ph, materials for Step 3: Word Building is a "Small Letter Set (manipulative kit) - 1 set per student. In the Step 3 narrative, guidance is given that "Students will use the Small Letter Set from their Manipulatives Kit to build words." A script is then provided for the teacher explaining the use of the letter set and the words students should create.

Evaluation for 1.3d
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).

• Grade 3 Level 6 Teacher Guide includes a section called "The S.P.I.R.E. Lessons" with a paragraph stating, "Reinforcing Lessons provide additional practice with the new concept and the opportunity for students to apply the learning to text."
• The lesson guidance from the Level 6 Teacher's Guide provides two Reinforcement Lessons following each Introductory Lesson. After the first reinforcement lesson, the guide gives the teacher the option to extend to day two of the Reinforcement Lesson or to skip based on student understanding.
• The YouTube Video provided in the Parent Support for S.P.I.R.E. with Review Lesson states that the teacher will send home a S.P.I.R.E. with Review Lesson Plan describing how parents can practice the skills learned in the classroom. There are directions on what supplies are needed and items that will be sent home. The Spiral Review Lesson Plan states that the S.P.I.R.E. with Review LessonPlan is for remote learning.

Evaluation for 2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.

• Grade 3 Level 6 Teacher Guide includes a section titled "Assessments'' within" at the beginning of the book. The Level 6 Teacher Guide includes four different types of assessments such as "the Pre/Post Test," "Mid-Level Test," "Concept Mastery Fluency Drills," and "Concept Assessments." Each of these assessments measures mastery at different levels, such as the lesson and unit(guide) levels. The assessments are timed throughout the Level. The "Mastery Fluency Drills" take place throughout the lessons. At the same time, the "Concept Assessments" occur at the end of the "Reinforcement Lesson Cycle." The pre- and post-assessments arise at the beginning and end of a level. The mid-level occurs during the middle—the task varies from word reading to sentence reading and reading comprehension.
• Grade 3 Level 6 Teacher Guide includes a section titled "Assessments" at the beginning of the book. The Level 3 Teacher Guide includes four different types of assessments such as "the Pre/Post Test," "Mid-Level Test," "Concept Mastery Fluency Drills," and "Concept Assessments". Each of these assessments measures mastery at different levels, such as the lesson and unit(guide) levels. The materials include a Level 6 Assessment Blackline Master Book containing all assessments for this level. Within this book, the material providers provide a variety of assessments at both the level and lesson level.
• For example, in the grade 3 Level 6 Assessments Blackline Masters Book, the materials include pre-, mid-, and post-tests, lesson assessments, and fluency drills. These assessments vary in decoding, encoding, fluency, and comprehension skills.
• Within the S.P.I.R.E. placement assessment, is a diagnostic assessment that places students in the level that they need to start. The levels range from 1 to 6.

Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.

• Grade 3 Level 6 Teacher's Guide includes a section titled "Assessment" at the beginning of the book. Teachers can view the different assessments offered within this piece of the S.P.I.R.E. Curriculum, its definition, and its intended use. The Level 4 Teacher’s Guide includes four different types of assessments such as "the Pre/Post Test," "Mid-Level Test," "Concept Mastery Fluency Drills," and "Concept Assessments." The pre- and post-assessments occur at the beginning and end of a level, and the mid-level occurs during the middle. The tasks vary from word reading to sentence reading and reading comprehension.
• The S.P.I.R.E. Curriculum provides an "Overview of Assessments" in the S.P.I.R.E. 4th Edition document that outlines the various assessments in the curriculum. This document explains the types of assessments and the intended purpose of each assessment.
• The Level 4 Teacher’s Guide has an "Assessment" section in the Introduction. Within the assessment section, the materials outline the definitions of each assessment. The Level 4 Teacher’s Guide includes four different types of assessments such as "the Pre/Post Test," "Mid-Level Test," "Concept Mastery Fluency Drills," and "Concept Assessments."

Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.

• Grade 3 Level 6 Teacher’s Guide includes a section at the beginning of the component within the "Introduction" titled "Assessment" that gives a detailed overview of each offered assessment within the guide and the details for preparation, scoring, and administration.
• Grade 3 Level 6 Teacher’s Guide includes a section at the beginning of the component within the "Introduction" titled "Assessment" that gives a detailed overview of each offered assessment within the guide and the details for preparation, scoring, and administration.
• The "Overview of Assessments" in the S.P.I.R.E 4th Edition provides a thorough definition and explanation of the assessments provided in the curriculum and a picture of the assessment for reference.
• In the Level 6 Assessments, Blackline Masters Book, directions are provided to the teacher on how to administer and score the pre and post-assessments. The materials state, "Show the student Part 1", and direct the student to read the words from left to right. Do not stop the student, even if an error is made. Indicate the errors by circling any misread words on the recording sheet. Sounded-out and self-corrected words are counted as correct.
• The materials in the "Mid-Level Test" state, "Dictate the words to the group. After you dictate each word, allow several seconds for students to write the word. When completed, collect student work." The directions do not specify how many times to state the word or if the words can be repeated. This allows for ambiguity in how tests are administered.

Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.

• In the Level 6 Teacher’s Edition, there are "Pre/Post Assessments," "Mid-Level Assessments," and "Concept Assessments." The instructions are in the Level 6 Blackline Master. There is an overview of the assessment and different testing options. Then, a section gives the teacher directions and a scoring guide. At the back of the Level 4 Blackline Masters book, there are several recording sheets.
• Grade 1 S.P.I.R.E. The 4E Assessment Level 6 Guide includes a "Summary Sheet" within the "Appendix" section of the guide that shows all of the concepts assessed for the "Summative" assessment.
• In the Level 6 Assessments Book and the Level 6 Teacher’s Guide, no connection is made to the TEKS. "The Mid-Level Test" should be administered midway through each level to measure the retention of previously learned concepts in the level." It does not connect directly to any specified connection to TEKS or objectives.
• In the Level 6 Assessments Book and the Level 6 Teacher’s Guide, no connection is made to the TEKS. The materials state in the Level 6 Teacher’s Guide that "The Mid-Level Test" should be administered midway through each level to measure the retention of previously learned concepts in the level." It does not connect directly to any specific TEKS or objectives.

Evaluation for 2.1e
Instructional assessments include standards-aligned items at varying levels of complexity.

• Grade 3 Level 6 Teacher’s Guide includes varying levels of assessments within this component aligned to the lesson objectives. The levels within this component include "Fluency Drills," "Reading Accuracy," and "Decoding."
• The Level 6 Blackline Masters and Assessments have varying levels of complexity in assessments ranging from "Word Reading to Reading Comprehension." In the "Mid-Level Assessment," students write words that are dictated. There is also a "Concept Mastery Fluency Drill and Concept Assessments on Word Reading and Sentence Reading." There is no evidence of standards listed within the materials.
• The assessments provided in the Level 6 Assessments Blackline Masters vary in decoding, encoding, dictation, fluency, and comprehension. None of these assessments connect back to or mention any TEKS or standards.
• Grade 3 Level 6 Teacher ‘Guide includes varying levels of assessments within this component aligned to the lesson objectives. The levels within this component include "Fluency Drills," "Reading Accuracy," and "Decoding."

Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting and responding to student performance.

• The Level 6 Assessment Book guides how to interpret student performance in the "Scoring and Reporting" section of the "Mid-Level Test: Administration, Scoring, and Reporting" portion of the book. Guidance on how to respond based on student performance is located in the "Remediation" section.
• The Level 6 Teacher’s Guide "Assessment" section guides scoring and responding to student performance on the "Concept Assessments." For example, "once all students in the instructional group achieve 80 percent mastery on a "Concept Assessment," they are ready to proceed to the next "Introductory Lesson." The directions guide will help the group proceed to the next "Reinforcing Lesson" if they have not reached mastery. 
• The Level 6 Teacher’s Guide "Digital Assessment and Reporting" section guides interpreting the assessment data. There are class-level and student-level reports that "provide class averages and allow teachers to drill down to view specific assignments and students." Within the progress reports, individual student responses to questions can be reviewed.
• In the Level 6 Blackline Masters, there are instructions for administering the assessment, interpreting the results, and responding to the assessment. The guidance is given on the "Mid Level Assessment" for students scoring below 80%; the teacher will "select and reteach a Reinforcement Lesson from the concept and provide remedial instruction for the student." The student is then reassessed to determine mastery. 
• In the "Placement Test," guidance is provided to the teacher regarding how to respond to student performance. In the "Part B: Word Lists" section, the directions state," If a student makes eight errors while reading Level 3 Word List B, the student is placed in Level 3.

Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.

• The Level 6 Teacher’s Guide "Assessment" section explains the assessments and guides instructional actions based on student trends. For example, "the Placement Test should be used to determine the level at which the students should begin the program." The "Concepts Assessments," which are given after the end of the "Reinforcing Lesson," guide that "once all students in the instructional group achieve 80 percent mastery on a "Concept Assessment," they are ready to proceed to the next Introductory Lesson." 
• The Level 5 Teacher’s Guide "Digital Assessment and Reporting" section provides guidance on interpreting the assessment data. Class- and student-level reports "provide class averages and allow teachers to drill down to view specific assignments and students." Within the progress reports, individual student responses to questions can be reviewed.
• In the Level 6 Blackline Masters, instructions are given on the "Mid Level Assessment" for students scoring below 80%; the teacher will "select and reteach a Reinforcement Lesson from the concept and provide remedial instruction for the student." The student is then reassessed to determine mastery.  
• The Level 6 Teacher’s Guide has directions for utilizing the "Concept Mastery Fluency Drills and Concept Assessments" to determine student mastery and the teacher’s next steps in helping students reach mastery. These assessments are given within the lesson cycle of the "Introductory and Reinforcement" cycles. 
• In the Level 6 Teachers Guide and the Level 5 Instruction and Assessment Blackline Master book, guidance is provided to teachers on how to proceed after each Reinforcing Lesson. Each Reinforcing Lesson contains a "Concept Assessment," which guides instruction based on student performance. According to the Level 3 Instruction and Assessment Blackline Master, "Students who decode 80 percent or more of the target words correctly are ready to move to the next concept."

Evaluation for 2.2c
Materials include tools for students to track their own progress and growth.

• The Level 6 Teacher’s Guide states," All assessments are supported by recording forms that can be customized for each student. "Summary" and "Tracking Sheets" support progress monitoring throughout the level. "The materials never specify if teachers or students will utilize these sheets. These tracking sheets are in the S.P.I.R.E. "Ancillary Content Fluency Tracking Sheets and Concept Mastery Fluency Drills Summary Sheets." The materials provide a Recording Form for the Formal Assessments for students to track their own progress. For example, the "Mid-Program Cumulative Assessment Recording Form" has a column to record either the correct or incorrect letter name, the correct or incorrect letter sound, and notes for specific incidents or trends for a particular student.
• The Level 6 Teacher’s Guide states," All assessments are supported by recording forms that can be customized for each student. "Summary and Tracking Sheets" support progress monitoring throughout the level. "The materials never specify if teachers or students will utilize these sheets. These tracking sheets are in the S.P.I.R.E. "Ancillary Content Fluency Tracking Sheets and Concept Mastery Fluency Drills Summary Sheets." 
• In the Blackline Masters, at the end of the resource, there are several recording charts to track progress. The instructions state, "To track the student's progress throughout the level, enter the scores on the Level Assessment Summary Sheet." 

Evaluation for 3.1a
Materials include teacher guidance for differentiated instruction, activities, and/or paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.

• Grade 3 Level 6 Teacher’s Guide begins with a "Differentiated Instruction" section. This section details how to support struggling students within this curriculum component. For example, the guide states that "Tier 1 and Tier 2" students may need only the "Introductory Lesson" and one "Reinforcing Lesson," while "Tier 3" students often need two or more "Reinforcing Lessons."
• The "Introduction" section of the Level 6 Teacher’s Guide is titled "Differentiated Instruction". This section of the materials explains that instruction can be differentiated by allowing struggling students to receive more "Reinforcing Lessons" while students are demonstrating mastery and move on to the next concept. The materials state," One example of differentiating S.P.I.R.E. instruction by tiers occurs when determining the number of "Reinforcing Lessons" students require."
• Grade 3 Level 6 Teacher’s Guide includes a section called "Differentiated Instruction " at the beginning. This section details how to support struggling students within this curriculum component. For example, the guide states that "Tier 1 and Tier 2" students may need only the "Introductory Lesson" and one "Reinforcing Lesson," while "Tier 3" students often need two or more "Reinforcing Lessons."

Evaluation for 3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language).

• Grade 3 The Level 6 Teacher’s Guide provides embedded support regarding academic language within lessons. For example, Lesson 1 provides background knowledge to support teachers in ensuring students understand what a prefix is. The materials state," Explain that a prefix is a letter or letters that cannot stand alone, but like a suffix can be added to a word part to change its meaning."
• For example, Lesson 3 provides background knowledge to support teachers in ensuring students understand what a suffix is. The materials state, "Lesson 3 Suffix -able teaches students that adding the suffix -able to a word changes the word into an adjective, meaning "capable of (can be), worthy of (deserves to be), or tending toward (sort of)."

The Level 6 Teacher’s Guide includes "Vocabulary Development" embedded support within "Step 4" of each lesson. The Level 6 Teacher’s Guide states this step is "an opportunity to discuss challenging words that the student will encounter in the lesson." It is up to the teacher to choose the words that the students will find "challenging" before each lesson. These examples provide embedded support and do not include pre-teaching of unfamiliar vocabular

Evaluation for 3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.

• Grade 3 Level 6 Teacher’s Guide provides student "reinforcement" in each lesson's "Practice" section. The teacher guidance states that while the teacher is administering fluency drills to a student, the other students may complete "independent practice for extra reinforcement." There is "multisensory instruction, game-like activities, engaging fiction and nonfiction passages." In the directions for teacher instruction, the teacher is guided on moving through the lessons based on student mastery.
• The materials state, "While administering the "Concept Assessment" to students one at a time, the other students may complete independent practice for extra reinforcement of this lesson's concepts." This guidance can be found in the independent practice portion of each lesson.
• Grade 3 Level 6 Teacher’s Guide provides student "reinforcement" in each lesson's "Practice" section. The teacher guidance states that while the teacher is administering fluency drills to a student, the other students may complete "independent practice for extra reinforcement." It has no differentiated instruction for on-grade level students or extension or enrichment activities. The materials state, "While administering the "Concept Assessment" to students one at a time, the other students may complete independent practice for extra reinforcement of this lesson's concepts." This guidance can be found in the independent practice portion of each lesson.

Evaluation for 3.2a
Materials include prompts and guidance to support the teacher in modeling, explaining, and communicating the concept(s) to be learned explicitly (directly).

• The grade 3 Level 6 Teacher’s Guide has clear headings and labels to support the teacher in transitioning between different components of the lesson, such as "Phonogram Cards," "Phonological Awareness," "Word Building," "Decoding and Sentence Building," Prereading," "Reading," "Sound Dictation," "Prespelling," "Spelling," "Sentence Dictation," "Independent Practice," and "Concept Mastery Fluency Drill."
• The Level 6 Teacher’s Guide divides each lesson into ten steps. Step 1 is always "Phonogram Cards." Within this section of the lesson, there is always a script providing teachers with explicit instruction language to use when teaching a phonics skill. For example, in Lesson 1, the materials state, "This is prefix a-. You already know about prefixes, but if you don’t listen closely. When you attach a prefix to a word or word part, its meaning changes. Prefix a- has many meanings. The most common meaning is not or without."
• In the Leveled Teacher’s Guides, each lesson provides a teacher script with teacher actions and explanations, such as the teacher saying, "I will show you these letters one at a time." The instruction to the teacher looks like "Model the first item for the students."

Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.

• Grade 3 Level 6 Teacher’s Guide includes prompts and guided instructions such as "Point out knowing the meaning of the word and prefix a- can help some students understand the meaning of words such as around and asleep." These scripts support the teacher by giving recommendations on lesson delivery.
• In the Level 6 Teacher's Guide, the materials use manipulatives to support teaching segmentation. In Lesson 1, Step 3, "Word Building," the materials state, " What is the first sound you hear in sleep? (s) Bring down the Small Letter that makes the /s/ sound." The instructions continue in this manner until the entire word has been built.
• The Leveled Teacher's Guide gives the teacher instructions on utilizing several instructional methods throughout the lesson. The lessons utilize letter cards, word cards, whiteboards, letter markers, worksheets, finger motions, modeling, decodable readers, graphic organizers, and dictation recording sheets. The teacher is also instructed to utilize writing, using manipulatives, hand motions, repeating, and listening for phonological awareness.

Evaluation for 3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.

• The Grade 3 Level 6 Teacher's Guide has a section called "Getting Started with S.P.I.R.E" in the Introduction. There is a sub-section titled "Placement and Groupings." In this subsection, guidance is provided to the teacher on how to create groupings based on similar needs. The guidance states, "Students of similar skill levels can work in instructional groups of up to six students. Tier 3 or special education students with more intense intervention needs should be placed in groups of two or three, while those with severe needs should work one-on-one with the teacher."
• Grade 3 Level 6 Teacher’s Guide includes "The S.P.I.R.E. Lessons." Within this section, the materials give evidence that supports the materials, such as times when students participate in structures such as independent practice, whole group, and small group instruction.
• The Leveled Teacher's Guide provides multiple different learning settings. Sometimes, the students work in small groups; at other times, they complete work independently. The majority of the learning is facilitated in small groups. The "Placement and Grouping" guidance states that students can "work in instructional groups of up to six students. Tier 2 or special education students with more intense intervention needs should be placed in groups of two or three, while those with severe needs should work one-on-one with the teacher." The teacher's lesson instructions provide the teacher with guidance regarding the types of learning and the grouping of students.

Evaluation for 3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.

• The Grade 3 Level 6 Teacher's Guide has a section called "Getting Started with S.P.I.R.E" in the Introduction. There is a sub-section titled "Placement and Groupings." In this subsection, guidance is provided to the teacher on how to create groupings based on similar needs. The guidance states, "Students of similar skill levels can work in instructional groups of up to six students. Tier 3 or special education students with more intense intervention needs should be placed in groups of two or three, while those with severe needs should work one-on-one with the teacher."
• Grade 3 Level 6 Teacher’s Guide includes "The S.P.I.R.E. Lessons." Within this section, the materials give evidence that supports the materials, such as times when students participate in structures such as independent practice, whole group, and small group instruction.
• The Leveled Teacher's Guide provides multiple different learning settings. Sometimes, the students work in small groups; at other times, they complete work independently. The majority of the learning is facilitated in small groups. The "Placement and Grouping" guidance states that students can "work in instructional groups of up to six students. Tier 2 or special education students with more intense intervention needs should be placed in groups of two or three, while those with severe needs should work one-on-one with the teacher." The teacher's lesson instructions provide the teacher with guidance regarding the types of learning and the grouping of students.

Evaluation for 3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.

• In the Level 3 Teacher's Guide in the "Differentiated Instruction" section, the materials guide, "At the early grades, S.P.I.R.E. can be effective with Tier 2 students who struggle to become readers. At intermediate elementary and higher grades, the program is most useful in Tiers 2 and 3, Special Education, Title 1, English Language Learners and students with Specific Learning Disabilities who have decoding difficulty accompanied by other inabilities with reading concepts in print."
• Grade 3 Level 6 Teacher’s Guide includes a section titled "Nonreaders and Struggling Readers" at the beginning of the component that states why students may struggle with obtaining the skills needed to become fluent readers. The text states, "There are often several causes of reading difficulty for an individual, including limited experiences with books, cognitive or language deficits, speaking English as a second language, or having a learning disability." 
• In the Level 6 Teacher's Guide, the materials provide linguistic support, such as graphic organizers, to support teaching comprehension. In Reinforcing 1–3a Step 6, "Reading Comprehension," the materials state, "We will use the passage to complete the Graphic Organizer. At the top, we need to write the article's main idea. Underneath the main idea, we need to write three supporting details." 
• In the Level 6 Teacher's Guide, the materials use manipulatives to support teaching segmentation. In Lesson 1, Step 3, "Word Building," the materials state, " What is the first sound you hear in sleep? (s) Bring down the Small Letter that makes the /s/ sound." The instructions continue in this manner until the entire word has been built. There is no guidance on effectively using these materials with bilingual or ESL students.

Evaluation for 3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.

• While there is no evidence of specific support for emergent bilingual students, the materials provide opportunities for differentiated instruction. An example of differentiating instruction "occurs when determining the number of Reinforcing Lessons that students require." After each "Introductory Lesson," several "Reinforcing Lessons" are provided "to review the concept, each with a reading passage and extensive practice."
• Grade 3 Level 6 Teacher’s Guide includes a section titled "Nonreaders and Struggling Readers" at the beginning of the component that states why students may struggle with obtaining the skills needed to become fluent readers. The text states, "There are often several causes of reading difficulty for an individual, including limited experiences with books, cognitive or language deficits, speaking English as a second language, or having a learning disability."
• In the Level 6 Teacher's Guide, the materials provide linguistic support, such as graphic organizers, to support teaching comprehension. In Reinforcing 1–3a Step 6, "Reading Comprehension," the materials state, "We will use the passage to complete the Graphic Organizer. At the top, we need to write the article's main idea. Underneath the main idea, we need to write three supporting details." There is no guidance on how to use these supports to accommodate the learning of students at various levels of language proficiency.
• In the Level 6 Teacher's Guide, the materials provide opportunities for oral discourse through questioning to support teaching comprehension. In Lesson 1a Step 6, "Reading Comprehension," the materials state, "What is the title of the article? When was Candlemas Day? In what country was this celebrated? What did people believe would happen if Candlemas Day was sunny? What would happen if the day was cloudy?" 
• There is no guidance on using this opportunity for oral discourse to accommodate the learning of emergent bilingual students.

Evaluation for 3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.

• The Leveled Teacher's Guide does not provide evidence supporting dual language immersion.

Evaluation for 4.1a
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) and foundational skills.

ymbol correspondence) and foundational skills.

• The Teacher’s Guides provide a "Scope and Sequence" that lists each phonics component and where it is introduced within each level. The phonics instruction begins with letters and letter-sounds in the Sounds Sensible Teacher’s Guide and continues to build from that level to the following levels. In addition, the "Table of Contents" also shows the progression of the lessons within each "Level." Each skill begins with an "Introductory Lesson" and two "Reinforcement Lessons." In "Step 1," the teacher introduces a new phonogram card each day, spiraling through previously taught cards.
• The Grade 3 Level 6 Teacher’s Guide contains evidence of systematic and sequenced instruction. The "Introduction" section of this component lists the sounds taught and their order. The progression within this final component teaches the most complex sounds, such as diphthongs and other complex vowel patterns.
• The "lesson plans and materials provide engaging tools, designed to systematically and successfully guide students’ abilities in phonological awareness, phonics, spelling, fluency, vocabulary, and comprehension." The first five lessons in Level 6 begin with the prefix a-, ending -a, suffix -able, ph, ought, and aught. Lessons 6–13 include ue, ew, tu, oi, oy, aw, au, and ey. The level ends with Lessons 14–21 introducing kn, wr, mb, gh, gu, -age, and open syllables a/cv, i/cv, o/cv, u/cv, and e/cv.

Evaluation for 4.1b
Materials include explicit (direct) and intentional daily opportunities for phonics (sound-symbol correspondence) and foundational skills.

• The "Introduction" and "The S.P.I.R.E Lessons" sections of the Level 2 Teacher’s Guide provide a detailed explanation of the systematic ten-step model used in all "S.P.I.R.E. Lessons." The materials state, "Lesson plans and materials provide engaging tools designed to systematically and successfully guide students’ abilities in phonological awareness, phonics, spelling, fluency, vocabulary, and comprehension."
• The Grade 3 Level 6 Teacher’s Guide allows students to engage in daily explicit phonics instruction and practice. Within "Step 3: Word Building" of each lesson, students and teachers work to use magnetic letters to build individual words using previously learned sounds, change phonemes to create new words with known letter-sounds, and write words using the "Phoneme Grapheme Sheet" and other manipulatives.
• Lessons are divided into ten sequential and systematic steps. In all lessons, Step 1 includes a Phonogram Card review. Step 2 is "Phonological Awareness" (which often consists of the use of the Phoneme Segmentation sheet), Step 3 is "Word Building," Step 4 is "Decoding" and "Sentence Reading," Step 5 is "Pre Reading," Step 6 is "Reading." Steps 7–10 are Sound Dictation, Prespelling, Spelling, and Sentence Dictation respectively.

Evaluation for 4.1c
Materials include practice of phonics skills both in isolation and through decodable texts.

• The S.P.I.R.E. Decodable Readers Teacher's Guide describes what is in each set of decodable readers, how to utilize the book, how to incorporate foundational skills into the instruction, an overview of each set, and how to extend upon the lessons during instruction. For example, in the S.P.I.R.E. Decodable Set 6A, students practice the skills introduced in the "Introductory Lessons." They decode and practice comprehension and fluency. 
• Materials include the practice of phonics through decodable texts. There are two sets of decodable texts to choose from for each level that follow the scope and sequence of the level. The Level 6 guide describes the two levels, "Set A Decodable Readers consists of illustrated versions of texts from the S.P.I.R.E. Workbook and are meant to be read after students have already been taught the unillustrated version of the story. Set B Decodable Readers are original titles that use concept skills from this level. They provide further practice of the concepts, and each one can be introduced at any time after the concept has been taught." For example, the first decodable text in Set 6A is "The Shark," and the first text in Set 6B is "Amanda Has a Scare." Both feature the skills of prefix -a (alike), ending -a (camera), and suffix -able (huggable). In "Lesson 6.1: Prefix a-," students read words such as about, abrupt, aback, ashamed, and afar. They also read sentences such as "The aloof man wanted to be alone awhile." In "Step 4: Words and Sentences."
• The Grade 3 Level 6 Teacher’s Guide provides daily opportunities for students to practice phonics skills in isolation. For example, in "Introductory Lesson 1: prefix a," students begin the lesson by reading words in isolation, such as "alike," "awhile," and "about." Then, in "Step 6: Reading" of the same lesson, students read words in context within "Words and Sentences." Another example is found in "Reinforcing Lesson 1–3c: Prefix a, Ending a Suffix able," students begin the lesson by reading words in isolation, such as "miserable," "manageable," and "asleep." Then, in "Step 6: Reading" of the same lesson, students were reading words in context within "Passage."

Evaluation for 4.1d
Materials include opportunities for cumulative review of previously taught skills.

• In the S.P.I.R.E. Decodable Readers, students can practice reading words that utilize the phonics rules they have been taught previously. For example, in "Introductory Lesson 4: ph" Lesson Overview, there is a review opportunity in Step 1: Phonogram cards to "review previously taught Phonogram Cards," and Step 9: Spelling to spell known and new words.
• The Grade 3 Level 6 Teacher‘s Guide includes daily opportunities for cumulative review in "Step 1: Phonogram Cards. The "S.P.I.R.E. Lessons" portion of this component explains that students "Review all previously learned program cards" daily. Phonogram Cards" of "Introductory Lesson Prefix a-," students always review previously learned phoneme/grapheme combinations. For example, the materials state, "Review all previously learned Phonogram Cards. Display Phonogram Cards 1–102." "I will show these one at a time. When I show you a letter, say the letter's name and then its sound."
• The activities in "Step 2" are spiraled through during the following lessons. "Step 3 Word Building" provides opportunities for students to manipulate letters to create different words. For example, in "Step 1: Phonogram Cards" of "Introductory Lesson Prefix a-," students always review previously learned phoneme/grapheme combinations. For example, the materials state, "Review all previously learned Phonogram Cards. Display Phonogram Cards 1–102. I will show these one at a time. When I show you a letter, say the letter's name and sound." In Step 1: Phonogram Cards" of the " Reinforcing Lesson 1–3b: Prefix a-, Ending -a, Suffix -able," students review previously taught Decodable Word Cards. The materials state, "Review Decodable 1 Word Cards 1–16.

Evaluation for 4.2a
Daily lessons include explicit (direct) instruction with teacher modeling.

• In the Level 6 Teacher’s Guide, in the front matter under "The S.P.I.R.E. Lessons," teachers are given guidance for each lesson step. There is guidance on teaching strategies that can be utilized and different choices the teacher can make in delivering the lesson. There is also guidance for the amount of time suggested for each step. In Step 1: Phonogram Cards of the Level 6 Teacher's Guide, the lesson requires teachers to provide students with explicit instruction through modeling. The materials include formatted (bolded) text to distinguish between scripting for teachers and potential student responses during daily phonics instruction. The materials state, " Today you will learn what the letter a says at the end of a word with more than one syllable. Can anyone tell me what a syllable is? What must every syllable have? (a vowel) A word with more than one syllable is also called a multisyllabic word. This is a picture of a camera. The key word is camera. Say camera. What letter does the word camera end with? (a) At the end of a multisyllabic word, the letter a has the same sound as the prefix a-: /u/."
• Each lesson includes ten direct and explicit instructional steps, including teacher modeling. For example, in Reinforcing Lesson 4a: ph, Step 1, the teacher models the "Phonogram Card" 1, "I will show these consonants, vowels, letter teams, and vowel teams one at a time. When I show a consonant or vowel, say the letter's name and then say its sound. When I show a letter team or vowel team, say the name of the letters and then say their sound." Another example in the same lesson is in Step 10, "Sentence Dictation." The teacher models the dictation process by saying, "Listen carefully as I say a sentence, and watch as I make a dash on the board for each word."
• The Grade 3 Level 6 Teacher’s Guide includes a section at the beginning called "Teacher Materials." This section provides guidance on the different components available within the guide and offers "step-by-step support for each concept." The materials state, " Today you will learn what the letter a says at the end of a word with more than one syllable. Can anyone tell me what a syllable is? What must every syllable have? (a vowel) A word with more than one syllable is also called a multisyllabic word. This is a picture of a camera. The key word is camera. Say camera. What letter does the word camera end with? (a) At the end of a multisyllabic word, the letter a has the same sound as the prefix a-: /u/."

Evaluation for 4.2b
Daily lessons include opportunities for explicit (direct) guided instruction and immediate and corrective feedback.

• The materials provide a script for teachers to provide direct and explicit instruction with the correct answers, besides the student-directed questions for feedback opportunities. For example, in the Level 6 Teacher's Guide, "Reinforcing Lesson 4c: ph," Step 3: "Word Building," teachers say, "Say feathers. (feathers). How many syllables do you hear in the word feathers? (2) What is the first syllable you hear in the word feathers? (feth)."
• In the Grade 3 Level 6 Teacher's Guide, the lessons provide an opportunity for the teacher to introduce the new phonics skill and then some guidance on how to progress through the teacher's instruction and then transition into guided practice with additional practice opportunities for the students. In "Step 2 Phonological Awareness," one example is "This is the word again. Say again. (Again) Do you see the /u/ sound spelled with an a at the beginning of the word? (yes) Who can use it again in a sentence? (Answers will vary)." Limited guidance for corrective feedback if students do not answer correctly; however, there is limited guidance for corrective feedback if students do not answer correctly.
• In the Level 6 Teacher's Guide, each lesson contains a "Step 4: Decoding and Sentence Reading" that provides opportunities for direct and explicit guided instruction. The materials state, "Put your finger under the first word and say it aloud. Underline the vowels and the vowel teams, draw a box around the ending-a, and draw a line between any syllable. How many syllables are in the word camera? (3) What sound does the ending -a make? (/u/) Point to each letter team, prefix, or suffix and say its sound or sounds. Go back to the beginning of the word, glide your finger under it, and say it fast." While the lessons are scripted, the materials lack immediate and corrective feedback.

Evaluation for 4.2c
Daily lessons include a variety of opportunities for students to practice through collaborative learning and independent practice.

• The Grade 3 Level 6 Teacher’s Guide includes a lesson overview at the beginning of each lesson that provides examples of practices students will participate in within that lesson. This overview is before every lesson, and each lesson has a section for students to engage in independent practice. For example, in the "Independent Practice" section within "Introductory Lesson 1: prefix a," students are completing independent work from their Level 6 Student Workbook "page 9" while the teacher is assessing fluency.
• Within each daily lesson, students have opportunities to practice independently. For example, in "Reinforcing Lesson" 1–3c: "Prefix a-, Ending -a, and Suffix -able," students complete page 36 in their workbook. Teachers help students read the words at the top of the page and match the correct word to the first sentence. Students then complete the page independently. "Independent Practice 2" is page 37 in their student workbook. Teachers are instructed to prompt students "to tell what they remember about the passage The Shark." Students then complete each question independently. "If students are ready to read a new decodable book independently or in pairs, invite them to read Set 6B: Decodable Reader Amanda Has a Scare."
• The Level 6 Teacher’s Guide at the end of each lesson has a subsection titled "Independent Practice." This subsection contains two opportunities for students to apply their learning through independent practice, which they may work on while the teacher administers the Concept Assessment. The materials state, "While you are administering the Concept Assessment to students one at a time, the other students may complete independent practice for extra reinforcement of this lesson's concepts. The "Independent Practice" portion of the lesson states, "If students are ready to read a new decodable book independently or in pairs, invite them to Set 6B Decodable Reader Amanda Has a Scare." While there are opportunities for students to practice independently, there is no evidence for collaborative practice opportunities. 

Evaluation for 4.3a
Materials include intentional cumulative review and practice activities throughout the curriculum.

• There are built-in opportunities for students to review previously taught skills. The S.P.I.R.E. program spirals concepts—both as concepts progress within a level and from level to level as the program progresses." For example, in "Introductory Lesson 4: ph" Lesson Overview, there is a review opportunity in Step 1: Phonogram cards to "review previously taught Phonogram Cards," and Step 9: "Spelling to spell known and new words."
• The Level 6 Teacher's Guide "Step 1" has the teacher spiraling back through all of the previous phonogram cards as a review before presenting the newest card. Throughout the rest of the ten steps, the focus of the work is on recognizing the new phonogram by hearing the sounds, building the word, reading sentences with the phonogram, finding words within a word find that have the phonogram, listening for sounds of words containing the phonogram, spelling words with the phonogram and sentence dictation using words with the phonogram. Each 'Introductory Lesson" is followed by two "Reinforcement Lessons." There is a more thorough spiraling of previous learning within the "Reinforcement Lessons."
• The Grade 3 Level 6 Teacher’s Guide provides a cumulative review throughout the curriculum. For example, each daily lesson has a section called "Step 1: Phonogram Cards." Within this section, the teacher "reviews all previously learned phonogram cards" with the students. The "Independent Practice" section includes a cumulative review of previously learned concepts with activities such as "answering comprehension questions," "building words," "matching text to images," "drawing illustrations for sentences," and "writing sentences for newly learned words." The materials state, "While you are administering the Concept Assessment to students one at a time, the other students may complete independent practice for extra reinforcement of this lesson's concepts. The actual practice opportunities can be found in the student workbooks."

Evaluation for 4.3b
Practice opportunities include only phonics skills that have been explicitly taught.

• The Level 6 Teacher's Guide describes the relationship between taught and practiced phonics skills. "Each new concept is first presented in an "Introductory Lesson," then practiced in "Reinforcing Lessons" along with previously taught concepts." For example, "Introductory Lesson 5" focuses on "ought" and "aught." Students then practice identifying the ought/aught sound in the "Phonological Awareness Step 2", build "ought/aught" words such as "thought, fought, ought, sought, bought, and brought in Step 3, "Word Building," and decode words and read sentences with the aw sounds in them, such as "bought, ought, sought, naught, fraught, onslaught, haughty, and troubled."
• Each Level 6 Teacher’s Guide lesson provides opportunities to practice phonics skills. These skills align with the scope and sequence and provide the foundation for later lessons. This is reflected in the activities found in the Level 1 Workbook. For example, in Lesson 1, students are asked to decode words with a-" as a prefix, such as "about, " " abrupt, " " aback, " "ashamed, " and" afar. They are also asked to read sentences such as: "The aloof man wanted to be alone awhile."
• The Grade 3 Level 6 Teacher’s Guide includes a "Scope and Sequence" at the front of the book that lists the skills in the order they are taught. The S.P.I.R.E. Level 6 Workbook is designed for the student and also includes a list of skills students will be practicing at the front of the book. These skills are the same ones listed in the "Scope and Sequence" within the teacher materials. The students work exclusively on skills taught in their practice workbook. In "Step 2" of each lesson, the students practice phonological awareness using several different strategies, such as rhyming, segmentation, and blending. The "Step 2" activities are spiraled through during the following lessons. "Step 3 Word Building" allows students to manipulate letters to create different words.

Evaluation for 4.3c
Decodable texts incorporate cumulative practice of taught phonics skills.

• Materials include the practice of phonics through decodable texts. There are two sets of decodable texts to choose from for each level that follow the scope and sequence of the level. The Level 6 guide describes the two levels. "Set A Decodable Readers consists of illustrated versions of texts from the S.P.I.R.E. Workbook and are meant to be read after students have already been taught the unillustrated version of the story. Set B Decodable Readers are original titles that use concept skills from this level. They provide further practice of the concepts, and each can be introduced at any time after the concept has been taught." For example, the first decodable text in Set 6A is "The Shark," and the first text in Set 6B is "Amanda Has a Scare." Both feature the skills of prefix -a (alike), ending -a (camera), and suffix -able (huggable).
• In the S.P.I.R.E. Decodable Set 6A, students practice the skills introduced in the "Introductory Lessons" and the skills previously introduced. Students decode and practice comprehension and fluency. The first story starts with prefix a- and suffix -able as phonics pattern, and then they move on to other vowel teams, digraphs, and diphthongs such as ue/ew, ph, oi, oy, etc., while spiraling all previously taught skills throughout the various stories. The progression continues this way, building and spiraling skills throughout the decodable book. The roof of this spiraling can be found at the end of each story titled "Previously Taught Skills."

Evaluation for 4.3d
Lessons include an instructional focus with opportunities for practice in isolation and connected text.

• Materials include the practice of phonics through decodable texts. There are two sets of decodable texts to choose from for each level that follow the scope and sequence of the level. The Level 6 guide describes the two levels. "Set A Decodable Readers consists of illustrated versions of texts from the S.P.I.R.E. Workbook and are meant to be read after students have already been taught the unillustrated version of the story. The Set B Decodable Readers are original titles that use concept skills from this level. They provide further practice of the concepts, and each can be introduced at any time after the concept has been taught." For example, the first decodable text in Set 6A is "The Shark," and the first text in Set 6B is "Amanda Has a Scare." Both feature the skills of prefix -a (alike), ending -a (camera), and suffix -able (huggable).
• In the Level 6 Teacher's Guide, there are many opportunities for the teacher to guide students in practicing phonics skills through repeated phonogram cards and phonological awareness activities. In "Step 3," students practice word building using the phonemes and changing out phonemes to create new words. Students practice "Decoding and Sentence Reading" in "Step 4" of each lesson. "Steps 6 through 10" help students build reading fluency, comprehension, and spelling skills. "Step 10" is dictation practice. Students make dashes for each word they hear in a sentence and then attempt to write out each word.
• In "Step 3: Word Building," students build individual words at times, and at other times, they may build new words by making phoneme changes in known words." The materials also state, "At levels 2–6, students may also build and write words using the "Phoneme-Grapheme Sheet" and manipulatives." For example, in "Introductory Lesson 4: ph", Step 3: Word Building, "Students will use the Small Letter Set for their Manipulatives Kit to build words." Teachers are guided to say and build the word elephant and ask students how many syllables are heard in the word elephant. Students then move letters to spell the words with the letters in the manipulative kit and "glide their finger under the word, saying it fast." This process is repeated with the words "pharmacy, alphabet, dolphin, and telephone."

Evaluation for 4.4a
Materials include a variety of assessment tools that are developmentally appropriate.

• The materials provide several developmentally appropriate assessment tools for teachers and students to use to gauge the mastery of the skills presented in the lessons. For example, there is a Concept Mastery Fluency Drill. "These one-minute drills in Introductory Lessons are administered one-on-one with each student. They provide students with additional practice to cease automaticity and achieve increasing fluency." These assessments contain a list of words for students to decode using the skills they learned in the previous lesson. The materials state, "Test students one at a time. Select the students being tested and give the Concept Assessment 6.1-3a."
• The "S.P.I.R.E. Placement Test" booklet gives teachers directions for giving the placement tests to determine student levels. Students are assessed on phonograms and word lists. There are "Pre/Post" assessments with each "Level." The test is made up of four parts, including "reading decodable words and sentences, reading a decodable passage, responding to short-answer questions on the passage to assess comprehension and vocabulary." There is also a "Mid-Level Assessment" given halfway through the "Level."
• The Overview of Assessments in S.P.I.R.E. 4th Edition guide provides an overview of the assessments given within this curriculum. For example, it provides a variety of formal and informal assessment opportunities that allow administrators, parents, teachers, and students to track progress in fluency, concept mastery, spelling, and comprehension." The types of assessments used within this curriculum are "placement tests," "pre and post" tests to measure student mastery of concepts, "mid" tests that assess students before the end of the level, fluency assessments, and "concept" assessments that are given at the end of each "reinforcing" lesson to gauge students ability to connect concepts.

Evaluation for 4.4b
Materials include clear, consistent directions for accurate administration of assessments.

• Materials include an Assessment Guide for teachers that provides clear instructions for the administration of assessments. For example, for the "Level 4 Mid-Level Test," the "Overview" describes the two parts of the assessment, "Part 1: Spelling and Part 2: Decodable Words." For "Part 1: Spelling," teachers are guided, "Ensure that each student has a copy of Part 1 of the test; dictate the words to the group. After you dictate the word "watch," allow several seconds for students to write the word, and when completed, collect student work." A script is also provided, "To administer Part 1, state the following: 1. I will say a word, and you will write the word. Concept 1, Word 1 is awhile. Write awhile." The teacher is provided detailed instructions for test administration for the Pre/Post Assessments within the "Level 6 Teacher's Guide." The guide gives the teacher details on how to score the assessment. The guidance also gives directions on continuing to monitor student progress "on the Level 6 Assessment Summary Sheet."
• The "Level 6 Pre-/Post-Test Administration, Scoring, and Reporting" section of the Level 6 Assessment and Instruction Blackline Masters Book provides guidance for the teacher on how to clearly administer the "Pre-/Post-Tests." The materials state: Show the students Part 1 and direct the students to read the words from left to right. Do not stop the student, even if an error is made. Indicate errors by circling any misread words in the recording sheet. Sounded-out and self-corrected words are counted as correct.
• The "Level 6 Mid-Level Test Administration, Scoring, and Reporting" section of the Level 6 Assessment and Instruction Blackline Masters Book provides guidance for the teacher on how to clearly administer the "Pre-/Post-Tests." The materials state: Dictate the words to the group. After you dictate each word, allow several seconds for students to write the word. When completed, collect student work. 

Evaluation for 4.4c
Materials include progress monitoring tools that systematically and accurately measure students’ acquisition of grade-level phonics skills.

• Materials include a variety of assessments that are progress monitoring tools. Each level has a "Pre/Post Test" that "provides the opportunity to measure student mastery of level concepts by administering the same assessment before starting, and after completing the level." Each level also has a "Mid-Level Test" that "assesses student mastery of the concepts taught in the first half of the level, checking spelling and decoding skills, concept-by-concept." Materials also provide Concept Mastery FLuency Drills and Concept Assessments. The "fluency drills" are "one-minute drills that provide students with additional practice to increase automaticity and achieve increasing fluency with key, high-frequency decodable words." The Concept Assessments are "assigned at the end of each Reinforcing Lesson and assesses students' ability to decode words and sentences that connect the concept covered in those lessons and determine whether the student is ready to move to the next concept."
• The Grade 3 Level 6 Teacher’s Guide includes a "Mid-Level Test" administered after lesson 5 in the Level 1 Teacher Guide. This assessment, according to the S.P.I.R.E. 4E Assessment Level 2 Guide, "measures the retention of previously learned concepts in this level." The Level 6 Teacher's Guide provides assessment opportunities at the end of each "Introductory Lesson" and again at the end of the "Reinforcement Lessons." Teachers are given guidance on determining if a student is ready to move to the next level. A recording sheet is included in the back of the "Blackline Masters" titled "Level 6 Assessment Summary Sheet and the Concept Mastery Fluency Drill Summary Sheet." These sheets allow teachers to track student progress throughout the "Level." The "Level 2 Mid-Level Test " in the Level 4 Assessment and Instruction Blackline Masters Book was designed to support teachers in measuring students' "retention of previously learned concepts in the level.

Evaluation for 4.4d
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.

• Materials include a Mid-Level Test divided by concepts and consists of two parts: "Spelling and Decodable Words." For example, in the Level 3 Mid-Level Test, the assessment is divided into Concepts 1: so, he, fly. Students spell five words and decode ten words with this pattern and are scored out of 15. The assessment continues to "Concept 4: Consonant -le" and "Syllables," where students spell five words with this pattern and decode ten words. Each section is scored separately. The remainder of this assessment is "Concept 5: oa," "Concept 6: ai," and "Concept 7: ee."
• The Overview of Assessments in S.P.I.R.E. 4th Edition Guide provides an overview of the assessments given within this curriculum. The Overview of Assessments in S.P.I.R.E. 4th Edition Guide guide states that the S.P.I.R.E. curriculum "provides a variety of formal and informal assessment opportunities that allow administrators, parents, teachers, and students to track progress in fluency, concept mastery, spelling, and comprehension." The types of assessments used within this curriculum are "placement tests," "pre and post" tests to measure student mastery of concepts, "mid" tests that assess students before the end of the level, fluency assessments, and "concept" assessments that are given at the end of each "reinforcing" lesson to gauge students ability to connect concepts.
• The "Level 6 Pre-/Post-Test" is designed to determine student progress across the level. These assessments are aligned to grade-level instruction and can be used with the Mid-Level Test and the Concept Assessment to assess student progress. The materials state, "The Pre/Post-Test for each level provides the opportunity to measure student mastery of level concepts by administering the same assessment before starting and after completing the level."
• The "Level 6 Mid-Level Test " in the Level 6 Assessment and Instruction Blackline Masters Book was designed to support teachers in measuring students' "retention of previously learned concepts in the level." This midpoint can be used with the "Pre/Post-Tests" for each level, and the daily Concept Assessments used for progress monitoring.

Evaluation for 4.5a
Materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction.

• The materials provide a recording form or summary sheet for every assessment within each level. "All assessments are supported by recording forms that can be customized for each student." For example, the Concept Recording Form has a place to record the Lesson number and the number of single words and sentences read correctly. The form has a formula that allows teachers to determine if the student has mastered each concept at 80% and is ready to move on to the next concept. Another example is the S.P.I.R.E. Level 6 Assessment has several options for assessment tools. "Pre/Post Assessments, Mid-Level Assessments, and Concept Assessments." Each of these tools has recording sheets for teachers to track student progress.
• The S.P.I.R.E. STAR Overview," Getting Started," and "Tutorial" include all of the lessons and assessments available in an online tool. The guide gives several screenshots and descriptions of how to "Analyze Reports" that are recorded online.
• The materials provide a S.P.I.R.E., Ancillary Content, and Fluency Tracking Sheet to track individual student progress throughout Level 6. The materials state, " All assessments are supported by recording forms that can be customized for each student." Summary and Tracking Sheets support progress monitoring throughout the level. While there are tools to be used to track individual progress monitoring data, there is no guidance regarding instructional decisions on acceleration.
• The Grade 3 S.P.I.R.E. Level 6 Blackline Master includes the "Concept Recording Form," "Level 1 Assessment Summary Sheet," "Concept Mastery Fluency Summary Sheet," and "Fluency Tracking Sheet" to track individual progress.

Evaluation for 4.5b
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.

• The materials provide a S.P.I.R.E., "Ancillary Content," and Fluency Tracking Sheet to track individual student progress throughout Level 6. The materials state, " All assessments are supported by recording forms that can be customized for each student." The Summary and Tracking Sheets support progress monitoring throughout the level. While there are tools to track individual progress monitoring data, there are no tools to track trends across whole-class data. The only tool that tracks data for a whole class must be purchased separately through the STAR Digital component. While there are tools to track individual progress monitoring data, there are no tools to track trends across whole-class data.

Evaluation for 4.5c
Materials include specific guidance on determining frequency of progress monitoring based on students’ strengths and needs.

• Materials do not include specific guidance on determining the frequency of progress monitoring based on students' strengths and needs. The Grade 3 Level 6 Teacher Guide includes a "Mid-Level Test" administered after "Lesson 5" in the Level 1 Teacher Guide. This assessment, according to the S.P.I.R.E. 4E Assessment Level 1 guide, "measures the retention of previously learned concepts in this level." After each "Reinforcing Lesson," teachers are instructed to prepare to administer the "Concept Assessment" to students who scored 80% or better on the previous concept assessment.

Evaluation for 4.5d
Materials include guidance on how to accelerate learning based on the progress monitoring data to reach mastery of specific concepts.

The Level 6 Teacher's Guide and Blackline Masters provide daily 

Evaluation for 5.B.1a
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice).

• The materials do not include explicit and systematic instructional guidance on developing oral language and oracy. However, they do include examples of phonological activities. For example, in the Level 6 Teacher's Guide, the ten steps that each lesson contains are listed. Guidance and opportunities for oral language and oracy development are found within several of the steps. For example, "Steps 1 and 2" spend 10 minutes reviewing phonogram cards and a "phonological awareness" activity such as "rhyme," providing "sound categorization/identification," rhyme categorization," "blending," sound providing," and "segmentation." "Step 1" continues to introduce new phoneme cards and spiral through previous cards. "Step 2" continues to work on "Phonological Awareness" activities such as rhyming, segmenting, and blending. Each level follows the same pattern in presenting, reviewing, and independent practice for student instruction. "Students may be asked to change a word by saying it while touching the word bubble labeled 'old' and then saying the new word and touching the word bubble labeled 'new.' "Steps 7–10 " involve sound dictation, repelling, spelling, and sentence dictation. In these steps, students "repeat ten dictated sounds." name the letters for each sound." and then "write the letters." naming them again as they write." When the dictation is complete, "students read back all ten letter-sounds, naming the letter and saying the sounds." Students spell the dictated words by saying each word, writing it on their palm, and writing the word on their paper.
• Students practice oral speaking through phonics and phonemic awareness activities, but the materials do not include instructional guidance on developing oral language and oracy through a variety of methods. For example, in Lesson 9- Step 1 Phonogram Cards, students are taught the proper pronunciation through listening and speaking. The teacher introduces the grapheme and provides explicit instruction regarding pronunciation; then, students practice doing the same. The materials state, "Look at the picture of some coins. The key word is coins. Say coins. (coins) What sound does the vowel team /oi/ make in the word coins? (/oy/) That's right. The vowel team oi makes the sound /oy/ in coins...Listen and watch as I say this vowel team's name and sound: oi, /oy/. Have students repeat oi and /oy/ several times."
• The Grade 3 Level 6 Teacher’s Guide has a section called "Step 4: Decoding and Sentence Reading." Within this section, teachers allow students to practice oral language skills through guided practice by addressing "challenging words that students will come across in the lesson" and "synonyms, homonyms, and multiple-meaning words."

Evaluation for 5.B.1b
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences.

• The materials include opportunities for students to engage in academic communication for different purposes and audiences. For example, the Grade 3 Level 6 Teacher’s Guide materials include scripted lessons with opportunities for students to engage in social communication by responding to questions that allow students to make connections and build background knowledge before reading. The materials state, "Why do you think most teenagers who have jobs also go to school and have part-time jobs and not full-time jobs? (Answers will vary) Think about the people you know who work. Where do they work? What do they do? (Answers will vary) What does it mean to be a good employee?" In "Step 6 Reading," students begin the reading activity with the teacher's help. As students become more comfortable with the sentences, they are encouraged to read the sentences to each other. In "Step 10 Independent Practice," the instructions have students turn to a page in their workbook. "Discuss the illustration, prompting them to tell what they remember about the passage."
• In the Level 6 Teacher's Guide, there are several opportunities for students to Engage in communication with the group and with the teacher through "Step 1 through Step 4." "Step 1" continues to introduce new phoneme cards and spiral through previous cards. "Step 2" continues to work on "Phonological Awareness" activities such as rhyming, segmenting, and blending. "Steps 3 and 4" have students "Word Building, Decoding and Sentence Reading." Each level provides opportunities for students to speak within the group. Opportunities are provided for students to engage in academic communication for different purposes in each Level lesson. For example, in Level 6, Introductory Lesson 1: Prefix a-, Step 6 Reading has students identify words with the prefix a- in them. Students take turns reading their circled words aloud. They repeat this with sentences that contain prefix a- words, reading the words and then the sentences that contain the words.
• The materials include opportunities for students to engage in academic communication for different purposes and audiences. For example, the Grade 3 Level 6 Teacher’s Guide materials include scripted lessons with opportunities for students to engage in academic communication by verbally responding to comprehension questions about a sentence they read. The materials require students to respond to the following questions: "What was the kitten playing with?" "What will the tale be about?" "Where is the belt of asteroids?" The materials do not include opportunities for students to engage in social communication for different purposes and audiences. 

Evaluation for 5.B.1c
Materials include authentic opportunities for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas.

• Materials include authentic opportunities for students to listen actively and engage in discussion to understand information, as well as share information and ideas. For example, the Grade 3 Level 6 Teacher’s Guide materials include scripted lessons with opportunities for students to listen to words and respond by segmenting the words into individual phoneme sounds. The materials state, "This is the word Floyd. What is the word? (Floyd) In the word Floyd, what letter says /f/? (f) In the word Floyd, what letter says /l/? (l) In the word Floyd, what letter says /oy/?..." For example, under the Phonics and Word Recognition section, the activity Beginnings and Endings allows students to sort words by prefix or suffix, write the words in a journal, swap their list with a partner and read the words aloud, and finally discuss and add more words to the list beyond what is found in the book.
• The S.P.I.R.E. Decodable Reader Teacher’s Guide addresses the "Foundational Skills Activities" implemented with the curriculum readers. The guide states that students have the opportunity to engage in actively listening, asking questions, and engaging in discussions through activities such as "It's a Book," "Sentence Style," and "Rhyme Time." For 3rd grade, the guidance given is for "Phonics and Word Recognition and Fluency."
• Materials include authentic opportunities for students to listen actively and engage in discussion to understand information, as well as share information and ideas. Each lesson in the Level 6 Teacher's Guide provides "Step 6 Reading Comprehension." In this step, students discuss a passage they have read independently. Some of the lessons include a graphic organizer for the information gathered from the text. Some discussion happens before reading the passages. While there are opportunities for students to respond and engage in some conversations, no evidence has been found showing students asking questions.

Evaluation for 5.C.1a (grade K only)
Materials include a systematic sequence for introducing letter names and their corresponding sounds. (PR 2.A.1)

Evaluation for 5.C.1b (grade K only)
Materials include guidance for the teacher to provide explicit (direct) instruction for teaching and developing student automaticity in the identification of the 26 letters of the alphabet (upper and lowercase) and their corresponding sounds. (PR 2.A.1)

Evaluation for 5.C.1c (grade K only)
Materials include guidance for the teacher to provide explicit (direct and systematic instruction for letter formation for the 26 letters of the alphabet (upper and lowercase). (PR 2.A & 2.A.3)

Evaluation for 5.C.1d (grade K only)
Materials include a variety of activities and resources (including the use of memory-building strategies) for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (PR 2.A & 2.A.3)

Evaluation for 5.C.2a
Materials explicitly (directly), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding. (PR 2.A.1)

• The Grade 3 Level 6 Teacher’s Guide is what S.P.I.R.E. calls a "Spiraling Curriculum." S.P.I.R.E. states, "S.P.I.R.E. is unique in its depth and intensity, providing the resources needed to differentiate instruction. Recently learned concepts are spiraled into all lessons that follow, thus providing additional practice with all previously taught skills. Students have many opportunities to build on their knowledge by reading decodable and sight words from the previous lessons, words from earlier in the level, and all words from previous levels. These listed practice opportunities allow students to engage in decoding and encoding activities.
• The Level 6 Teacher’s Guide explains that "S.P.I.R.E. gradually moves students through a developmental process from emergent levels of literacy to early reading to accomplished, fluent reading." This is apparent in the way Level 4 builds upon the previous units, adding more complex sound-spelling patterns to their knowledge base. There is a "table of contents" that shows the order of the lessons, including the decodable readers that accompany each lesson. As students move through the lessons, each lesson reviews previously taught phoneme cards prior to adding the new learning for the day.
• In the Level 6 Teacher's Guide, each lesson follows a ten-step lesson cycle that provides the teacher with a script to follow and other examples to use during the lesson. For example, "Listen and watch as I say this prefix's name and its sound a-, /u/."

Evaluation for 5.C.2b
Materials include guidance for the teacher to provide explicit (direct) instruction focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2)

• The Grade 3 Level 6 Teacher’s Guide provides explanatory feedback for the instructor to ensure that the sound for the ending is pronounced correctly - like /u/. It gives students corrective feedback examples if they incorrectly produce the sound. In the Level 6 Teacher's Guide, explicit instruction is on connecting phonemes to make words: "Let's build words and then add suffix a- to change the word's meaning." The evidence of teacher information for common errors and misconceptions begins in the "Introductory Lesson." It is a short statement giving the teacher some background, such as "Lesson 2 Ending -a teaches students when a is the last letter of a multisyllabic word the a is pronounced /u/." There is evidence of detailed lessons that script what the teacher should say and what the teacher should expect from students as a response.
• In the Level 6 Teacher's Guide, the evidence of teacher information for common errors and misconceptions is at the beginning of the "Introductory Lesson." It is a short statement giving the teacher some background, such as "Lesson 2 Ending -a teaches students when a is the last letter of a multisyllabic word the a is pronounced /u/." There is evidence of detailed lessons that script what the teacher should say and what the teacher should expect from students as a response.
• The materials include scripted lesson plans that guide the teacher to provide direct and explicit instruction to connect phonemes to letters within words. The materials state, "This is the consonant team ph, and it makes the sound /f/. Can anyone name another consonant team and its sound? (Sample answers: th, /th/; ch. /ch/; sh, /sh/) The key word is dolphin. Say dolphin. (dolphin) Do you see the consonant team ph in the middle of the word? (yes)" What sound does ph make in the word dolphin? /f/ Listen and watch as I say the letter team's name and sound: ph, /f/."

Evaluation for 5.C.2c (grades 2 and 3 only)
Materials include a variety of activities and resources for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and decodable connected text. (PR 2.A & 2.A.3)

• The Leveled Teacher's Guide gives the teacher instructions on utilizing several instructional methods throughout the lesson. The lessons utilize "letter cards," "word cards," "whiteboards," "letter markers," "worksheets," "finger motions," "modeling," "decodable readers," "graphic organizers," and "dictation recording sheets." The teacher is also instructed to utilize writing, using manipulatives, hand motions, repeating, and listening for phonological awareness. The Grade 3 Level 6 Teacher’s Guide is what S.P.I.R.E. calls a "Spiraling Curriculum." S.P.I.R.E. states, "S.P.I.R.E. is unique in its depth and intensity, providing the resources needed to differentiate instruction. Recently learned concepts are spiraled into all lessons that follow, thus providing additional practice with all previously taught skills. Students have many opportunities to build on their knowledge by reading decodable and sight words from the previous lessons, words from earlier in the level, and all words from previous levels. These listed practice opportunities allow students to engage in decoding and encoding activities. Students practice "Decoding and Sentence Reading" in "Step 4" of each lesson. "Steps 6 through 10" help students build reading fluency, comprehension, and spelling skills. "Step 10" is dictation practice. Students make dashes for each word they hear in a sentence and then attempt to write out each word.
• The S.P.I.R.E. Decodable Readers Teacher's Guide has specific directions on the best ways to utilize the readers. At the beginning of the teacher's guide is a section titled "What Makes a Book "Decodable." This section helps the teacher by listing the focus concepts and other phonemic skills necessary to read the text. Each set of books is listed at the back of the book by "Level," listing each title included for each set. Each "Level" has two sets of books. At the end of the lesson in the "Independent Practice of Step 10," there is guidance for the teacher, letting them know which
• In the Level 6 Teacher’s Guide, Step 4 is always "Decoding and Sentence Reading." This step allows students to practice reading decodable words in isolation and context. The materials state, "Put your finger under the first word and say it aloud. (clue) Underline the vowel team. What is the name of the vowel team (oo)? What sound does the vowel team we make? (/oo/). Point to each letter, team, prefix, or suffix and say its sound or sounds. ( /k//l//oo/) Go back to the beginning of the word and glide your finger under it, saying it fast. (clue)" In the Level 6 Teacher's Guide, Step 6 always refers to reading or reading comprehension. This step allows students to practice reading decodable words in context. For example, in Reinforcing Lesson 13a, students are asked to read a passage from their workbook titled: "Honeybees." The decodable texts within S.P.I.R.E. are also 100% decodable, which allows for the spiraling of previously taught skills within each decodable reader and passage.

Evaluation for 5.C.2c (grades K and 1 only)
Materials include a variety of activities and resources for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable words in isolation and decodable connected text. (PR 2.A & 2.A.3)

Evaluation for 5.D.1a (grades K–2 only)
Materials include a systematic sequence for introducing phonological awareness activities in accordance with gradelevel TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables). (PR 2.A.1)

Evaluation for 5.D.1b (grades K–2 only)
Materials include explicit (direct) instruction for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2)

Evaluation for 5.D.1c (grades K–2 only)
Materials include a variety of activities and resources (including the use of memory-building strategies) for students to develop, practice, and reinforce phonological awareness skills connected to grade-level TEKS (through cumulative review). (PR 2.A & 2.A.3)

Evaluation for 5.D.2a (grades K–2 only)
Materials include a systematic sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and gradually transitions to more complex manipulation practices such as adding, deleting, and substituting phonemes. (PR 2.A.1)

Evaluation for 5.D.2b (grades K–2 only)
Materials include explicit (direct) instruction for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2)

Evaluation for 5.D.2c (grades K–2 only)
Materials include explicit (direct) guidance for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (PR 2.A.1)

Evaluation for 5.D.2d (grades K–2 only)
Materials include a variety of activities and resources for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (PR 2.A & 2.A.3)

Evaluation for 5.E.1a
Materials include a systematic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS. (PR 2.A.1)

• Each Teacher's Guide, Level 1–6, states, "S.P.I.R.E. provides a sequence lesson-plan structure that gradually moves students through a developmental process from emergent levels of literacy to early reading to accomplished, fluent reading." Each level provides a systematic sequence for grade-level sound-spelling patterns. For example, Level 6 begins with the prefix a-. Ending -a, suffix -able, ph, ought, and aught. The level continues with ue, ew, tu, oi, oy, aw, au, and ey. The level concludes with kn, wr, mb, gh, gu, suffix -age, and open syllables a/CV, i/CV, o/CV,u/CV, and e/CV. The Grade 3 Level 6 Teacher’s Guide includes a "Scope and Sequence" guide that explains the order in which sounds are taught and the method of progression. Students continue to spell words with short vowels, silent e words, final stable syllables, vowels r and are, adding words with open syllables in multisyllabic words and words with prefixes. The materials have a systematic approach to introducing sound-spelling patterns that match the TEKS.
• In the Level 6 Teacher's Guide, students are working with prefixes, combinations, and open syllables. By this level, students are actively applying previously taught phonics to be able to decode and encode words with more complex patterns. Materials include lessons and actnot scoredivities that systematically teach phonics skills and concepts, from simple to complex, across the year. For example, In the Level 6 Teacher's Guide, the scope and sequences outline how students learn more complex multisyllabic word patterns, diphthongs, and additional prefixes and suffixes.

Evaluation for 5.E.1b
Materials include guidance for the teacher to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1)

• "The Teacher's Guide, " the central resource for teaching at each level, offers step-by-step support for each concept. Explicit, teacher-led instruction is provided in an easy-to-follow format for every part of the S.P.I.R.E. ten-step lesson." For example, in Level 6, Reinforcing Lesson 4a: ph, Step 3: Word Building, teachers are guided to say, "Say sulfur. How many syllables do you hear in the word sulfur? What is the first syllable you hear in the word sulfur? Let's build the first syllable. What is the first sound you hear in the syllable /sul/?" The Grade 3 Level 6 Teacher’s Guide includes guidance for the teacher to provide direct and explicit instruction for grade-level sound-spelling patterns. Each lesson has a part called "Step 9: Spelling." Before the teacher begins giving teaching instructions to students, there is an italicized print that gives teachers specific guidance on how to introduce the specific pattern for that lesson. This part of the lesson also has a bold print, which indicates the items teachers are specifically saying to students, and then gray words that are potential student responses.
• In Level 6 Teacher's Guide, each lesson introduces a new phonogram card for new learning and a spiraling of previous phoneme cards. The students then practice using that phoneme in the phonological awareness step of the lesson and then use the same phoneme when working on word building, such as the prefix -a. In "Step 1" of the lesson, students are introduced to the prefix -a. The teacher presents the word "alike" as the sample word they will work with. In "Step 2," students practice saying a word with the prefix -a and then manipulating the sound by deleting portions of the word. In "Step 3," students practice segmenting the sounds for ff words, such as asleep, and then blending them while using the "small letters" provided in the "Student Manipulative Kit.
• "The materials include specific and precise terms, phrasing, and statements that teachers can use during core instruction. For example, the Level 6 Teacher’s Guide materials state, "When you attach a prefix to a word or word part, the prefix changes its meaning. Prefix a- has many meanings. The most common meaning is not or without. " For example, in the Level 6 Teacher's Guide, the materials state, "This is the consonant team ph, and it makes the sound /f/...Display KeyWord Sheet ph. The keyword is dolphin."

Evaluation for 5.E.1c
Materials include a variety of activities and resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1)

• The Grade 3 Level 6 Teacher’s Guide includes various activities for students to practice and develop grade-level appropriate sound-spelling patterns. Within this guide, students have several avenues for practicing sound-spelling patterns, such as orally spelling phonemes in the "Step 8: Prespelling" portion of the lessons and then moving on to student writing dictated words and sentences in "Step 9: Spelling." In the Level 6 Teacher's Guide, the lesson has several steps where students develop, practice, and reinforce spelling patterns in the "Steps 1–10" of each lesson. Students develop the letter-sound knowledge in "Step 1" using the phonogram cards and then progress to recognizing the sounds in words in "Step 2, Phonological Awareness." Students practice using the letters and sounds in the word-building step and then practice decoding in "Step 4" by reading sentences. Students have the spelling patterns reinforced in "Steps 6 through 10" by reading practice provided in the workbook, sound dictation, spelling activities, and ending with sentence dictation.
• The materials include activities for students to review, practice, and reinforce their knowledge of grade-level sound-spelling patterns. For example, the Level 6 Teacher’s Guide materials develop students' understanding of sound-spelling patterns through explicit instruction: "When you attach a prefix to a word or word part, the prefix changes its meaning. Prefix a- has many meanings. The most common meaning is not or without." Then, students practice utilizing what they have been taught through the word-building phase of the lesson, where students use letter tiles to build words. Finally, students reinforce learning through the workbook pages in their Level 6 Workbooks. Another example is found in the Level 6 Teacher’s Guide the materials to develop students' understanding of sound-spelling patterns through explicit instruction: "This is the consonant team ph, and it makes the sound /f/...Display Keyword Sheet ph. The keyword is dolphin." Then, students practice utilizing what they have been taught through the word-building phase of the lesson, where students use letter tiles to build words. Finally, students reinforce learning through the workbook pages in their Level 6 Workbooks.
• The materials do not include a variety of resources for students to develop, practice, and reinforce grade-level sound-spelling patterns.

Evaluation for 5.E.1d
Materials provide a variety of activities and resources to support students in decoding and encoding words that include taught sound-spelling patterns, both in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3)

• The Grade 3 Level 6 Teacher’s Guide includes various activities for students to practice and develop grade-level appropriate sound-spelling patterns. Within this guide, students have several avenues for practicing sound-spelling patterns, such as orally spelling phonemes in the "Step 8: Prespelling" portion of the lessons and then moving on to student writing dictated words and sentences in "Step 9: Spelling." In the Level 6 Teacher's Guide, the lesson has several steps where students develop, practice, and reinforce spelling patterns in the "Steps 1–10" of each lesson. Students develop the letter-sound knowledge in "Step 1" using the phonogram cards and then progress to recognizing the sounds in words in "Step 2, Phonological Awareness." Students practice using the letters and sounds in the word-building step and then practice decoding in "Step 4" by reading sentences. Students have the spelling patterns reinforced in "Steps 6 through 10" by reading practice provided in the workbook, sound dictation, spelling activities, and ending with sentence dictation.
• The materials include activities for students to review, practice, and reinforce their knowledge of grade-level sound-spelling patterns. For example, the Level 6 Teacher’s Guide materials develop students' understanding of sound-spelling patterns through explicit instruction: "When you attach a prefix to a word or word part, the prefix changes its meaning. Prefix a- has many meanings. The most common meaning is not or without." Then, students practice utilizing what they have been taught through the word-building phase of the lesson, where students use letter tiles to build words. Finally, students reinforce learning through the workbook pages in their Level 6 Workbooks. Another example is found in the Level 6 Teacher’s Guide the materials to develop students' understanding of sound-spelling patterns through explicit instruction: "This is the consonant team ph, and it makes the sound /f/...Display Keyword Sheet ph. The keyword is dolphin." Then, students practice utilizing what they have been taught through the word-building phase of the lesson, where students use letter tiles to build words. Finally, students reinforce learning through the workbook pages in their Level 6 Workbooks.
• The materials do not include a variety of resources for students to develop, practice, and reinforce grade-level sound-spelling patterns.

Evaluation for 5.E.2a
Materials include a systematic sequence for introducing regular and irregular high-frequency words. (PR 2.A.1)

• The materials provide a systematic sequence for introducing decodable high-frequency words (regular high-frequency) and sight words (irregular high-frequency). The decodable high-frequency words are introduced in the order of the lesson sounds introduced. For example, in Level 6, Introductory Lesson 1: "Prefix a," decodable words introduced are "about," "along," "ago," "away," "agree," "alert," "asleep," and "around." The words then start with a spiral throughout the lessons once introduced. "Students have many opportunities to build on their knowledge by reading decodable and sight words from the previous lesson, words from earlier in the level, and words from all previous levels." The sight words (irregular high-frequency words) are introduced in developmental order. For example, in Level 1, sight words include "of," "into," and "who," and Level 6 sight words include "laugh," "tough," "beauty," and "build."
• The materials include brief lessons on targeted words and limit the number of regular and irregular words introduced in a single lesson or week. For example, in the "The S.P.I.R.E. Lessons" section of the Level 6 Teacher's Guide, the materials explain their approach to introducing and teaching sight words systematically. It states, " Students are introduced to any new sight words and up to ten decodable words. Review new sight and decodable Word Cards, as well as previously taught." This will always occur during the Reinforcing Lessons in the unit.
• In the Level 6 Teacher's Guide, the "Reinforcing" lessons under "Step 1 Phonogram Cards" are where sight words are introduced using the red word cards to signify that these words cannot be sounded out. The "Reinforcement Lesson for ph" is where the sight words for laugh and tough since they also make an f sound. In this same portion of the lesson, students are shown decodable words that are not frequently used and how they would decode the words. tion for the encoding. The Grade 3 Level 6 Teacher’s Guide includes "Concept Mastery Fluency Drills" assessments that "provide students with additional practice to increase automaticity and fluency with key, high-frequency decodable words." The Grade 3 Level 6 Teacher’s Guide includes a section within each "Reinforcing Lesson" called "Phonogram Cards." Within this component of each lesson, students are "introduced to any new sight words." In each lesson, students review previously learned sight words in the "Phonogram Cards" section."

Evaluation for 5.E.2b
Materials include guidance for the teacher to provide explicit (direct) instruction for decoding and encoding regular and irregular high-frequency words. (PR 2.A.1)

• Materials include guidance for teachers to provide explicit instruction for decoding regular high-frequency words and decoding irregular high-frequency (sight words). No evidence is found for guidance in encoding regular or irregular high-frequency words. Each lesson contains word cards corresponding to the lesson focus sound and sight word cards. Teachers are guided to display the sight word card and given a script to read to explain the irregular high-frequency word. For example, in Level 6, Reinforcing Lesson 4b: ph, Step 1: Phonogram Cards, teachers are directed to "Review Sight Word Card 173–177" and "Remind students that they can sound our words on the green cards, but they must stop and ask if they do not remember words on red cards." Regular high-frequency words are used in the other components of the lesson, such as word building, decoding, and sentence building, as well as spelling, spelling, and sentence dictation.
• In the Level 6 Teacher's Guide, the instruction regarding decoding and encoding high-frequency words. The color cards are used daily in the instruction. Green cards are fully decodable words, yellow cards are for less common pronunciations, and red are sight words. No evidence was found that differentiates high-frequency words as regular or irregular. The lessons guide how to decode or recognize a sight word. No evidence was found for direct instruction for encoding high-frequency or sight words. Students spell these words in the sentence dictation part of the lesson, but there is no evidence of teacher instruction guiding students. When the sight word cards or the decodable word cards are introduced, the teacher starts by reading the word to the students, such as "This is the word about. Say about. (about). Do you see the /u/ sounds in the word about are spelled with the prefix a-?"
• The Level 6 Teacher’s Guide guides decoding high-frequency words. The materials state, " Today, you will also learn some new words. These are important because you see them often when you read. They are on green cards because you can sound out these words." The guidance does not provide explicit instruction on strategies to tackle irregular words, such as some parts being decodable while others having to be memorized. They simply ask students to memorize irregular words. The Level 6 Teacher’s Guide guides decoding high-frequency words. The materials state, " Today you will also learn a new sight word. It is on a red card because if you try to sound out the word, it will not make all the expected sounds. You have to memorize a sight word. If you forget what a word on a red card says, I will help you." The guidance does not provide explicit instruction on strategies to tackle irregular words, such as some parts being decodable while others having to be memorized. They simply ask students to memorize irregular words.

Evaluation for 5.E.2c
Materials include a variety of activities and resources for students to develop, practice, and reinforce skills to decode and encode regular and irregular high-frequency words (through cumulative review). (PR 2.A.1 & 2.A.3)

• The materials provide activities and resources to develop, practice, and reinforce regular and irregular high-frequency words. Although the distinction between the two types of high-frequency words is not stated in the materials, regular and irregular high-frequency words are included in decoding activities. Regular high-frequency words are included in encoding activities; however, there is no evidence of opportunities to encode irregular high-frequency words. For example, in Level 5, lessons incorporate "Word Cards" to practice decoding. The word cards are separated by colors to indicate decodable words (green and yellow), such as about, agree, ago, across, and around. "Sight Words" (red) include journey, knowledge, tomb, and courage. These cards are used in the Reinforcing Lessons to practice and reinforce decoding these words. In Steps 9 and 10 of each lesson, students are asked to spell words, some of which are regular high-frequency words. For example, in Reinforcing Lesson 9-10a: oi, oy, students are asked to spell the words coin, poison, flowers, convoy, growing, destroyed, disappoint, galloped, and Roy. Also, in the same lesson, students write dictated sentences such as "This soil is good for growing flowers." and "A convoy of trucks pulled into the highway."
• In the Level 6 Teacher's Guide, the instruction regarding decoding and encoding high-frequency words. The color cards are used daily in the instruction. Green cards are fully decodable words, yellow cards for less common pronunciations, and red are sight words. After the introduction, students have several opportunities to practice the words in word building and sentence decoding in the following lesson steps. In the student workbook, students have opportunities to read the words in isolation and in sentences. They use the words to complete sentences and to read them in word finds. They also reinforce the skills in the dictation portion of the lessons. No evidence was found that differentiates high-frequency words as regular or irregular. The lessons guide how to decode or recognize a sight word. No evidence was found for direct instruction for encoding high-frequency or sight words. Students spell these words in the sentence dictation part of the lesson, but there is no evidence of teacher instruction guiding students. When the sight word cards or the decodable word cards are introduced, the teacher starts by reading the word to the students, such as "This is the word about. Say about. (about). Do you see the /u/ sounds in the word about are spelled with the prefix a-?"
• The Level 6 Workbook includes activities and resources to support teachers in developing, practicing, and reinforcing students' ability to decode both regular and irregular high-frequency words. One example of the materials is the daily "Word and Sentences" page, which allows students to practice reading high-frequency words in context. The Level 6 Teacher’s Guide has activities and resources to support teachers in practicing and reinforcing students' ability to encode both regular and irregular high-frequency words. One example in the materials is "Step 10: Sentence Dictation." The materials state: "Listen carefully as I say a sentence, and watch as I make a dash on the board for each word. 1. Amanda stayed alert during class." Each sentence includes both the high-frequency words taught in that lesson and the focus phonics skill taught in that lesson. The materials allow students to practice and reinforce what has been taught, but they lack the explicit instruction that develops student understanding.

Evaluation for 5.E.2d
Materials include a variety of activities and resources (including the use of memory-building strategies) 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). (PR 2.A.1)

• The materials include various activities and resources for students to recognize and read high-frequency words in isolation (e.g., word cards) and connected text (e.g., within sentences or decodable texts). For example, in the Level 6 Word Cards set, words that students read and recognize in isolation include about, awake, across, asleep, alone, and awhile." In Introductory Lesson 2: Ending -a, Step 6: Reading, students read the sentences, "Amanda loved reading about the flora of Alaska." "Stella kept her camera in the pocket of her parka." and I take my camera and my umbrella everywhere." In Step 9: Spelling, students are given the opportunity to spell words in isolation, some of which are high-frequency words. In this example, the words spelled in isolation are "banana," "parka," "camera," "panda," "vanilla," "Alaska," "orca," "gorilla," "extra," and "umbrella."
• The Grade 3 Level 6 Teacher’s Guide includes "Concept Mastery Fluency Drills" assessments that "provide students with additional practice to increase automaticity and achieve increasing fluency with key, high-frequency decodable words." The S.P.I.R.E. Leveled Guides also include a variety of activities for students to be introduced to and practice high-frequency words, such as the phonogram card portion of the lessons, students' activity word finds, decodable passages, decodable sentences, and level decodable texts. The Grade 3 Level 6 Teacher’s Guide includes a section within each "Reinforcing Lesson" called "Phonogram Cards." Within this component of each lesson, students are "introduced to any new sight words." In each lesson, students review previously learned sight words in the "Phonogram Cards" section." The S.P.I.R.E. Leveled Guides also include a variety of activities for students to be introduced to and practice high-frequency words, such as the phonogram card portion of the lessons, students' activity word finds, decodable passages, decodable sentences, and level decodable texts.
• In the Level 6 Workbook, there are activities and resources to support teachers in developing, practicing, and reinforcing students' ability to decode both regular and irregular high-frequency words. One example in the materials would include the fluency passage page, which allows students to practice decoding both the focus phonics skill and the high-frequency words that have been taught in context. The Level 6 Teacher’s Guide has activities and resources to support teachers in practicing and reinforcing students' ability to encode both regular and irregular high-frequency words. One example in the materials would include "Step 10: Sentence Dictation." The materials state: "Listen carefully as I say a sentence, and watch as I make a dash on the board for each word. 1. Amanda stayed alert during class." Each sentence includes both the high-frequency words taught in that lesson and the focus phonics skill taught in that lesson. Each sentence consists of the high-frequency words taught in that lesson and the focus phonics skill taught in that lesson. While the lessons support students writing words in context, the materials lack opportunities for students to practice writing high-frequency words in isolation.

Evaluation for 5.E.3a (grade 1 only)
Materials include a systematic sequence for introducing grade-level syllable types, as outlined in the TEKS. (PR 2.A.1)

Evaluation for 5.E.3a (grades 2 and 3 only)
Materials include a systematic sequence for introducing grade-level syllable types and division principles, as outlined in the TEKS. (PR 2.A.1)

• As the TEKS outlines, the materials provide an instructional sequence for encoding and decoding single-syllable and multisyllabic words. For example, in the Grade 3 Level 6 Teacher's Guide, the materials continue to teach vowel team sound-spelling patterns /syllable types and diphthongs, building upon previously taught skills. The materials also focus on several lessons on open syllables in multisyllabic words. The various syllable types, as well as when they are taught, can also be found on the S.P.I.R.E. Pattern Mark-Ups page. 
• The Grade 3 Level 6 Teacher's Guide introduces and provides instruction and review on the "Open Syllable" types. For example, "Reinforcing Lessons 17–21" includes additional practice for students to manipulate and read words with open syllables, which are single-syllable and multisyllabic. 
• The materials do not include a systematic sequence for introducing grade-level syllable division principles, as outlined in the TEKS. The Grade 3 Level 6 Teacher's Guides include a section called "Prereading" within each lesson. In this step, students answer questions about the multisyllabic word without applying syllabication principles. For example, in Level 6, Lesson 4 the teacher writes the word dolphin on the board. The teacher tells the students the word and then the students answer a series of questions about the word. For example, the script asks, "How many syllables do you hear? What is the first syllable? In the first syllable, what letter says /d/?"

Evaluation for 5.E.3b (grade 1 only)
Materials include guidance for the teacher to provide explicit (direct) instruction for applying knowledge of syllable types to decode and encode one-syllable or multisyllabic words. (PR 2.A.1)

Evaluation for 5.E.3b (grades 2 and 3 only)
Materials include guidance for the teacher to provide explicit (direct) instruction for applying knowledge of syllable types and syllable division principles to decode and encode one-syllable or multisyllabic words. (PR 2.A.1)

• The materials do not provide guidance for applying knowledge of syllable types or syllable division principles to encode multisyllabic words. The materials contain two specific lessons for decoding and encoding using syllable division that are located in the grade 2 materials. 
• The materials do not provide guidance for applying knowledge of syllable types or syllable division principles to decode multisyllabic words. In Level 6 Teacher's Guide, teachers are given the following as the script for decoding words: "Put your finger under the first word and say it aloud. (awakened) Underline the vowels, draw a box around any prefixes or suffixes, mark any magic e's, and draw a line between any syllables." There is no guidance for explicit instruction about syllabication.
• Materials include guidance for the teacher to provide explicit instruction for applying knowledge of syllable types to decode and encode words. In Level 6, Lesson 9, the teacher introduces oi. The teacher displays phonogram card 110 and says, "This is the vowel team oi, and it makes the sound /oy/…The oi spelling is usually found at the beginning or in the middle of a syllable or word." The lesson continues with students applying the vowel team oi to decode one-syllable and multisyllabic words. Students encode one-syllable words.

Evaluation for 5.E.3c
Materials include a variety of activities and resources for students to develop, practice and reinforce skills to decode and encode one-syllable or multisyllabic words (through cumulative review). (PR 2.A.1 & 2.A.3)

• The materials include various activities and resources for students to develop, practice, and reinforce skills to decode and encode one-syllable words. Each level provides a student workbook that includes independent decoding activities. Graphic organizers are also provided to complete skill-specific activities. Students are also provided a Small Letter Set that provides "color-coded letters for daily word-building activities. The letters include all consonants, vowels, consonant teams, vowel teams, welded sounds, trigraphs, prefixes, suffixes, endings, and syllables taught in the program." Students are also provided with Foam Sound Circles (white for consonants and green for vowels) and Syllable Rectangles (blue). "At levels 2–6, students manipulate these sound circles and syllable rectangles on the Phoneme Segmentation Sheet and write a letter(s) associated with the phoneme or syllable."
• The materials include various activities to develop, practice, and reinforce skills to decode and encode multisyllabic words. The materials include various activities to develop, practice, and reinforce skills to decode multisyllabic words. For example, in the Level 6 Teacher's Guide, steps 4 and 6 of each lesson, students are required to decode words that follow the phonics skill in isolation, then again in context through sentences. Students then practice and reinforce these skills when reading their decodable readers, including a cumulative review of previously taught skills that are integrated throughout the story. The materials include various activities to develop, practice, and reinforce skills for encoding multisyllabic words. For example, in the Level 6 Teacher's Guide, steps 3, 9, and 10 of each lesson require students to use words that follow the phonics skill in isolation, then again, and context through dictation sentences.
• In the Level 6 Teacher's Guide, the "Student Workbook" has several opportunities for students to practice using a "word find," "word reading," "sentence reading," "labeling pictures with words," "sentence writing," and "graphic organizers" in the lessons. In the practice portion, students are guided to identify vowels and consonants, Students continue to practice skills previously taught in the "Phonogram Cards" step of the lesson. Examples used in the decoding and dictation also use words that have had the skill taught previously.
• In the S.P.I.R.E. Student Workbook, Levels 1–6 include various activities for students to practice and develop encoding and decoding skills. For example, each lesson in the "Teacher's Guide" corresponds with a student workbook page. Students work within their book to decode words in short, relevant passages. Then, students work to encode words on student dictation paper led by the teacher. Students practice encoding individual sounds, words, and sentences. The S.P.I.R.E. Student Decodable Readers 1–6 allow students to practice decoding skills while reading lists of words in isolation and within short passages and stories. Students participate in various decoding activities within the routines taught by the S.P.I.R.E. Decodable Reader Teacher's Guide. Students participate in a variety of decoding activities such as "It's a Book," "Sentence Style," "Rhyme Time," and "Word Search." This is a short list of 10 routines available for students to practice encoding.

Evaluation for 5.E.3d (grade 1 only)
Materials include a variety of activities 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). (PR 2.A & 2.A.3)

Evaluation for 5.E.3d (grades 2 and 3 only)
Materials include 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). (PR 2.A & 2.A.3)

• The materials include various activities and resources for students to practice decoding and encoding one-syllable and multisyllabic words. However, the resources and activities do not include evidence of using knowledge of syllable types or syllable division principles. Each level provides a student workbook that includes independent decoding activities. Graphic organizers are also provided to complete skill-specific activities. Students are also provided a Small Letter Set that provides "color-coded letters for daily word-building activities. The letters include all consonants, vowels, consonant teams, vowel teams, welded sounds, trigraphs, prefixes, suffixes, endings, and syllables taught in the program." Students are provided with Foam Sound Circles (white for consonants and green for vowels) and Syllable Rectangles (blue). "At levels 2–6, students manipulate these sound circles and syllable rectangles on the Phoneme Segmentation Sheet, and write a letter(s) associated with the phoneme or syllable."
• The materials provide decodable connected text that builds on previous instruction. The materials state, "All passage and practice texts are fully decodable. The text is comprised of only (a) words made of sounds previously taught, (b) sight words previously taught, or (c) words from the current lesson and past lessons made of previously taught sounds plus phonemic elements that allow students to approximate the sounds needed to decode the word." Specific decodable readers are referenced under the Independent Practice section of each lesson.
• In the Level 6 Teacher's Guide, students begin practicing encoding in "Step 7," where they record sounds that have been dictated to them. As they learn more word patterns, they eventually record simple words. In "Step 9," students practice spelling words. In the lesson, the teacher says a word, and students practice writing the word on the paper. Afterward, the teacher directs the students to "underline the letter team." She asks for the sound the letter team makes in the word spelled. "Go back to the beginning of the word and sound out each letter, team, prefix, or suffix." This is followed by sentence dictation. 

Evaluation for 5.E.4a (grades 1–3 only)
Materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS. (PR 2.A.1)

• The materials do not include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS. The materials are not written to align with the grade level TEKS. For example, the Grade 3 TEKS call for "affixes such as im- (into), non-, dis-, in- (not, non), pre-, -ness, -y, and -ful" The affixes -ness, -y, and -full are presented in the material in Level 3, Lesson 5. The affixes im- (into), non-, dis-, in- (not, non), and pre- are not explicitly taught within the program.
• The Level 3 Teacher's Guide materials include a scope and sequence document that identifies grade-level morphemes. The morphemes identified in the grade 3 materials include prefix a-, ending -a, suffix -age, and -able.
• In the Level 6 Teacher's Guide, students are taught the prefix and suffix -a, suffix -able, and -age. Third-grade TEKs state that students should learn im-, non-, dis-, in-, pre-, -ness,- y, and -ful. The last three suffixes are introduced in the first-grade levels.

Evaluation for 5.E.4b (grades 1–3 only)
Materials include guidance for the teacher to provide explicit (direct) instruction for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (PR 2.A.1)

• The materials include guidance for the teacher to provide direct and explicit instruction for supporting the recognition of common morphemes and using their meanings. For example, within Level 6, affixes prefix a-, ending -a, and suffixes -able and -age are introduced. These are not explicitly included within the TEKS; however, in Level 3, Lessons 4 and 5 are introduced. “-s,” “-es,” “-ing,” “-er,” “-est,” “-en,” “-ish,” “-ly,” “-y,” “-ful,” “-ness,” and “-less.” The Level 3, Lesson 9 introduces the prefix a-. Teachers are provided support to teach these morphemes explicitly. For example, in Step 1 of Lesson 5, teachers are guided to say, "Look at the picture of the singer. The key word is singer. We add er to the end of a word to describe a person who does something. So, the word singer means a person that sings.'" In Step 9 of the lesson, students spell words such as “caller,” “fisher,” and “camper.” In Step 10, students write the dictated sentence, "The camper cut the log."
• The lesson plans include teacher tips or explanations of the lesson's morphological objective. For example, in Lesson 1 of the Level 6 Teacher's Guide, the materials state, "A prefix is added to the beginning of a word, while a suffix is added to the end. In this and future lessons, the schwa sound of the prefix a- is represented by /u/." For example, In Lesson 3 of the Level 6 Teacher's Guide, the materials state, "Lesson 3 Suffix -able teaches students that adding the suffix -able to a word changes the meaning into an adjective meaning "capable of (can be), worthy of (deserves to be), or tending toward (sort of)."
• The S.P.I.R.E. Level 1–6 Teacher Guides include lessons with a "Vocabulary Development" section under "Step 4" of each lesson. The Leveled Guides include a variety of strategies that students can use to decode to "understand and apply word meanings." Some of these strategies include "Visualizing," "Prior Knowledge," "Classifying Words," and "Breaking Words into Sounds and Syllables." The S.P.I.R.E. Level 1–6 Guides have specific routines within the "Vocabulary Development" sections of each lesson. The curriculum provides a variety of routines for students to participate in decoding in specific relation to morphological practices in the appendix of each guide. For example, the "Breaking Words into Sounds and Syllables" routine guides students to "identify root words, prefixes, and suffixes to determine meaning."

Evaluation for 5.E.4c (grades 1–3 only)
Materials include a variety of activities and resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3)

• The materials provide a variety of ways to reinforce, practice, and review morphemes as they are taught and spiral previously learned morphological skills. For example, in the Level 6 Workbook, students complete an Independent Practice activity that requires students to create words that use the suffix -able and then use word meaning to determine how to complete a sentence properly. For example, in the Level 6 Workbook, students complete an Independent Practice activity that requires them to decode words within a decodable fluency passage.
• Within Level 6, affixes prefix a-, ending -a, and suffixes -able and -age are introduced. These are not specifically included within the TEKS; however, in Level 3, Lessons 4 and 5 introduce -ed. -s. -es, -ing, -er, -est, -en, -ish, -ly, -y, -ful, -ness, and -less. Level 6, Introductory Lesson 3: Suffix-able, students work with -able words in all steps of the lesson, including Phonological Awareness, Word Building, Decoding and Sentence Building, Prereading, Reading, Prespelling, Spelling, Sentence Dictation, and Independent Practice.
• The S.P.I.R.E. Level 1–6 Teacher Guides include lessons with a "Vocabulary Development" section under "Step 4" of each lesson. The Leveled Guides include a variety of strategies that students can use to decode in order to "understand and apply word meanings." Some of these strategies include "Visualizing," "Prior Knowledge," "Classifying Words," and "Breaking Words into Sounds and Syllables."

Evaluation for 5.E.4d (grades 1–3 only)
Materials include 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). (PR 2.A.1 & 2.A.3)

• words with morphemes in isolation. However, they lack resources for encoding. For example, within Level 6, affixes prefix a-, ending -a, and suffixes -able and -age are introduced. These are not specifically included within the TEKS; however, in Level 3, Lessons 4 and 5 are introduced. -s. -es, -ing, -er, -est, -en, -ish, -ly, -y, -ful, -ness, and -less. Level 6, Introductory Lesson 3: Suffix-able, students work with -able words in all steps of the lesson, including Phonological Awareness, Word Building, Decoding and Sentence Building, Prereading, Reading, Prespelling, Spelling, Sentence Dictation, and Independent Practice. Decodable texts are also aligned with the lesson to practice decoding within the text.
• The S.P.I.R.E. Student Decodable Readers 1–6 provide opportunities for students to practice decoding skills while reading lists of words in isolation and within short passages and stories. Students participate in a variety of decoding activities within the routines taught in the S.P.I.R.E. Decodable Reader Teacher's Guide. Students participate in a variety of decoding activities such as "It's a Book," "Sentence Style," "Rhyme Time," and "Word Search." This is a short list of routines available, ten routines, for students to practice encoding. The S.P.I.R.E. Curriculum includes the S.P.I.R.E. Student Workbook Levels 1–6, which includes a decodable passage that corresponds with each skill taught in the Leveled Guides. This workbook provides decoding practice for students as they complete lessons and includes encoding practice for students with individual sounds and words in the dictation portion of the workbook.
• The materials include instructional routines, such as dictation, emphasizing encoding and decoding. For example, in the Level 6 Workbook, there are activities to decode morphemes in isolation and in decodable text through word lists, individual sentences, fluency passages, and decodable stories. The materials include instructional routines, such as dictation, emphasizing encoding and decoding. For example, in the Level 6 Workbook, there are activities to encode morphemes in isolation and in the context of sentences.