Structured Literacy with E.A.S.E. Second Edition, Grade 2

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

• The materials include a scope and sequence in the Structured Literacy with E.A.S.E. Program Spreadsheet that provides a correlation between concepts and grade levels in which they are taught. The scope and sequence list the content and knowledge for the sequences in the materials. 
• The materials include a Texas Standards Correlation Guide which lists the TEKS and the corresponding sequences and lessons. These expectations are aligned with the scope and sequence.  
• The scope and sequence does not include alignment to 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 materials include a pacing guide for 36 weeks or 180 days, explaining which sequences best apply to each grade level.  
• Grade-level calendar years include guidance for the teacher to teach across multiple sequences and instructional minutes per grade level. The scope and sequence provide guidance about which grade levels utilize various sequences. For example, in Sound Sequence 1 and 2, it suggests 2-day and 3-day lessons with completion of all components in 30-40 minutes for each lesson. The Sound Sequence section entitled Six Sequences states, "The program is organized into six modules called sequences." 
• The Structured Literacy with E.A.S.E. Program Information, located at the beginning of each Sequence, includes a Program Overview. Six Sequences provides suggestions for pacing for whole-group instruction and small-group instruction. For example, "When used for whole-group instruction, the sequences follow a progression of skills developmentally appropriate for young learners trying to master foundational reading skills. When used for small-group instruction, the sequences are flexible, so you can place your learners into the program at their skill level and progress from there." 

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.

• In the Structured Literacy with E.A.S.E. Program Spreadsheet, the material includes a research tab, that details the rationale for how the concepts to be learned connect throughout the course. The Program Information explains, "The first sequence, the Sound Sequence, focuses on basic sound knowledge and the alphabetic principle. Sequences 1-4 focus on increasingly more difficult phonics skills and require students to apply their knowledge to reading texts. The final sequence, the Supplemental Sequence, includes mini-lessons that can be used to teach less common concepts." 
• In the Sequences publications, teachers and administrators review further information on how upcoming new concepts and their connections connect throughout the course.  
• In the Sound Sequence section entitled Six Sequences, it states, "The program is organized into six modules called sequences. When used for whole-group instruction, the sequences follow a progression of skills developmentally appropriate for young learners trying to master foundational reading skills." 
• In the Structured Literacy with E.A.S.E. Program Information, it details the skills by sequence. The Structured Literacy with E.A.S.E. Program Information, details every lesson's formatting: "Structured Literacy with E.A.S.E. was written to align to Scarborough's Reading Rope (Scarborough, 2001). Evidence of Scarborough's strands can be found in the following lesson activities:" 
• The materials provide teachers with research information about how the program resources and activities support teaching students to read. The Structured Literacy with E.A.S.E. Program Spreadsheet includes research information that states, "The scope and sequence for the program follows a predictable progression of skills beginning with simpler skills and advancing to more challenging decoding skills.  This sequence aligns with Lane and Contessd’s (2022) assertion that phonics instruction should follow a systematic progression, moving from more accessible to more challenging skills as prescribed by a purposeful scope and sequence of skills." 

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

• The program is organized into six modules called sequences. 
• The program is organized into six modules or units the publisher refers to as sequences. These include a Sound Sequence Overview and Lesson Procedures information that provides teacher guidance and recommendations for the use of all materials, including text, embedded technology, enrichment activities, research-based instructional strategies, and scaffolds to support and enhance student learning. 
• The materials include a one-page information sheet that guides teachers on how to read through the program lessons and assessments and anticipate where students may need support. Materials state, "For Tier 1 instruction, administer the alphabet letter and sounds assessment to get a general idea of each student’s knowledge of Sound Sequence skills. For Tier 2 instruction (or for any child significantly behind or ahead of their expected level), administer the phonics assessment to determine placement outside the standard pacing guide. (See the Program Assessments spiral to access the assessments and further assessment details.)" 

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

• The materials do not have a comprehensive guide or handbook for administrators on addressing potential challenges in the implementation process and providing effective solutions.  
• Materials include resources in the program spreadsheet that include research information and ongoing support for teachers, administrators, and coaches. The materials state, "The program spreadsheet includes the program pacing guide, a detailed scope and sequence, program training videos, and more." 

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.

• In the sound sequence overview, material includes background knowledge necessary to effectively teach e.g. "The following are full example scripts that go with the shorthand shown in the lesson image above. Refer back to the example until you become proficient with the activities." 
• In the Structured Literacy with E.A.S.E. program information, overview section, it says, "word recognition skills (phonological awareness, decoding, and word recognition) as well as language comprehension skills (background knowledge, vocabulary, language structures, verbal reasoning, and literacy knowledge) are included in this program. 
• Materials include a unit overview with background content knowledge for the teacher. For example, the unit overview for Sound Sequence states, "The Sound Sequence is the first sequence in the program. This sequence focuses on teaching the alphabetic principle and concepts of print. Students also learn to blend words in this sequence." Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit. 

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.

• Learning at Home letters are included in English, they include: informing parents about the current skills in practice and sections like letter formation, letter sounds, high-frequency words, and reading for guardians to help support student learning at home. 
• The Sound Sequence Lesson Procedure informs the teacher about the at-home connection that is included with each three-day lesson. 
• Materials provide specific strategies and activities for families to use at home to support students’ learning and development within each lesson. Materials state, "Your learner has been learning the difference between reading a sentence that ends with a period and one that ends with an exclamation point. Using the book Tim and the Pit, your learner can continue practicing these skills. Have them warm up by reading the letter sounds and high-frequency words on the back of the book before reading each page aloud."  
• Materials do not contain support for families in Spanish.

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.

• The materials include information about all materials, supplies, and instructional assessments needed to support instructional activities for all lessons. For example, the "Getting Started with the Sound Sequence" section provides teacher guidance to prepare for lessons, materials required, and assessment information.  
• Materials also include a "Lesson Procedures" section with detailed information about all the lesson components, scaffolding and tasks. Materials also include detailed lesson plans with questions, tasks and assessments for the content standards but do not address language standards. However, the materials include lesson focus, not objective. The lesson plans by day do not include daily objectives that address the content or language standards of the lesson. 
• In the "Structured Literacy with E.A.S.E." program overview, there are various forms of instructional assessments: phonological awareness and alphabet letters and sounds, phonics, pre-assessments, progress monitoring, formative, and post-assessments. In lesson 3 day 3 of sequence one, the focus is provided, as well as materials and progress monitoring assessments. 
• Materials in the Program Assessment publication include detailed instructions for teachers.  
• Materials include structured lesson plans. "Sound Sequence" provides detailed lesson procedures for the teacher to reference for day 1 or day 2 lessons. For example, the "Day 1 Lesson Procedures" define and provide detailed examples for "Multisensory Exercises", then "Lesson 1" only includes "c /k/ cat". "Sound Sequence" lesson plan materials include tasks and materials needed. There is a lesson focus at the beginning of the lesson, there is a lack of daily objectives when the lesson requires more than one day.  
• There is also no reference to language standards within the lesson materials. 

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

• In the "Sequence 1" overview, it highlights the tasks that will occur in the daily lessons and indicates the amount of time that should be allotted to each task e.g. skill introduction (1 minute), decoding (10 minutes), encoding (5 minutes) etc. 
• The materials contain suggestions and guidance for time considerations so that learning experiences support students by spending sustained time developing content and skills in grade-appropriate areas. For example, the lesson overview gives the following guidance for timing, "Word Chaining" (5 minutes), "Concepts of Print" (10 minutes), "Background Knowledge" (3 minutes), and "Small-Group Support – Front-Loading) (excl. L1, L13) varies." 

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

• "Structured Literacy with E.A.S.E." lesson overviews and plans include all of the resources needed for the student and teacher. If the reproducibles and masters are not included immediately after the lesson, the lesson overview explains how and where to locate the resources. For example, decodable readers are all housed in publications that correlate with the sequence they are required for. All assessments except for progress monitors are located in the Program Assessment publication. 
• Materials include a lesson overview listing the teacher materials necessary to effectively deliver the lesson. The "Sound Sequence Overview" lists lesson components along with suggested timing. "Lesson Procedures" provide a description of each component. Materials suggest to "Print and laminate the "Lesson Procedures" pages for reference until you become proficient with the lesson procedures." Student materials include student practice sheets and mats after each lesson plan. 

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

• The materials provide resources and activities that relate to the content of the 3-day lessons. These resources are designed to be flexible, allowing students to complete them at their own pace at home. Materials state, "Each three-day lesson includes resources to send home for continued practice. Attach the printable book to the "Learning at Home" sheet so students can continue practicing at home." 
• The program provides challenges for students on various days of the encoding lesson. 
• In day 3 lessons, there is learning at home materials with guidance for the parents: "Students have been learning to read and spell words with long "u" (tulip) at the end of a syllable... ask them to build as many words as they can using the cards. Each time they build a new word, they write the word... [then] they drag their finger under ist as they blend the sounds to read the word" (Sequence 4, Lesson 8, Learning at Home Section). 

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.

• The materials include various assessment tools for measuring reading skills, such as pre-assessments, summative assessments of the sequence, and formative assessments after every lesson. For example, "Program Assessments, Sequence 1" pre-assessments state, "Each half-page pre-assessment aligns with a lesson in the program. If students successfully read every word correctly on the pre-assessment, likely, they will not need to complete the lessons for that skill." "Program Assessments" overview states, "There is a summative post assessment given at the end of each sequence—to evaluate proficiency with skills and to identify which past skills, if any, need to be revisited. Formative assessments are given at intervals throughout the program (usually every 4–6 lessons) to assess proficiency with skills and to identify which past skills, if any, need to be revisited." 
• The summative assessments vary in types of tasks, such as book, letter, and directionality concepts. The Program Assessments guide states, "The "Concepts of Print" assessment should be given after the "Sound Sequence" to determine in which skills students are proficient." Materials also include questions that vary in format, such as directing students to point to a concept, asking questions for an oral response, and prompting students to read. 
• In the "Program Assessments" section entitled "Assessment Details and Administration", it states, "Three lessons in Sequence 1 (Lessons 5, 9, and 14) offer the opportunity to pause for a formative assessment. The formative assessments provide a check-in to monitor student progress throughout the program. As students progress through the program, it is important to monitor their progress and track their proficiency with the skills that have been introduced. The formative assessments included in this program have been designed to check skill proficiency at intervals throughout each sequence." 

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

• The materials include the definition of formative assessments along with their purpose of informing instruction, helping educators and students make adjustments, and guiding instructional decisions. Materials state, " "Structured Literacy with E.A.S.E." provides assessments to guide instructional decisions. Except for the progress monitoring activities that are built into the day 3 lessons, assessments and administration details can be found in this spiral by sequence. The materials begin by including the assessments related to the "Sound Sequence". These assessments gauge phonological and phonemic awareness as well as letter and sound knowledge. A phonics assessment helps teachers gauge student knowledge for "Sound Sequences 1–4". Additionally, sequence pre-assessments, formative assessments, and post-assessments support each of the reading sequences (Sequences 1–4). The following provides an overview of each "Structured Literacy with E.A.S.E." program assessment. A more detailed explanation for each assessment can be found with the specific assessment’s material in this spiral." 
• Materials provide scripts to ensure the administration is consistent and standardized across examiners. The Program Assessment guide includes a "Concepts of Print Assessment" that states, "1) Ask/prompt students explicitly, using the phrases on the assessment sheet, to discover their understanding of each print concept. 2) Ask students to read the story as you carefully observe, marking all relevant items. When they finish, return to the skills that were not easily observed and ask students explicitly about the specific items." 

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

• The assessment tool is detailed in an overview that explains the purpose of each task, offers guidance on administering measures, and helps teachers understand benchmarks. The "Program Assessment Overview" includes "Progress Monitoring", which evaluates encoding knowledge or decoding and comprehension if necessary, built into day 3 lessons in "Sequences 1–4". Formative assessments occur every 4–6 lessons to gauge skill proficiency and identify areas needing review. Post-assessments are given at the end of each sequence to assess proficiency and pinpoint skills that may require further attention. 
• Materials provide scripts to ensure the administration is consistent and standardized across examiners. "Concepts of Print Assessment" states, "1) Ask/prompt students explicitly, using the phrases on the assessment sheet, to discover their understanding of each print concept. 2) Ask students to read the story as you carefully observe, marking all relevant items. When they finish, return to the skills that were not easily observed and ask students explicitly about the specific items." 
• In the "Phonics Assessments' Assessment Details and Administration" section, materials include guidance on how to assess decoding and encoding e.g. in the assessing decoding section it states: "Decoding should be assessed to determine if a student has mastered the phonics skills they are expected to know at their particular grade or instructional level. Show the student a word card. The student decodes the word by reading it aloud. If the student can accurately read a word within three seconds, it is considered part of their orthographic lexicon." In "Program Assessments' Sequence 2" section, includes progress monitoring materials with student and teacher materials. The teacher materials have teacher guidance on administration to ensure that administration is consistent and accurate. In each task's section, there is a script for what to say and a scoring guide. 

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

• The materials do not assess all student expectations, as outlined in the TEKS. "Structured Literacy with E.A.S.E. Scope and Sequence" provides grade levels for lessons within sequences. In the "Scope and Sequence", the materials indicate how the materials align with the curriculum for the grade level in a manner that is easily identifiable by the teachers. In the "Sequence 1 Post Assessment Information Simplified Student Passage Assessment", students read a passage while errors are recorded and rated. The passage contains words from the current sequence's skills and some from previous sequences (though not evaluated). Words from the current sequence are marked with a light gray superscript number corresponding to the lesson number. Each assessed lesson and the total number of focus words in the passage are noted on the right side of the paper. 
• "Progress Monitoring and Formative Assessments" align with the objectives of the unit or lesson. For example, in Sequence 2, Lessons 1-2, patterns _ff, _ll, _ss, _zz, _ck, and high-frequency words that were practiced in sequence 2's first two lessons, are being assessed. The "Structured Literacy with E.A.S.E." program spreadsheet's assessment tab, details the different sequences, and skills in each lesson in each sequence, and their corresponding pre-assessments, formative assessments, and post-assessments. 

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

• The materials assess some student expectations, as outlined in the TEKS, by the grade level. The diagnostic, formative, and summative assessments are aligned to the objectives of the unit or lesson. For example, the Sequence 1, Lessons 2-5 "Progress Monitoring" assessment identifies the skill assessed in each column.  
• The formative and summative assessments include multiple-choice and open-response items aligned to the standards. Materials include multiple-choice questions for decodables to assess comprehension. "Progress Monitoring" assessments include comprehension questions from a passage read by students. Grade 1 materials for progress monitoring state, "Use your knowledge of the passage to answer these questions. (Students answer aloud and can refer to the written passage.)" The materials include informal assessments that give teachers in-the-moment feedback on student learning. Progress monitoring" The Teacher Sheet" includes a "Totals" section that provides an overview of scores in all assessment sections. Materials state, "Record the data from each section into the boxes below. Use the numbers to recognize trends in the individual student’s growth over time."  

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

• The materials guide teachers on how to interpret student performance on assessments and reflect on levels of understanding and proficiency. "Phonics Assessments state", "A student must correctly answer 90% of the items in a single test to show proficiency; when this happens the student does not need to be reassessed on the skill. If a student passes one phonics assessment with ease, administer the next. Continue until the student shows signs of struggle. If a student misses three answers consecutively, discontinue the test. If this happens with two tests consecutively, discontinue administration entirely until the next testing date." 
• The materials guide teachers on how to reflect and respond to student performance on levels of understanding and proficiency. For example, "Evaluate Data for Comprehension Support" guides the teacher on how to support students through modeling, rereading, and prompt response. The materials guide teachers on how to interpret student performance on assessments and reflect on levels of understanding and proficiency. Sequence 2, "Evaluate Data for Proficiency" states, "To prepare for the next lesson, determine which level of proficiency best describes the student: shows proficiency, near proficiency, far from proficiency." Materials define each level of proficiency. 
• In Sequence 1's post-assessment information, the "How to Use the Post-Assessment Data" section focuses on analyzing data to identify any high-frequency words or skills that a student may be finding challenging to master. If a student hasn't reached mastery in the post-assessment, they redo the pre-assessments related to the skills they are struggling with. If the student performs well on the pre-assessments, it indicates readiness to progress. If they face difficulties with the pre-assessments, they might need additional lessons on those specific skills.  
• The section on "Assessment Details and Administration" in the "Phonics Assessments" provides instructions on how to understand and address student performance. For instance, if a student can correctly read a word within three seconds, it is considered part of their orthographic lexicon. Proficiency is achieved when a student answers 90% of the test items correctly; in such cases, there is no need for reassessment. Once a student completes one phonics assessment, move on to the next one. Repeat this process until the student encounters challenges. 
• In the Using "Phonics Assessment Data" section, it states: "Data from the phonics assessments can reveal current student knowledge of the skills you will teach following the program scope and sequence. If using the program for "Tier 2 Instruction", administer the phonics assessment for a general idea of student placement, then use the individual pre-assessments to fine-tune placement in the program."  

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 materials guide teachers on how to interpret student performance on assessments and reflect on levels of understanding and proficiency. "Phonics Assessments" state, "A student must correctly answer 90% of the items in a single test to show proficiency; when this happens the student does not need to be reassessed on the skill. If a student passes one phonics assessment with ease, administer the next. Continue until the student shows signs of struggle. If a student misses three answers consecutively, discontinue the test. If this happens with two tests consecutively, discontinue administration entirely until the next testing date." 
• The materials include instructional strategies that can be used to support students who demonstrate a need for more one-on-one support. These strategies are included in the sequence of lessons. The "Program Assessment Overview" contains guidance to follow the program's sequence for "Tier 1" instruction. Use pre-assessments to place students correctly if they are ahead or behind. Students get whole-group instruction but focus on needed skills in small groups. Placement is based on the first skill lacking proficiency in pre-assessments. 
• In Sequence 2, the Day 2 "Lesson Procedures" provide various instructional practices to support learners. It lists pedagogical strategies to support students. For example, "Word Chaining" procedures indicate to review previously learned words for students who need extra support during the instructional component. 

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

• Sequence 1's "Progress Monitoring Materials" for lessons 2-5, includes a section for the teacher to record the data from each section. In the Totals section, it says, "Record the data from each section into the boxes below. Use the numbers to recognize trends in the individual student's growth over time." However, materials do not include tools for students to track their progress and growth.  
• In Sequence 1's "Post-Assessment", materials provide a teacher "Total" section to record the data from each section. However, materials do not include tools for students to track their progress and growth. 
• Materials include progress monitoring materials such as the "Student Page", for students to access assessments, and the "Progress Monitoring" page, designed to support teachers, which includes an area for scoring and entering notes. Materials do not include tools for students to track their progress and growth. 

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.

• The materials include specific recommendations for differentiated/small group reading to support students who have not yet reached proficiency on grade-level content and skills. The guidance on how to adapt and support students with different learning needs is to repeat or go back to a previous lesson for intervention. Materials in the "Using Pre-Assessment" data section state, "For a learner who does not easily read the words and sentences in the first assessment they are given, return to the previous "Syllable Type" lesson in the program (it could be in a previous sequence) and begin assessing there. Because Sequence 1 introduces the first syllable type, students who are not proficient with Sequence 1 skills will need to return to the Sound Sequence to solidify individual sound skills." 
• In Sequence 2 Day 3 "Lesson Procedures", in the small-group comprehension support section, it states: "Group students according to similar needs. Either lead small-group lessons to address these areas or differentiate during whole-group instruction. Ways to differentiate levels of support in these areas include support through modeling, rereading, and prompt support. After that, it breaks each of those options down with some (minimal) guidance. 
• In Sequence 2 Day 1 "Lesson Procedures", the evaluation data for decoding supports, discusses the following areas students might need support in previous skills, focus skills, high-frequency words, vocabulary, and concepts of print support. The teacher's guidance here is to group and pull those students to work with them in small groups, it does not have teacher guidance for differentiated instruction. 
• The materials include small-group support for learners on each day of the lesson. Sequence 2, Day 2 "Lesson Procedures" includes small-group support for vocabulary. The program states, "English Language Learners (ELLs) or any other child struggling with vocabulary acquisition should complete this activity." The materials then provide the activity and additional support. The materials include three levels of proficiency on Day 3  
  Lesson Procedures." Instructional guidance is provided for each level (shows proficiency, near proficiency, far from proficiency). Students who are described as far from proficiency will join the "previous skill support" group during the next lesson. 

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).

• The lessons include frequent structured opportunities for students to talk with partners and groups about the text, using academic language and vocabulary. Sequence 2 Day 1 "Lesson Procedures" include a section for "Building Vocabulary" that states, "Complete the "Vocabulary Builder" activity with students. Show students the images from the book on the "Vocabulary Builder" half sheet. Start by discussing what is happening in each picture." Lesson 8 includes an image for the word camp. The differentiation section of "Program Information" states, "Differentiated supports are built in for whole-group activities, including review and challenge versions of most activities. Once all students receive the whole-group instruction, they can spend time in small groups focusing on support specific to their needs." 
• The materials include small group pre-teaching for unfamiliar vocabulary. Sequence 2, Day 2 provides "Small Group-Support-Decoding" with three vocabulary words, their meaning, and two sentence examples. Lesson 5 provides synonyms and antonyms for the vocabulary words introduced. Materials also provide a "Vocabulary Builder" which includes illustrations and a word bank. Day 3 kills, includes a section for students to draw or write the meaning of provided vocabulary words. Materials suggest "For ELL students, use a translation app to name the items in the student’s native language before naming them in English… allow them to discuss (vocabulary terms) in their native language before asking them to discuss English.  
• In Sequence 2 Day 1 "Lesson Procedures", the guidance includes small-group, front-loading supports: a "Background Builder," a half-sheet that provides a passage related to the text students read on day 2, and a "Vocabulary Builder" activity. In Sequence 2 Day 3 "Lesson Procedures", the vocabulary section states: "Begin by asking students to blend the sounds in any decodable words on the list... Then discuss the vocabulary terms with the students...Help students locate the definition, then locate and/or brainstorm synonyms and antonyms (when applicable) for each word... students can create illustrations and/or an original sentence for each word using the bottom portion of the "Focus Skill Practice" sheet." 

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.

• The "Structured Literacy with E.A.S.E Program Spreadsheet" states, "Students showing quick understanding of the skill can be given the book to read after the Day 1 introduction and skip directly to Day 3, putting them on an accelerated plan. Additionally, nonfiction texts and decodable chapter books are available for students who show quick mastery of the skill; these books allow them to apply specific decoding skills using more complex texts. Additionally, there are daily data checks in which teachers can identify areas in which students might show early mastery, and directions for how to support them on the following day are provided." The materials do not include decodable chapter books. The nonfiction texts are included for all learners in the detailed "Scope and Sequence" located in the program spreadsheet. 
• In Sequence 2 Day 1 procedures, under the "Word Mapping" header, it details out what students can do "for a challenge." It says, "Students can attempt to map the challenge words in the lesson plan. The challenge words include other skills in addition to the focus skill." In the encoding section on Lesson 1 Day 1 of Sequence 2 procedures, it has three different syntax activities with minimal teacher guidance -- "For a challenge, students can practice with the "Challenge" sentence." 
• Materials include enrichment activities for students who have demonstrated proficiency in grade-level content and skills. In the encoding section on Lesson 1 Day 1 of Sequence 2 procedures, in the encoding "Comment" end section, it has three different syntax activities with minimal teacher guidance -- "For a challenge, students can practice with the "Challenge" sentence." Materials do not include teacher guidance for extension activities for students who have demonstrated proficiency in grade-level content and skill. In Sequence 2 Day 1 procedures, under the "Word Mapping" header, it details what students can do "for a challenge." It says, "Students can attempt to map the challenge words in the lesson plan. The challenge words include other skills in addition to the focus skill." 

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 materials include prompts and guided instructions to support the teacher in communicating, explaining, and modeling the concepts directly and explicitly. Lesson procedures include instructions for "Multisensory Exercises in Sound Sequence." Materials in the "Guided Practice" phase, follow the structured approach of gradually transferring responsibility to students, offering prompt feedback when necessary. The process involves the teacher demonstrating by writing the grapheme in the air with the dominant hand, vocalizing the letter name, and then tracing under the written letter while stating the letter sound. When working with the teacher, students mimic this process together. When working independently, students perform the skywriting and verbalization tasks without teacher assistance. 
• The materials include an instructional routine with clear headings and labels to support the teacher in differentiating between the whole and small groupings throughout a lesson. Day 1 lesson procedures state, "Once all students receive the whole-group instruction, they can spend time in small groups focusing on support specific to their needs." The background knowledge section of each lesson includes small group instructions. 
• In Sequence 2 Day 1 lesson procedures, materials include guidance and prompts for teachers -- in the skill introduction section, it says, "After the phonemic awareness warm-up, ask students if they noticed any repeating sounds. Invite students to think of other words that feature the skill. Then use the wording in this section of the lesson plan to introduce the skill. If a skill was introduced in a previous lesson or sequence, the directions will refer you to the original introduction so it can be reviewed as needed." Following that, it guides teachers to lead students through guided practice and it has corrective feedback listed below. In the Sequence 2 Day 1 lesson procedures, in the encoding section, it lists the syntax activities, their purpose, and teacher guidance for how to lead and model that activity/skill. 

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

• The materials include instructions to support the teacher in providing effective lesson facilitation through a narrow selection engaging instructional strategies, such as think-pair-share. Sequence 2 Day 2 lesson procedures states, "Use the questions listed under the "Before Reading Questions" heading to activate and build schema before reading. Allow students time to think-pair-share before sharing responses with the group." The lesson procedures guide also states, "After students have finished reading, use the "After Reading Questions" to guide the discussion. These questions require students to use inferring skills as well as teach students about nonliteral or figurative language. Allow students time to think-pair-share before sharing responses with the group." Sequence 2 Lesson 2 Day 3 states, "What do you think happened when Mick visited the vet? Explain." 
• Sequence lesson procedures follow a systematic approach.  The lesson procedures lack variety in delivery or facilitation, such as student choice, or varied instructional approaches. The absence of exit tickets, questioning, exploration, or experimentation limits opportunities for students to actively engage and succeed. 
• In Sequence 1, Day 2 lesson procedures' word chaining section, it states: "Allow some time for students to think-pair-share before sharing responses with the group." The materials providing  only think-pair-share and questions to prompt student thinking does not constitute a variety of instructional approaches. 

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 materials include prompts and guided instructions to support the teacher in communicating, explaining, and modeling the concepts directly and explicitly. Lesson procedures include instructions for "Multisensory Exercises in Sound Sequence." In "Guided Practice", the gradual release of responsibility is present in the materials. In Sequence 2, Day 1 lesson procedures, in the oral articulation section, the pink "Guided Practice" words detail the teacher model, students with teacher, and students without teacher activity/expectations. Following that, it has a corrective feedback section. The Sequence 2 overview details guidance on what each day in the three-day lesson plans should look and feel like. It has the day's activities bulleted out, and the lesson plans are color-coded with teal text representing a teacher script that can be read directly to students. 
• Materials support multiple types of practice (e.g., guided, independent) to support effective implementation. Materials include guidance for teachers to support effective implementation. Materials include recommended structures (e.g., whole group, small group) to support effective implementation. The materials provide clear headings and labels to support the teacher in differentiating between the different types of practice (whole group, small group) used in the lesson structure. For example, Sequence 2, Lesson 4, Day 2 has a clear heading, "Small-Group Support- Decoding." The section for "Small-Group Support" is also color-coded differently among the lesson materials. Materials provide opportunities for independent practice with few opportunities for collaborative work. 

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.

• In Sequence 2 Day 1 lesson procedures, materials mention front-loading support for English Language Learners, but materials are not differentiated to accommodate various levels of language proficiencies. To help build background knowledge, teachers are suggested to use a translation app to make cross-linguistic connections through oral and written discourse. 
• The materials include generic tips for emergent bilingual students and do not address the multiple levels of language development. Lesson Procedures suggest for the teacher to "use a translation app" to translate vocabulary words. The materials are designed for a monolingual audience. 

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

• The materials have a "one size fits all" framework for English learners. Program materials only include a Scope and Sequence for TEKS-based teaching and learning and do not provide ELPS-based formats. 
• There is no reference to ELPS, video support, one-pagers, or handbook regarding ELL and EB learners. 
• The materials do not include information related to the state-approved ESL and bilingual program models and guide teachers on how the program best supports the different models. The materials have a "one size fits all" framework. 
• In the detailed scope and sequence, the materials focus on English phonics with no mention of materials for bilingual/ESL programs. 

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.

• The materials embed vocabulary and comprehension strategies in lessons. Materials do include linguistic information about the English Language in the "Skill Introduction" section of the /kw/ sound. Materials state, "In the English language, the letter "q" is paired with the letter "u." The letters "qu" represent the /kw/ sound. It can be heard at the beginning of the word queen. Let’s complete activities to help us identify the /kw/ sound in words." The materials embed vocabulary frontloading for English Language Learners in lessons. Materials state, "Building Vocabulary: Complete the "Vocabulary Builder" activity with students. Show students the images from the book on the "Vocabulary Builder" half sheet. Start by discussing what is happening in each picture. (For ELL students, invite them to first explain what they see in their native language before asking them to explain it in English.) Next, point out the different items and words." 
• In Sequence 2, Day 2 lesson procedures, materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary. In the word chaining section, it states: "English Language Learners (ELLs) or any other child struggling with vocabulary acquisition should complete this activity. Introduce the words listed in the lesson plan by writing each word so students can see it and asking them to blend the sounds to decode them. (For ELL students, use a translation app to state the word in the student's native language.) Next, provide the definition, discussing what ist means. Read the example sentences. Where appropriate, find and display an image representing the word. Students draw the meaning of each word and/or use each word in a sentence to demonstrate comprehension. (For ELL students, invite them to first explain what the word means in their native language before asking them to explain it in English.)" In Sequence 2 Day 1 lesson procedures, under the "Small-Group Support" -- "Front-Loading" section, materials include guidance for teachers to support emergent bilingual students in building background knowledge through oral and written discourse (by discussing the passage in their native language and English) and in making cross-linguistic connections (by labeling the English words with the words in their native language). It recommends an early introduction to lesson material, by front-loading vocabulary in a small group before the day 2 lesson. 

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 materials include generic tips for EBs and do not address the multiple levels of language development. Lesson procedures suggest for the teacher to "use a translation app" to translate vocabulary words. The materials are designed for a monolingual audience. 
• The materials do not include dual language support for teachers or students.  

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

• The program overview states: "The lessons in this program are part of a systematic, sequential scope and sequence and contain activities that support a "Structured Literacy" approach and cover all strands of Scarborough's Reading Rope." 
• The "Structured Literacy with E.A.S.E. Program Information" states, "Sequences 1-4 focus on increasingly more complex phonics skills and require students to apply their knowledge to reading texts." This aligns with the information provided in the detailed scope and sequence that is located in the "Program Spreadsheet." The materials in the program are outlined in the pacing guide and scope and sequence in the "Program Spreadsheet." This details the increase in complexity, systematic, and sequenced instruction of phonics. 

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

In the Sequence 2 overview, it states that the third day of each lesson spends 1 minute on phonemic awareness, and the rest of the time is spent on comprehension, vocabulary, metacognitive strategies, comprehension skills and strategies, verbal reasoning, nonfiction text, and progress monitoring. In the Sequence 3 overview, Day 3 lessons are broken into the following: small-group comprehension, vocabulary, metacognitive strategies, comprehension skills and strategies, verbal reasoning, nonfiction text, progress monitoring, and learning at home. 

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

• Materials include practice of phonics skills in isolation, such as in individual words and word lists. For example, kindergarten materials include high-frequency word cards,  forming mats, word lists, practice sheets that include words in isolation and sentences,  and printable books. The materials include phrases and sentences used to practice reading and writing high-frequency words and words that follow taught sound-spelling patterns. For example, a kindergarten lesson that focuses on applying knowledge of CVC words asks students to read, spell, and write irregular high-frequency words. Then, students read and spell words with the CVC pattern. Students also complete a "Focus Skill" practice sheet that guides students to practice an irregular high-frequency word list, phrases, and sentences that include high-frequency words and words that follow the lesson skill pattern. 
• Materials offer decodable texts aligned with each lesson's skills and objectives, sorted by sequence. Each set outlines the necessary skills for reading. Skills in decodable progress in complexity, updated with each new set. For instance, Sequence 1, Lesson 2 covers skills from lessons 1 and 2. "Daily Skills Focus Skills Practice" accompanies each lesson, focusing on reading sounds, words, phrases, and sentences related to the lesson's objective. Learners then practice encoding by constructing and writing words and sentences. Lessons allow for guided and independent skill practice. In Sequence 1, Lesson 3, Day 1, learners receive guided practice on the short vowel "i" and engage in word mapping. The teacher demonstrates the gradual release method during this activity. 

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

• The materials provide opportunities to review previously taught skills by connecting previously taught phonics skills to new ones. For example, "Word Chaining", found in Day 2 lessons, provides opportunities to review previous spelling patterns, current patterns, and a challenge pattern. 
• The irregular high-frequency word routines in all of the sequences are consistent with one another as students acquire the skills to decode the words. The program states, "Once the skills have been taught, add the words to the growing high-frequency word deck and review them flashcard style for 2-3 minutes every day thereafter." The materials also include a high-frequency word-forming mat that is used throughout all of the sequences.  
• The decodable books include the new skill for the lesson as well as previously taught sound-spelling patterns. Each decodable book provides the teacher and learner with a graphic showing what prior skills are required to read the text. Irregular high-frequency words are also found in the text, both new words and previously learned irregular high-frequency words. At least five previously taught words in the decodable book for Sequence 3, Lesson 15 are found. The materials provide a skill review on days 1 and 2 of each lesson. Instructions for these activities can be found in the lesson procedures guide at the beginning of each sequence. The dictation sections of lessons include the lesson focus skill and irregular high-frequency word(s) plus previously learned high-frequency words and phonics skills. 

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

• In Sequence 2 Day 1 and 2 lessons include explicit (direct) instruction with teacher modeling. Day 3 lessons include one brief section for phonemic awareness review then focuses on vocabulary and comprehension skills. "Sequence 2, Lesson 6 Day 3," for example, includes 2–3 words each for review for blending, segmenting, and substitution. There is no explicit teacher guidance or instruction other than the header and words. 
• In the "Structured Literacy with E.A.S.E. Program Information", Scarborough's Reading Rope section states that phonological and phonemic awareness are only taught in the sound sequence and sequence 1–2. In the "Sequence 2" overview, it states that the third day of each lesson spends 1 minute on phonemic awareness, and the rest of the time is spent on comprehension, vocabulary, metacognitive strategies, comprehension skills and strategies, verbal reasoning, nonfiction text, and progress monitoring.  
• In Sequences 3 and 4, it reserves Day 3 of each lesson for comprehension and assessment. Small-group support on Day 3 lists the focus as comprehension. There is no evidence of direct and explicit phonics instruction with teacher modeling. 

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

• Day 1 and Day 2 "Lesson Procedures" provide "Guided Practice," stating "Following this procedure for the gradual release of responsibility, providing immediate, corrective feedback to students as needed." The guided practice portion of the lesson provides suggestions or guidance on giving specific corrective feedback. For example, guidance corrective feedback for "Oral Articulation" for Day 2 states "Repeat the guided practice until the sound is correctly articulated." Individual lessons provide specific feedback. Day 3 shifts focus to vocabulary and comprehension. 
• Daily lessons do not include opportunities for explicit guided instruction and immediate and corrective feedback. For example, in "Sequence 2, Lesson 4 Day 2," materials do not include suggestions for specific feedback.  Also, in "Sequence 2, Lesson 4, Day 3," materials do not include suggestions or guidance on giving specific, corrective feedback. In "Sequence 2, Lesson 4, Day 1" lesson, the lesson includes opportunities for explicit guided instruction and corrective feedback; however, this only occurs on day one of each three-day lesson. 

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

• The materials in the phonics lessons provide opportunities for independent practice throughout the week, but not daily. Students are directed to use a variety of materials for completion of independent work including reusable mapping pages, syllable sorts, word collection books, chips, word cards, and word chaining. Details for each of these activities are found in the sequence overviews and daily lesson procedures. Any reproducibles needed are included with the sequence as well. The materials in the program do offer small-group support daily for students needing additional support. There is no evidence that this is intended for all learners daily. 
• Collaborative learning is found in sections of the lessons that involve reading the decodable books. The program offers partner reading, echo reading, and choral reading. There is no evidence of daily collaborative learning found in the program. The program is built around a whole-group method for Tier 1 students as shown in the "Program Overview" in each sequence. There is information for use in small groups for Tier 2 students. The research tab in the "Program Spreadsheet states", " "Structured Literacy with E.A.S.E (Explicit And Systematic Essentials)" is a K–2 research-based small-group foundational reading program that was created based on the science of reading research." While this information is stated, the reviewer is unable to locate sufficient evidence to support this claim. 
• The phonics lessons are designed for daily whole-group implementation and some resources include guidance for small groups or individual instruction. Materials suggest "echo reading, partner reading, choral reading, or independent reading" when decoding. Materials include independent practice such as Day 1 "Focus Skill Practice", Day 2 "Decodable Text", and Day 3 "Focus Skill Practice and Learning at Home." 

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

• The materials include intentional practice and a review of decoding and encoding using previously learned and newly learned phonics skills throughout the year. For example, the kindergarten materials provide a word chaining activity on Day 2 of lessons for student practice of encoding and decoding previously taught and current skill words. Instructions for word chaining state, "Students use the "Word Chaining Ma"t and letter tiles to create a word chain. Pull out the required letters to complete the chain. Then follow the "Make-Its" procedure. For extra support, students complete the "Review" chains for previously taught skills." 
• The "Structured Literacy with E.A.S.E. Program Information", details syllable sort lessons: "These one-day lessons serve as a quick review of previously learned syllable types. Students practice sorting words by their syllable type and reading a text that contains each of the previously taught syllable types." In Sequence 2, Lesson 1, Day 2, the lesson begins with a skill review-- encoding previously learned phonemes. 
• The pacing guide included in the program outlines skills for each week. Some weeks are a review of previously taught skills and no new skills are explicitly taught. In Sequence 4, Lesson 26, Day 1 learners review syllable types CVC, VCE, VV, VR, and CV. The lesson indicates where in each sequence and lesson the skill was previously introduced. The materials include decodable readers, fluency checks, nonfiction texts, and reading assessments with intentional cumulative review. The decodable texts are in their publication and sorted by sequence. The overview included with each decodable states, "To successfully read this book, readers should be proficient in all skills that precede the current skill." The skills are listed in a navy box with each decodable and include high-frequency words that will be found in the specified book. As you progress through the decodable texts, the skills increase in complexity and the skills included are updated for each decodable text. 

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

The practice opportunities in the materials include only phonics skills that have been explicitly taught. The Program Overview states, "The skills in each sequence build and spiral." In the Structured Literacy with E.A.S.E. Program Information, it says: "The sequences build on the learning from previous sequences." Sequence 1 introduces the CVC syllable type. Sequence 2 introduces blends, digraphs, and the VCE syllable type, Sequence 3 introduces the VV syllable type (regular vowel teams) and the VR syllable type, and Sequence 4 introduces diphthongs and the CV and C+LE syllable types. Before beginning a new sequence, students should have mastered the skills in the previous sequence(s). In Sequence 2, Day 1 lesson procedures, students have a word mapping activity that only includes phonics skills that have been explicitly taught. 

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

The decodable texts incorporate cumulative practice by increasing in complexity. They only include taught phonics skills. For example, Sequence 2 "Decodable" books include a page with details on the progression of skills. Materials state, "Dark blue indicates this book’s skill focus and where it falls in the overall sequence. To successfully read this book, readers should be proficient in all skills that precede the current skill. The newly introduced words and focus skills are also clearly stated below the dark blue section." 

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

• After explicit instruction on a sound-spelling pattern in the materials, students practice decoding words that include that sound-spelling pattern in isolation through a word-chaining activity. For example, in kindergarten lessons, students encode words in isolation using a word mapping map and encode words through a dictation routine. 
• The program materials provide learners with the opportunity to practice in isolation and connected text. Each lesson has focus skill practices on Day 1 that include reading sounds, words, phrases, and sentences. Each lesson then provides a decodable reader with the focus skill embedded. Other opportunities include multisensory work for skill practice in isolation. The program material for Day 2 of each lesson provides students with phonemic awareness activities to reinforce the focus skill. This includes final phoneme isolation, blending, segmenting, and final phoneme deletion. 
• After explicit instruction on a sound-spelling pattern in the materials, students practice decoding words that include that sound-spelling pattern in isolation. For example, Sequence 2, Lesson 11, Day 1 "Focus Skill Practice" includes practice on decoding "final blends" in words, phrases, and sentences. After explicit instruction on a sound-spelling pattern in the materials, students practice decoding words that include that sound-spelling pattern in connected text. For example, the corresponding decodable book for Sequence 2, Lesson 11 continues the focus on "final blends". 
• Lessons include an instructional focus with opportunities for practice in isolation and connected text. For example, in Sequence 3, Day 2 lessons, students will be reviewing skills, practicing irregular high-frequency words, practicing with word chaining, decoding, encoding, and practicing the skill in connected text. In addition, in Sequence 2, Lesson 11, Day 1 "Focus Skill Practice", students are reading words, phrases, and sentences. 

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

The materials include a variety of diagnostic assessment tools for phonics skills. The "Structured Literacy with E.A.S.E. Program Assessment" guide provides details and explanations for each assessment. Materials state that "The skills on each test coordinate with one of the program sequences." The test skills include CVC, blends, digraphs and trigraphs, glued sounds and VCE, VV (regular vowel team) VR, etc. Materials state, "First and second-grade students should be assessed on all skills as a way to benchmark where they are and measure their progress throughout the year. The materials include a variety of summative assessment tools to "monitor student mastery of skills after a sequence." The summative assessment measures skills through decoding, encoding, and reading comprehension. 

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

The "Structured Literacy with E.A.S.E. Program Assessments" includes scripted and detailed instructions for teachers to accurately administer assessments. The phonological awareness assessment included in the "Sound Sequence" includes administration information in the overview and then follows up with scripted prompts from the teacher on the assessment. This assessment is to be administered at the beginning, middle, and end of the year in kindergarten, and as needed (based on mastery) in grades 1–2. The materials include six phonics assessments in the "Program Assessment" publication. The assessment details provide details on what is assessed, what assessment correlates with each sequence, how to administer, and how to use scoring information. The instructions are clear and consistent throughout the program. 

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

• The materials offer progress monitoring tools to regularly assess students' mastery of grade-level skills. One tool is a phonics assessment designed to evaluate either encoding or decoding skills. Teachers can choose to focus on either skill based on the necessary data. There are six phonics tests aligning with different program sequences. Each test covers specific skills: CVC for Sequences 1 and 2, blends, digraphs, and trigraphs for Sequences 2 and 3, glued sounds & VCE for Sequences 2 and 4, VV & VR for Sequences 3 and 5, CV, closed syllable exceptions, and VV for Sequences 4 and 6, and silent letters & multisyllabic words for Sequence 4. 
• The materials include progress monitoring in sequences 1–4 at an interval of every 4–6 lessons. Skills monitored are noted as well as skills that are not included (with reason noted). The "Program Spreadsheet" shows six progress monitors for kindergarten students in Sequences 1 and 2. As the students enter grades 1 and 2, and as skill mastery is noted, learners may not need to repeat the progress monitors from review sequences. 
• The materials include progress monitoring tools that routinely and systematically assess students’ acquisition of grade-level skills. For example, the progress monitoring assessment measures mastery in decoding, comprehension, and encoding. Decoding includes words that reflect the skills introduced in the lessons leading up to the assessment and previously introduced high-frequency words. Encoding includes words that reflect the current skill, past skill, and high-frequency words. 

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

• The materials include six phonics assessments in the "Program Assessment" publication. The assessment details provide details on what is assessed, what assessment correlates with each sequence, how to administer, and how to use scoring information. The instructions are clear and consistent throughout the program. 
• The materials include progress monitoring in sequences 1–4 at an interval of every 4–6 lessons. Skills monitored are noted, as well as skills that are not included (with reason noted). The "Program Spreadsheet" shows six progress monitors throughout the year. 
• The alphabet letters and sound assessment is to be administered three times a year, beginning, middle, and end, with guidance to assess these skills throughout the year until they achieve proficiency. 

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

• The materials provided for the phonics assessment include beginning, middle, and end-of-year scoring columns for the teacher, as well as a section to document notes. These are for each learner and a data management tracker is not evident in the materials that would enable teachers to analyze the data over time that also includes a target line. The pre-assessments included in the program materials state, "Use data from the phonics assessment to determine, generally, where a tier 2 student will place into the program. Then administer the pre-assessments that align with that sequence. If a student accurately reads 90% of the skill and nonsense words on the pre-assessment within three seconds of seeing the word, they are proficient with the skill and should move to the next pre-assessment..." The documentation of the pre-assessments can be made on the assessment itself for each student. There is no data tool where the various skills on the pre-assessments can be documented in one place for the teacher to easily plan differentiated instruction. 
• The data-management tools provide a place for teachers to organize their student data, but the tools do not support teachers with analyzing or interpreting the data so that the teacher can make instructional decisions. Progress monitoring guidance only refers to the student as follows: "The data-management tools provide a place for teachers to organize their student data, but the tools do not support teachers with analyzing or interpreting the data so that the teacher can make instructional decisions." 
• The materials provided for the phonics assessment include beginning, middle, and end-of-year scoring columns for the teacher, as well as a section to document notes. These are for each learner and a data management tracker is not evident in the materials that would enable teachers to analyze the data over time that also includes a target line. The materials include a "Concepts of Print" assessment that is located in the "Program Assessments" publication. The assessment details and administration state, "The "Concepts of Print" assessment should be given to determine in which skills students are proficient. Skills will be revisited in Sequence 1." Included are score pages for the teacher, but there is no other direction or guidance on the relevance of this assessment for making instructional decisions to accelerate instruction. The assessment is not repeated. 
• In the phonics assessments "Using Phonics Assessment Data" section, it states: "Data from the phonics assessments can reveal current student knowledge of the skills you will teach following the program scope and sequence."  In phonics assessment 6, materials include a teacher form to fill out while assessing students; however, there are no data management tools to help track growth and assess how to support each student. 

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

• The materials include data management tools (digital and/or hard copy) to enable teachers to document only individual student data. Materials only include individual student data guidance for quizzes, assessments, and progress monitoring tools. Materials do not include data-management tools for teachers to organize their whole-group data. 
• One tracker included in the materials is a student tracker for the "Alphabet Letters and Sounds Assessment." There are no data-management tools for tracking whole-class student progress to analyze patterns and needs of students. 

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

• The materials provide "Progress Monitoring" assessments at the end of every week or unit. Every child is assessed using these "Progress Monitoring" assessments. Specific guidance is not included in determining the student’s needs along with the sections in lessons where support can be provided. Materials provide the following for students who struggle on Day 1 within the "Focus Skill" section: "Focus Skill Support: Students may need help with the focus skill if they struggle with oral articulation, multisensory exercises, word mapping, decoding, or encoding. A review of these exercises will be the focus of their Day 2 small group." Specific guidance is not included in determining the student’s strengths. 
• Materials do not mention how to differentiate the frequency of progress monitoring. In the program assessment overview, it says "Progress monitoring is built into each Day 3 lesson in Sequences 1-4." 

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 teacher guidance in the "Lesson Procedures" documents in the materials explains how the data from a progress monitoring assessment can be used to plan small-group instruction to address gaps in learning. "Evaluating Data for Decoding Supports" states, "To prepare for Day 2, evaluate observational data from the "Decoding and Encoding" activities. Determine in which of the following areas students need additional support: previous skill support, focus skill support, high-frequency word support, and/or vocabulary support." 
• The program materials state that all students should receive the whole-group instruction but those behind or ahead of the skills can focus on this acceleration during small-group time each day. The materials included in the formal progress monitor assessments indicate what lesson the skills assessed are found. Once the assessment is complete, the teacher and learner can revisit these lessons for additional support in small groups. 
• In the program assessment overview, it states: "Pre-Assessments: For Tier 1 instruction, you will follow the program scope and sequence; however, when faced with a student who is significantly behind or ahead of the Tier 1 plan, use the program pre-assessments to determine where to place the student into the program. It's recommended that these students still receive whole-group instruction, but they can spend their small-group time focusing on previous or future skills according to what they need. Each pre-assessment highlights a skill that coordinates with a specific lesson, so students are placed into the program at the first skill in which they cannot show proficiency." 

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 include discussion prompts, but don't include systematic and explicit guidance for oral language development and only use one or two methods. For example, Kindergarten materials include scripted discussion prompts with directions for students to take turns. "Sequence 1, Lesson 3, Day 2" states, "Display pictures of slop from the internet. Students take turns comparing the items in the slop using comparison words (bigger, smaller, shorter, longer, rounder, hotter, creamier, etc.). Students must use the word slop in their sentences. Start with an example: In this slop, the potato is rounder than the broccoli."  
• The materials include discussion prompts but need more systematic and explicit guidance for oral language development and only use one or two methods. For example, Kindergarten materials include scripted discussion prompts that include directions to have students build on the ideas of others. "Sequence 1, Lesson 5, Day 2" states, "Students brainstorm a list of jobs. Then they work with a partner or in groups to complete an open sort, placing the jobs into categories of their choosing. Once sorted, groups take turns sharing their lists with the categories hidden, while the other groups try to guess what their categories must be." 
• Materials do not include systematic and explicit instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice). "Sequence 2, Day 3" lessons include a "Verbal Reasoning" section where the teacher asks questions after reading the decodable book. The questions come with a possible student answer. Day 3 lesson guidance suggests allowing "students time to think-pair-share before sharing responses with the group." 

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

• Materials include opportunities for students to engage in academic communication through turn-and-talks and think-pair-share activities but don’t include social communication prompts/sentence stems. For example, in Sequence 4 Day 3 lesson procedures, it says that after students finish reading, allow time for students to think-pair-share with the "After Reading" questions. In Sequence 4 Lesson 2 Day 2, the "Background Knowledge" section includes opportunities for student discussion: "Show various pictures of pathways. Discuss where pathways may be needed and useful. Students work with a partner or in a small group to describe pathways using prepositions." 
• The materials include opportunities for students to develop academic communication but lack social communication prompts. The materials include scripted lesson plans that give students opportunities to engage in academic communication for different purposes and audiences. Directions for the "Background Knowledge" section state, "Students complete a semantics activity to reinforce meaning in language, then they get ready to read the text by discussing "Before Reading" questions." Semantic activities include students creating synonyms, topic-specific lists, and sentences with homophones to share with partners or the class. 

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.

• In Sequence 4 lesson procedures for Day 2, materials include authentic opportunities for students to engage in discussion to understand and share information as well as share ideas. In the "Background Knowledge" section, students are to "complete a semantics activity to reinforce meaning in language, then they get ready to read the text by discussing "Before Reading" questions." Materials include "Before Reading" questions, and the teacher is given guidance to "allow students time to think-pair-share before sharing responses with the group." In "Sequence 2, Day 17," the "Background Knowledge" section gives opportunities for student discussion by having students "take turns comparing things that can be a smidge different using comparison words." In this instance, students are listening actively to one another to share ideas. 
• "Sequence 4, Lesson 21, Day 2" includes partner or small group discussion for the semantics activity. The material states, "Students work with a partner or in a small group to describe going somewhere on a tram using prepositions. The word tram should be used in each sentence." The materials provide evidence of active listening opportunities through scripted teacher prompts. Students must listen for comprehension in order to replicate the teacher's modeling and answer questions. "Sequence 2, Lesson 21, Day 1" includes a teacher script for oral articulation. Students must listen and watch the teacher as she models the sound before trying it themselves. 

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 material provides specific language the teacher can use in each lesson to teach letter names and sounds explicitly. For example, in grade 2, the materials include what the teacher could say to introduce the various sounds of the letter ‘C’ during the "Syllable Type VCe". The script states, "Also when the consonant in a VCE syllable is a ‘c’ or ‘g’, the ‘e’ signals that each represents a soft sound. In these cases, ‘c’ represents the /s/ sound (face), and ‘g’ represents the /j/ sound (cage)." The materials include a scope and sequence that shows a progression that starts with simple to more complex decoding skills. For example, the grade 2 materials begin with a review of short vowels and various long vowel syllable types before introducing final stable syllable types. Syllable sorts are included to review previously taught syllable types. "Structured Literacy with E.A.S.E. Program Spreadsheet Research" tab states, "Syllable types and division rules are explicitly taught throughout the program. Students get opportunities to decode and encode words with all syllable types as well as read texts that focus on providing additional exposures to them." 
• The materials include a scope and sequence that shows a progression that starts with letters most useful in decoding. For example, grade 2 materials teach short vowels before long vowels. Grade 2 materials also include blending and segmenting strategies to read and spell basic one-syllable words with short vowel sounds; and, once students have mastered these simpler concepts, more complex graphemes are taught enabling them to decode and encode more complex words. 
• Grade 1 and grade 2 materials teach short vowels before long vowels, they start with a review of Sequence 1, completing various lessons from 1-11. Lesson 1, begins with introducing CVC words. Grade 1 and grade 2 materials teach syllable division (CV/CV) words before introducing VCE words (sequence 2). 

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 teacher guide includes ideas and support to the teacher in providing explanatory feedback instead of correct/incorrect feedback. For example, grade 2 guidance for the /oy/ sound in words explains the following, "If students have trouble making the /oy/ sound, have them watch themselves in a mirror as they say the following words, elongating the final sound of each word: toy, boy, joy. Ask them to repeat the activity, dropping the initial sound until they are isolating only the /oy/ sound. Guide students to notice how their lips, jaw, and tongue placement change as they say the sound." The teacher guide includes a section with information on common decoding mistakes and suggestions on how to teach proactively. The lesson overview includes information about the /nk/ sound and the resources included in the materials to assist with instruction of this sound. 
• Materials do not include a section with information on common decoding mistakes and suggestions on how to teach proactively. For example, in In Sequence 1, Lesson 6, Day 1 and Day 2 have decoding sections to their lessons. The decoding section does not include ideas and support to the teacher e.g. on Day 1 it says, "model how to read the sounds, words, phrases, and sentences on the Day 1 "Focus Skill Practice" sheet."  

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)

• Materials include a variety of resources for students to reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode multisyllabic words in decodable connected text. For example in Sequences 3 and 4's decodable readers, there are multisyllabic words in all the readers for students to apply their letter-sound correspondence knowledge in decodable connected text. Sequence 3 "Focus Skill Practice Sheets" includes the decoding practice of multisyllabic words in isolation in a majority of the lessons. These sheets include decoding practice of multisyllabic words in phrases and sentences consistently.  
• Materials do not include a variety of resources for students to reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode multisyllabic words in decodable connected text. In Sequence 2's decodable readers, there are no multisyllabic words except for a few, previously introduced, irregular high-frequency words.

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)

• The materials phonological awareness lessons start with simple phonological awareness activities and gradually transition to more complex activities. For example, grade 2 lessons include initial phoneme isolation, phoneme blending, phoneme segmenting, and initial phoneme deletion, and move on to activities to work with short and long vowel words. Sequence 4 Lesson 10 Day 1 states, "Map the words using the appropriate Syllable Map-It Mat for each syllable type: CVC, VCE, VV, VR, and CV." 
• In the Structured Literacy with E.A.S.E. Program Spreadsheet's "TEKS Correlation" tab, the main phonological and phonemic awareness skills for Sequences 1 and 2 are: blend, segment, delete, add, substitute, and isolation. Phonological awareness skill activities are not listed for Sequences 3 and 4. In the Structured Literacy with E.A.S.E.'s Program Information, it details the curriculum's alignment with Scarborough's Reading Rope. The evidence of the phonological awareness strand is in Days 1–3 in the Sound Sequence and in Sequences 1–2. 

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)

• The materials do provide a lesson on what a syllable is before introducing CVC words in Sequence 1. In Lesson 1, Day 1, the teacher's script states, "Syllables are word parts. You can figure out how many syllables a word has by how many vowel sounds you hear in it. There are seven syllable types and today we are learning about CVC syllables." The lesson also includes a "What Are Syllables" poster and a "Spot and Dot" counting syllables poster, but does not include explanatory feedback. 
• Sequence 1 Day 2 lesson procedures in the phonemic awareness section states: "The Day 2 lesson procedures incorporate the final phoneme isolation, phoneme blending, phoneme segmenting, and final phoneme deletion. Shorthand directions are used in the lessons. The following are full example scripts to use. Insert the information found in the shorthand directions into the scrip. (Student response in parenthesis)." There is no explanatory feedback on common errors/misconceptions included. In the lesson plans for each day, there is a phonemic awareness and word chaining section. In each section, words are included, and explanatory feedback for students based on common errors and misconceptions is not included. 

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)

• The lessons provide a variety of activities and resources to develop, practice, and reinforce phonological awareness skills. The materials in Sequence 1 provide a word-chaining activity in the lessons that enables learners to produce a series of rhyming words by changing the onset of the previous word. This sequence and lesson applies to grades K–2. Word chaining is utilized in all four of the program sequences. Resources in the program for phonological awareness do not include rhymes, games, or interactive lessons for students. Resources that are utilized in lessons for phonological awareness are syllable type posters and decodable readers that include current and review skills. Syllable-type lessons have the poster, and syllable-sort lessons have the decodable readers.  
• Materials include activities specifically designed to help students develop, practice, and reinforce their understanding of phonological awareness of skills. Every lesson, materials include a phonemic awareness section. In Sequence 1, this section includes initial isolation, blending, segmenting, initial deletion, and reinforcement opportunities for current and cumulative practice; however, the section/portion of the lesson is the same every single day. There is no variety of resources or activities to support the cumulative review of phonological awareness skills. 
• The activities and resources do not provide a cumulative review for students to develop, practice, or reinforce phonological awareness skills connected to grade-level TEKS. For example, grade 2 lessons only include rhyme production in a few lessons as 1–2 multiple-choice questions in a comprehension quiz. Phonological awareness activities are completed orally with the teacher, and students use their arms to sky-write graphemes and high-frequency words. 
• Materials do not include a variety of activities and resources for cumulative review. For example, rhyming activities are only found in the Sound Sequence of Kindergarten lessons.

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)

• Materials include a systematic sequence for introducing phonemic awareness activities. For example, in Sequence 2 Grade 2 materials include initial isolation, blending, segmenting, and initial deletion activities at the phoneme level on Day 1. Day 2 includes final isolation, blending, segmenting, and final deletion at the phoneme level. Day 3 includes blending, segmenting, and substitution at the phoneme level. These activities reflect the skill focus of the lesson. For example, Sequence 2 Lesson 25 focuses on u_e so the "Phonemic Awareness" section activities include words with u_e. 
• Materials include a systematic sequence for introducing phonemic awareness activities. In Sequence 1 Lesson 2 Day 2, the word chaining activity includes phoneme manipulation of initial and final sounds e.g. fad, bad, mad, lad, sad, sat, mat, bat. In Sequence 2 Lesson 1 Day 2, the word chaining exercises has students manipulating initial, medial, and final sounds e.g. mass, miss, mill, fill, fell, tell, well, bell. 

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)

• The lessons provide suggestions for phonemic awareness lessons with specific and precise terms, phrasing, and statements for teachers to use during instruction. For example, materials include sample words for direct instruction and state, "Shorthand directions are used in the lessons. The following are full example scripts to use. Insert the information found in the shorthand directions into the script. (Student response in parentheses.)" 
• The program resources include explanatory feedback for common errors and misconceptions. Sequence 2 lesson components are outlined in the Sequence Overview. The scripted lesson for" Phonemic Awareness" in the Day 2 lesson procedures states, "The following are full example scripts to use. Insert the information found in the shorthand directions into the script. (Student response in parenthesis.)"For example, in Sequence 2 Lesson 4, the materials support the teacher with helping students avoid the common misconception about the sounds of ch.  In addition to Corrective Feedback (that includes supporting students with misconceptions) embedded in the lesson, the Structured Literacy with E.A.S.E. Program Spreadsheet includes information on the 44 phonemes articulations and corrective feedback. This spreadsheet highlights the typical errors students make with phoneme production and how to help students correct the pronunciation of letter sounds. As teachers are providing instruction, conducting assessments, or working in small groups, this resource can help with common errors and explanatory feedback. 

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)

Materials include explicit (direct) guidance for connecting phonemic awareness.  For example in word mapping procedures materials sequentially do the following: echo-it, tap-it, push-it, write-it, and read-it. Word mapping materials include explicit guidance and practice connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic encoding and decoding.  Sequence 1 Day 2 lesson procedures include a skill review focused on encoding phonemes. This activity reviews previously taught phonemes. The directions state: "To review, say a phoneme aloud and ask students to write the letter(s) that represent it on a whiteboard or lined paper. Each phoneme being reviewed is listed in the lesson plan, along with the grapheme(s) that represents it (shown in parenthesis). With each review, mix up the order of the phonemes. This activity includes explicit guidance to support students in the transition from oral language activities to basic encoding. 

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)

The materials include a variety of activities specifically designed to help students develop, practice, and reinforce their understanding of phonemic awareness skills. For example, grade 2 materials in Sequence 4 include "Word Mapping" in Day 1 of 3-day lessons where students practice counting phonemes. Lesson 10 has students distinguishing between long and short vowel sounds in one-syllable and multisyllabic words by completing the "Word Mapping" activity. The activities and resources do not provide a cumulative review. For example, lessons include phonological awareness activities, but do not include a cumulative checkpoint where teachers can collect information about student strengths and needs. 

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)

• The materials include detailed guidance integrating the teacher's actions for teachers to use during phonics instruction. These routines are consistent for each grade level and are aligned with the ELAR TEKS. For example, phonics lessons begin with teacher information for the focus and continue with a skill review and instruction for high-frequency words. Then, instruction for the focus skill is followed by oral articulation and multisensory exercises. Finally, the lesson ends with word mapping, decoding, and encoding. Oral articulation, multisensory exercises, and decoding are taught with a gradual release of responsibility on Day 1 of the lessons. The materials provide sample scripts or bulleted teaching points and explicitly defined language with consistent routines for systematic and explicit instruction on sound-spelling correlations and syllable combinations. For example, grade 2 Sequence 4 Lesson 18 states, "When the letters "oy" are put together, they represent the /oy/ sound. This sound can appear at the end of words like toy and joy." 
• The materials include lessons and activities that systematically teach phonics skills and concepts, from simple to complex, across the year. For example, grade 2 students learn how to decode and spell words with variant vowels, trigraphs, and blends. 

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 program materials include direct and explicit instruction for sound-spelling patterns that connect new concepts to previously learned concepts. Scripted lessons are provided for teachers including the skill introduction. For example, Sequence 3 Lesson 7 introduces the vowel team oa by stating, "You have already learned that vowel teams are two or more letters that appear together to represent a single vowel sound. Today, we will focus on a vowel team that commonly represents the /o/ sound: "oa." This sound can appear at the beginning of words like oat and oak and in the middle of words like boat and goat." The Program Spreadsheet includes a TEKS correlation tab with TEKS listed for skills and lesson components for each grade level. However, this has been added since we started the review process, and the reviewer is unsure if this is complete or allowed to be used as evidence at this time. 
• Materials include specific and precise terms, phrasing, and statements that teachers can use during core instruction. For example, in Sequence 2 Lesson 4 Day 1, the script directs teachers to discuss the digraphs students already know and then says, "Today, we will focus on another consonant digraph that commonly represents the /ch/ sound: "ch". This sound can appear at the beginning of words like cheese and chip or at the end of words like much and such." Materials include specific and precise terms, phrasing, and statements that teachers can use during core instruction. For example, in Sequence 3 Lesson 3 Day 1, the skill introduction says, "You have already learned that vowel teams are two or more letters that appear together to represent a single vowel sound. Today, we will focus on the vowel team "ai," which commonly represents /ā/. This sound can appear at the beginning of words like aim and aid or in the middle of words like pain and bail." 

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 materials include activities for students to review, practice, and reinforce their knowledge of grade-level sound-spelling patterns. For example, grade 2 materials teach final stable syllables before including them in a cumulative syllable sort. 
• The materials include activities and resources to help students review and practice sound-spelling patterns skills through cumulative review. For example, Sequence 2 grade 2 lesson activities include "Focus Skill Practice", "Multisensory Exercises", "Word Mapping", "Dictation", and "Word Chaining". Sequence 2 grade 2 lessons provide resources such as decodable books and a "Learning at Home" sheet for each lesson where students can practice and reinforce sound-spelling patterns through a cumulative review. 
• Materials include grade-level sound-spelling sorts during lessons for students to develop and practice and in one-day lessons that are reinforcing by reviewing previously learned syllable types. For example, CVC and VCE spelling patterns are taught in Sequences 1 and 2 respectively, and in Sequence 3 they are included in a sort with VV syllable type that's introduced at the beginning of Sequence 3. 

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 materials provide a variety of activities and resources to decode and encode words in isolation and decodable text. For example, materials include Focus Skill Practice Sheets with words, phrases, and sentences. Additionally, materials include word mapping and chaining for encoding and decoding words. Grade 2, Sequence 4 Lesson 27 includes words for mapping, such as ghost, gnaw, and knight. Word Chaining words include wrist, mist, most, and ghost. The materials provide opportunities for students to apply previously taught and recently introduced sound-spelling patterns. For example, materials include decodable texts that include only previously taught spelling patterns. 
• The program materials include decodable readers for each lesson in Sequences 1-4. Each sequence includes its own decodable book publication. The decodable book for the lesson indicates the prior skills needed in order to be successful in reading the book. Lesson activities and resources on Day 1 of lessons include a skills focus page that includes current lesson skills and prior learned skills. Sequence 2 Lesson 5 introduces ‘w’,’x’,’y’, and ‘z’. This is the focus of the skills page, and also prior skills are included in the sounds, phrases, and sentence sections of the practice. 
• Materials provide a variety of activities and resources to support students in decoding words that include taught sound-spelling patterns in isolation and in decodable connected text that builds on previous instruction. The Structure Literacy with E.A.S.E. Program Spreadsheet's detailed ‘SAS’ tab includes accompanying decodable readers to pair with every lesson in Sequences 1-4. For example, Sequence 2 Lesson 2 is focused on the _ck /k/ pattern. "The Stuck Duck" decodable reader that pairs with this lesson has warm-up words that involve decoding words with this spelling pattern in isolation. Then, the reader incorporates words with this pattern throughout for students to decode in connected text that builds on previous instruction. Materials provide a variety of activities and resources to support students in encoding words that include taught sound-spelling patterns in isolation. For example, the Sequence 3 Lesson 3 encoding section has a dictation of words component, practicing spelling patterns in isolation.

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

• The materials include some guidance in lessons for targeted words without a limit to the number of regular and irregular words introduced in a single lesson or week. Materials provide guidance for the number of words to introduce in lessons. Sequence 2, Lesson 28 states, "Review high-frequency words as needed." 
• Sequence 4 does not include the introduction of new high-frequency words, however, Sequences 1-3 are reviewed in second grade, while Sequence 4 provides new content and skills for grade 2. Day 1 lesson procedures set aside 10 minutes of the lesson for reviewing the irregular high-frequency word deck. For reference, the skill introduction is allotted 1 minute of the lesson. Day 2 lessons allow 2 minutes, and the instructions state, "Review high-frequency words as needed." According to the program pacing guide. The materials to indicate HFW should be review 2 days per week during "Days 1 and 2 lesson plan instruction only," The areas for high-frequency words and decodable high-frequency words are blank and grayed out. 
• In Sequence 2, materials include daily practice of high-frequency words and irregular high-frequency words. In each 3-day lesson, students are introduced to 1-4 new, high-frequency words, with all 4 of those (most of the time 1-2 of them), being irregular high-frequency words. In those three days, students practice with these words in isolation, and in their decodable books. For example, in Lesson 26, Day 1, students review the twenty previously learned high-frequency words, and then are introduced to the new high-frequency words using Read, Spell, Write, Extend. In this case, two out of the two are irregular high-frequency words. In Sequence 1, materials include daily practice of high-frequency words and irregular high-frequency words. In each 3-day lesson, students are introduced to 2-4 new, high-frequency words, with 3 of those being irregular high-frequency words. In those three days, students practice with these words in isolation, and in their decodable books. For example, in Lesson 14, Day One, students review the twenty previously learned high-frequency words, and then are introduced to the new high-frequency words using Read, Spell, Write, Extend. In this case, only one of the three is an irregular high-frequency word. 

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)

• The materials include sample scripts and explicitly defined strategies for direct instruction of reading and spelling high-frequency words. Sequence 3 Lesson Procedures for High Frequency Word Introduction state, "To learn new high-frequency words, students complete the Read, Spell, Write, Extend (Blevins, 2024) activity for each word. Red words are irregular (heart words), and green words are temporarily irregular (wise words)."Materials continue with detailed instructions with teacher background and a sample script. 
• Sequence 3, Day 1 lesson procedures state, "Lessons 1-25 introduce new high-frequency words. To learn new high-frequency words, students complete the Read, Spell, Write, Extend (Bevins, 2024) activity for each word. Red words are irregular (heart words), and green words are temporarily irregular (wise words)." On Day 2 of the lesson procedures state, "Students use multisensory exercises to review irregular high-frequency words. Students will skywrite the word. In Lessons 26-29, review previously taught high-frequency words using the HFW deck." The materials provide a scripted example in the Day 1 lesson procedures for each sequence that includes an example script for spelling the word want with students, "The word want is spelled w-a-n-t. Spell it with me: w-a-n-t. What is the first sound in want? What letter represents the /w/ sound? What are the final two sounds in want? What letters represent the /n/ and /t/ sounds? Notice that the "a" in this word is tricky. Usually, "a '' represents short a in closed syllables, but in this word, it represents an irregular spelling for the short o sound. We will draw a heart to remind ourselves that this is the tricky part. (An explanation for the tricky parts of each word is in the lesson plan.)" The Program Spreadsheet includes a HFW by Sequence tab that maps out the high-frequency words as they are introduced in the sequences and lessons. This "at a glance" document provides the teacher with knowledge of the word being a heart word or wise word, if it is included in the card deck, and the phonemes and graphemes for each word. The document also provides the teacher of what high-frequency word list(s) the word originated from. 
• The materials include sample scripts and explicitly defined strategies for direct instruction of reading and spelling high-frequency words. For example, Sequence 3, Lesson 1 provides the teacher with the following script for introducing the word picture, "‘ture’ represents the /chǝr/ sound." Materials also reference the Read, Spell, Write, Extend activity when new high-frequency words are introduced. 
• In Sequence 2, Day 1 lesson procedures, materials include a high-frequency word section (about 10 minutes of instructional time) to review previously taught words, and introduced regular and irregular high-frequency words using the Read, Spell, Write, Extend approach. At the conclusion of this activity, the words are added to the growing high-frequency word deck. 

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)

• Materials include a variety of resources for students to develop, practice and reinforce skills to decode and encode regular high-frequency words that are referred to as, "temporarily irregular high frequency words." Students have access to high frequency word cards that are used to create a deck for practicing and reinforcing automaticity. Students explore high frequency words by participating in an open word sort utilizing high frequency word cards on Day 1 of the high frequency word section of the lessons. Additionally, students practice building high frequency words utilizing a High Frequency Word Mat. Materials state, "Students are first exposed to a HFW using the High Frequency Word Forming Mat. Students can use tactile objects (like clay or glue and glitter) to build the words. They can trace the words using crayons or markers. If the sheet is laminated, students can use a dry erase marker to trace the letters in the word repeatedly." Grade 2 Lessons that are not part of previous grade level reviews have students word with previously taught words. Lesson Procedures state, "Review high-frequency words as needed." 
• The materials include a variety of activities to develop decoding and encoding of high-frequency words that includes the Read, Spell, Write, Extend activity on Day 1 of lessons in the Sound Sequence through Sequence 3. In addition, students are provided with guidance on determining heart words from wise words. Sequence 4 provides review of all previously learned high-frequency words. The materials include a variety of activities on Day 2 of high-frequency word lessons to practice encoding and decoding that includes: skywriting, arm spelling, high-frequency word forming, and Find and Cover (small-group). The instructions for using the word forming mat state, "Students can use tactile objects (like clay or glue glitter) to build the words. They can trace the words using crayons or markers. If the sheet is laminated, students can use a dry erase marker to trace the letters in the word repeatedly." The materials include a variety of activities throughout the sequences to reinforce skills to encode and decode regular high-frequency words. Activities include flashcard review (refer to Program Spreadsheet for included words), decodable readers, and a Learning at Home printable. The decodable readers include a list of irregular high-frequency words with the temporary irregular words marked with . These words also reappear in later decodable texts as regular high-frequency words once the students have learned the skills to decode them. This is noted at the beginning of each decodable reader. 
• Materials include a variety of activities for students to develop, practice, and reinforce skills to decode and encode irregular high-frequency words (through cumulative review). Sequence 3 activities include reviewing twenty previously learned high-frequency words, then introducing new words through Read, Spell, Write, Extend, multisensory exercises and decoding high-frequency words in Focus Skill Practice sheets and decodable books. 
• The ""Learning at Home"" materials include the high-frequency words students have been working on during that lesson at school. For example, in Sequence 3 lesson 3, the high-frequency words "thought" (irregular high-frequency word) and "river" are introduced, and the ""Learning at Home"" practice materials include gray high-frequency word cards for students to practice these words at home. In Sequences 1-3, the first two days of each three day lesson commit time to explicit, high-frequency word exercises in isolation, with additional high-frequency word practice in the "Skill Practice" sheet for Day 1. Day three of each lesson builds on this, as materials include decodable readers with the new and spiraling  high-frequency words. In the Sequence 2 Overview, it states: "each lesson introduces a handful of irregular (and temporarily irregular) high-frequency words. These words were chosen based on which words students will see for the first time in a program decodable book, and the number of these words in each lesson varies." For example, in Lesson 23, the irregular high-frequency words introduced are "family" and "sometimes" -- in the Lesson 23 decodable reader, "A Patch for a Hole," these two irregular high-frequency words appear at the start of the reader, for practice/review in isolation, and throughout the story, where appropriate. 

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)

• In the Sequence 2 "Focus Skill Practice" materials for each lesson, materials include an opportunity to practice the high-frequency words for that week in isolation; however, the phrases and sentences are not consistently including the high-frequency words for them to practice in connected texts. For example, in Sequence 2, Lesson 25, the high-frequency words ("letters" and "learn") introduced are present in the isolation practice and completely absent from phrase and sentence practice. In the Sequence 2 Overview, it states: "each lesson introduces a handful of irregular (and temporarily irregular) high-frequency words. These words were chosen based on which words students will see for the first time in a program decodable book, and the number of these words in each lesson varies." For example, in Lesson 23, the irregular high-frequency words introduced are "family" and "sometimes" -- in the Lesson 23 decodable reader, "A Patch for a Hole," these two irregular high-frequency words appear at the start of the reader, for practice/review in isolation, and throughout the story, where appropriate. Materials do not include a variety of resources for the students to write high-frequency words in connected texts. Materials only suggest writing the high-frequency words in a sentence (during the introduction of the high-frequency word) if extra support or a challenge is needed. 
• Materials include a variety of activities for students to recognize, read, and write high-frequency words in connected text (e.g., within sentences or decodable texts). Sequence 3 activities include decoding phrases and sentences and decoding within decodable texts. Read, Spell, Write, Extend activities allow students to create sentences using the high-frequency words. 
• Sequence 4 is a review only for HFW without direct or explicit instruction. However, the indicators could be met for recognizing words in isolation if the teacher utilizes the resources and activities from Sequences 1-3. Those are noted for second grade in evidence 2 and 3. Students have the opportunity to recognize, read, and write high-frequency words in isolation through the use of the high-frequency word deck and the Read, Spell, Write, Extend Activity on Day 1 of each lesson. The program states, "To learn new high-frequency words, students complete the Read, Spell, Write, Extend (Blevins 2024) activity. Red words are irregular (heart words), and green words are temporarily irregular (wise words). Each Day 2 lesson for high-frequency words include the following multisensory activities to recognize high-frequency words in isolation: skywriting, arm spelling, word building, and Find and Cover. Find and Cover is utilized in small-group support while the other activities are included as tier 1 materials. 
• The materials consistently use activities and resources, such as memory-building strategies, for students to recognize, read and write high-frequency words in isolation. Students practice the Read, Spell, Write and Extend activity for each word. Students also practice words in isolation as directed in the Learning at Home section by using letter cards to build words and read high frequency words in a printable book for each lesson. Sequence 3, Lesson 1 has students practice building the words picture and write in the "Learning at Home" activity. 

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)

• The materials provide an instructional sequence for encoding and decoding single-syllable and multisyllabic words, as outlined in the TEKS. For example, grade 2 materials are included in Sequences 1-4 and begin with kindergarten review syllables progressing with less to more complex syllable types. Materials state, "Sequence 1 introduces the CVC syllable type, Sequence 2 introduces blends, digraphs, and the VCE syllable type, Sequence 3 introduces the VV syllable type (regular vowel teams) and the VR syllable type and Sequence 4 introduces diphthongs and the CV and C LE syllable types." The materials provide an instructional sequence for encoding and decoding single-syllable and multisyllabic words, as outlined in the TEKS. For example, grade 2 materials in Sequence 4 Lesson 32 introduce the final stable syllable type and have students decode words with the final stable syllable type. The lesson continues having students encode final stable syllable words through dictation. 
• Each sequence provides a Program Information guide that states, "The sequences build on the learning from previous sequences. Sequence 1 introduces the CVC syllable type. Sequence 2 introduces blends, digraphs, and the VCE syllable type. Sequence 3 introduces the VV syllable type (regular vowel teams) and the VR syllable type, and Sequence 4 introduces diphthongs and the CV and C+LE syllable types." Spelling words using knowledge of syllable division patterns including double consonants in the middle of the word is evident throughout Sequence 4. One example is Lesson 2 Day 1. The words for word mapping and dictation include funny, poppy, and daddy. Other examples where double consonants in the middle of words are found include Lesson 11 "(scaffold", "lampost"), Lesson 12 ("million", "impressed"), Lesson 13 ("rearrange", "unhappy", "unwilling", "classes"), Lesson 16 ("belittle", "cutting", "slipping", "bobber", "tossed"), Lesson 17 ("applause", "embarrassment", "added", "yelled", "puddle"). 
• The lesson objectives progress from less to more complex skills. For example, grade 2 materials provide opportunities for students to apply their knowledge of syllable patterns to decode and encode 1-syllable words with closed and open syllables before reading and spelling multisyllabic words with open and closed syllables. Additionally, the VCCV syllable division principle is taught before the VCV and VCCCV syllable division principles. 
• Grade 2 materials include a systematic sequence for introducing all grade-level syllable types and syllable division patterns, as outlined in the TEKS. Moreover, grade two materials within the various sequences include practice with multisyllabic words involving the six syllable types: closed, open, VCE, vowel team, r-controlled, and final stable; however, grade 2 materials do not introduce the r-controlled syllable type, grade materials just review it in later, sort-type lessons. Multisyllabic words are introduced in syllable division lesson VC/CV and this is solely a grade 1 lesson in Sequence 2, Lesson 19. In the program's overview, the skills by sequence section states: "The sequences build on the learning from previous sequences. Sequence 1 introduces the CVC syllable type, Sequence 2 introduces blends, digraphs, and the VCE syllable type, Sequence 3 introduces the VV syllable type (regular vowel teams) and the VR syllable type, and Sequence 4 introduces diphthongs and the CV and C+LE syllable types." 

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 include specific and precise terms, phrasing, and statements that teachers should use during core instruction. For example, Sequence 4, Lesson 35 includes a teacher script that states, "You’ve learned all about vowel teams and diphthongs with a VV pattern. If a VV vowel team represents a diphthong, the letters work together to represent a vowel sound. In multisyllabic words, sometimes vowels that are not part of a vowel team appear side by side. When reading and spelling words that have this pattern and do not represent a vowel team or diphthong (V/V) divide between the two vowels because each vowel will have a distinct sound. Be careful not to divide between vowels that represent a vowel team or diphthong." 
• The program provides direct guidance for encoding and decoding multisyllabic words in Sequence 4 Lesson 16 using prefixes be_ and de_. Dictation and word chaining provide practice and reinforcement of the new skill as well as previous skills learned such as the prefix re_. Word morphology is also included in affix lessons to provide support for encoding base words with affixes. A list of possible words is included in the lesson for teacher guidance. During the skill introduction, the teacher shares, "When the prefix be_ is added to a base word, it often means become. Consider the word "befriend." In this word, "friend" is the base word, and "be" is the prefix. The word "befriend" means to "become a friend"." 
• Materials include guidance for the teacher to provide direct and explicit instruction for applying knowledge of syllable types and syllable division principles to decode and encode one-syllable or multisyllabic words. For example, Sequence 4 Lesson 12 provides a teacher script for guiding students through syllable division rules for words with V/CV or VC/V syllables. 
• The materials provide teachers with important points to emphasize about decoding and encoding words by applying knowledge of syllable division principles. For example, in Sequence 4 Lesson 3, the skill introduction says, "We are going to learn about the open vowel syllable type. When a vowel appears at the end of a syllable following a consonant, it represents its long sound." In Sequence 4 Lesson 3 syllable type CV, materials include guidance for the teacher to provide explicit instruction for applying knowledge of syllable types to encode multisyllabic words. The encoding section has directions to code the words: "Once the sentence is written, have students find all the CV words. For each CV word, students circle the vowel sounds with red and underline the consonants with blue. Then they code the vowels and consonants in the CV syllable by writing ‘C’ or ‘V’ above each letter in the syllable. Sequence 1 Lesson 1 introduces the CVC syllable type. The skill introduction includes teacher guidance on what is a vowel, its sounds, what is a syllable, how to count syllables, and then guidance on introducing the closed CVC syllable type: "Think of the word "pig." This word has a CVC syllable type. This means it is represented using a consonant, vowel, and another consonant. Write the letters ‘C,’ ‘V,’ and ‘C’ above the letters in the word "pig" to show which letters are consonants and which is a vowel. This word is a closed syllable. The middle vowel is closed in by a consonant that comes directly after it, causing the vowel in the middle to represent its short sound /ǐ/. Blend the word pig by saying /p/ /ǐ/ /g/. Model the sounds... code the letters... remind students of what is a closed syllable... blend sounds." 

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 a variety of activities to develop, practice, and reinforce skills to decode one-syllable and multisyllabic words. For example, grade 2 lessons include a Day 1 Focus Practice Skill Sheet for students to decode the words "begin", "event", and "began" in Sequence 4 Lesson 9. This lesson also includes a decodable reader named, "Summer Streets Event" for student practice. The materials include a variety of resources to develop, practice, and reinforce skills to decode and encode one-syllable words. For example, grade 2 materials introduce the final stable syllable type in Sequence 4 Lesson 32, and have students perform a syllable sort of final stable syllable words in Lesson 36. 
• Materials and resources in Sequence 4 Lesson 16 provide decoding of multisyllabic words with the prefixes be_ and de_. After the skill introduction, students practice decoding with word mapping and the focus skill sheet. The lesson also provides a review of affixes using flashcards that can be cut out and used by students. The student places the affix before and after base words to create new words and change their meaning ("non", "dis", "mis", "ing"). 
• Materials include a variety of activities for students to develop, practice, and reinforce skills to encode one-syllable or multisyllabic words (through cumulative review). Sequence 4 student activities allow encoding through word mapping, word chaining, and dictation. 
• Materials include one-day lessons over syllable types. The Structured Literacy with E.A.S.E. Program Information states that: "These one-day lessons focus on introducing each of the seven syllable types. The lessons that immediately follow syllable type lessons go into more depth about the graphemes found within the syllable type." Materials include three-day lessons for syllable division rules. The Structured Literacy with E.A.S.E. Program Information states that these lessons "focus on how to decode and encode multisyllabic words using syllable division rules." Materials include syllable sorting, and one-day lessons for every grade: kindergarten has three, grade 1 has one, and grade 2 has three. The Structured Literacy with E.A.S.E. Program Information states that these lessons "serve as a quick review of previously learned syllable types. Students practice sorting words by their syllable type and reading a text that contains each of the previously taught syllable types." 

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 provide a variety of activities and resources for decoding one-syllable words in connected text. For example, grade 2 lessons include a decodable text that includes the current and previously taught skills where students read in a variety of ways on Day 2 of the lesson. Sequence 4 Lesson 19 states, "Model how to read the first page of "Brownstone Birthday Party." Depending on the level of support needed, students read the remaining text using one of the following methods: echo reading, partner reading, choral reading, or independent reading."
• The Structured Literacy with E.A.S.E. Program Information provides an overview of syllable type lessons and syllable division rules at the start of each sequence. "Syllable Type" lessons are designed as one-day lessons that introduce each of the seven syllable types, followed by more detailed lessons on the graphemes associated with each type. "Syllable Division Rule" lessons span three days and emphasize decoding and encoding multisyllabic words using syllable division rules. In Sequence 4 Lesson 3 Day 1, students are introduced to the CV syllable type through a teacher-led introduction of CV words, a Syllable Map-It activity (including words like "bacon", "begin", "cupid", "local", and "tiger"), and dictation exercises (such as "lady", "minus", "going", "human", and "super") for encoding practice. The lesson concludes with students coding the dictated words by marking "C" or "V" above the letters for each syllable. The subsequent lessons include various activities for decoding and encoding, such as Focus Skill practice, further decoding of syllable types in isolation, and progress monitoring with words like "paper", "later", "crazy", "baby", and "April". "Syllable Division" lessons are outlined in the "Scope and Sequence" in the Program Spreadsheet and commence in Sequence 2 Lesson 15 Days 1 and 2 of these lessons provide activities for practicing syllable division principles. On Day 1, the materials explain that a compound word is formed by combining two words while retaining their original spelling, and students are instructed to divide between the words when reading and spelling compound words. Word mapping is practiced with examples like "anthill", "bulldog", "sandbox", "sunset", "upon", and "within." Encoding practice involves dictating words such as "pigpen", "bobcat", "catfish", "cannot", and "upset." Lastly, students complete the Day 1 Focus Skills Practice sheet after teacher modeling.
• 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 decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). Materials include activities for decoding such as phrases, sentences, and decodable books. Connected text includes current skills being taught and previously learned skills as listed inside decodable books.
• 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 in the decodable connected text that builds on previous instruction. For example, Sequence 2 Lesson 20 introduces the syllable type VCE, and the consequential six lessons continue this skill practice with VCE words in isolation, phrases, and sentences in the focus skill practice pages for each lesson and in isolation and in sentences in the decodable readers. Materials include a variety of activities and resources for students to practice encoding one-syllable or multisyllabic words using knowledge of syllable types in the decodable connected text that builds on previous instruction. For example, Sequence 2, Lesson 20 introduces the syllable type VCE and the encoding exercises on day one include dictation routines with practice in isolation and in connected text.

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 include a scope and sequence document that identifies grade-level morphemes. For example, grade 2 materials include instruction for prefixes -un, -re, and -in; however, not all lessons are aligned to the grade-level standards. Grade 2 lessons do not include morphemes -er and -est because they are found in grade 1 materials. 
• The program materials do not introduce morphemes in the correct grade level according to the TEKS. For example, Sequence 4 Lesson 13 introduces two second-grade affixes: un_ and re_. Lesson 14 introduces sub_ and pre_. These are not aligned to grade-level TEKS. Lesson 15 introduces dis_, mis_ , and non_, Lesson 16 introduces be_ and de_, Lesson 28 includes _ment and _ous, and Lesson 29 introduces _ish, _able, and _ure, which are not included in grade-level TEKS. The 1-1-1 rule (Sequence 3 Lesson 27), Silent e with Suffixes (Sequence 3 Lesson 28) lessons, as well as Lessons 30 and 31 in Sequence 4, Y+1-1-1 and Y Spelling Rule, are not aligned with the TEKS. 
• Materials include a scope and sequence for introducing grade-level morphemes, as outlined in the TEKS. For example, Sequence 4 Lesson 13 introduces prefixes un- and re-. Sequence 4 Lesson 28 materials list the prefix -ion, but the materials only include words with -tion, not -sion or -ion. Prefixes -er and -est are introduced in grade 1 materials in Sequence 3 Lesson 24 and not reviewed in Grade 2. Sequence 4 is taught in its entirety in grade 2 yet includes prefixes dis- and non- which are taught in grade 3. 
• The materials teach morphemes, but they are not aligned with the grade-level standards. For example, grade 1 scope and sequence indicate that students will complete Lessons 24-26 of Sequence 2, and those lessons cover grade 2 and grade 3 TEKS i.e. those lessons are over the following grade 2 suffixes (_er, _est, and _ly) and grade 3 suffixes (_ness and _ful) along with an additional one not taught in grades K-3 (_less). In Sequence 4, Lesson 13, prefixes un_, re_, and in_ are introduced. The prefix "in_" is not in grade 2 TEKS, it is introduced and taught in grade 3 TEKS. 

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 lesson plans include teacher tips or explanations of the morphological objective of the lesson. For example, the grade 2 lesson for the prefix dis- state, "When the prefix "dis_" is added to a base word, it means "opposite of." Consider the word "distrust." In this word, trust is the base word, and dis is the prefix. The word distrust means "opposite of trust." The lesson plans include teacher tips or explanations of the morphological objective of the lesson. For example, the grade 1 lesson for suffixes -ing states, "When this suffix is added to a base word, it shows the action of the process. Consider the word "cooking." In this word, cook is the base word, and _ing is the suffix. The word cooking means that the action – "cook" – is currently happening." 
• The program materials provide direct and explicit instruction for common morphemes and use their meanings in each affix lesson in Sequences 3 and 4. Sequence 4 Lesson 13 states, "Today you will learn about prefixes. You have already learned that a suffix is a string of letters that goes at the end of a base word to change or add to its meaning. A prefix is a string of letters that goes at the beginning of a base word to change or add to its meaning. Today we will focus on the prefixes un_, re_, and in_. When the prefix un_ is added to a base word, it means not." 
• The lesson plans include teacher tips or explanations of the morphological objective of the lesson. For example, in Sequence 4 Lesson 13, the lesson focus includes prefixes un- and re-. The Skill Introduction section provides a teacher script that explains, "When the prefix "re_" is added to a base word, it means "back, again." Consider the word reset." 
• Materials include guidance for the teacher to provide explicit (direct) instruction for using common morphemes meanings to support reading comprehension. For example, in Sequence 4 Lesson 24, the skill introduction states: "You've already learned that a suffix is a string of letters that go at the end of a base word to change or add to its meaning. Some suffixes you've already learned are _s, _es, _ing, and _ed. Today, we will focus on the suffixes _er and _est. These suffixes are used to compare two or more items. When _er is added to a base word, it means "more." When _est is added to a base word, it means "most." Consider the word bold. Bolder means "more bold" and would be used to compare two bold things. Boldest means "most bold" and would be used to compare a group of more than two things." In Sequence 3 Day 2 Lesson Procedures, the morphology section states: "Affix lessons include a morphology activity in place of the word collection encoding activity. Students use the word strips to determine which affixes can be added to which base or root words. The currently taught affixes are on the strips as well as some from previous lessons. As students create a new word, they write the word and describe how adding the affix changed the meaning of the base or root word. A list of possible words students might create is included in each lesson. When possible, base words that can stand on their own are used. On occasion, root words that cannot stand on their own are used. You might choose to only include root words for learners needing a challenge, as part of the activity will be to look the root word up and discover its origin and 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 include practice activities in paper to build on the taught morphological skill. For example, grade 2 lessons develop targeted morphological skills and include a "Learning at Home" worksheet for students to practice and reinforce the skill. Sequence 4 Lesson 15 "Learning at Home" instructions for "Building Words" state, "Cut out the cards to the right. Some cards have a prefix (the focus prefixes), some have a base word, and others have suffixes (previously learned suffixes). Ask your learner to read the words on each card, then ask them to read the prefixes and suffixes. Once they have done that, your learner should practice adding each affix to each word, decide which words can be combined with each affix, and then state the meaning of the word with the affix (see examples below). Each time they build a new word, they write the word (on paper, in shaving cream, etc.). After writing the word, they drag their finger under it as they blend the sounds to read the word." Practice words include "trust", "jump", and "read" along with the affixes -ed and mis-. The materials include practice activities to build and spiral previously learned morphological skills within the "Word Chaining" section of the Day 2 lesson. Grade 2 Lesson 16 for prefix de- has students build, read, write, change, and repeat in word chaining for the words "lay", "delay", and "decay" along with review words "refold", "retold", and "told." 
• Materials include a variety of activities and resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). Activities include word chaining, word mapping, dictation, and morphology activities. Only morphology activities allow for cumulative review as found in Sequence 4 Lesson 13 which includes the skill focus of prefixes un-, re-, and in- and review for suffixes -ful, -ly, and -ing. Word chaining also allows opportunities to review with a review chain before the word chain with the skill focus of the lesson. Materials include a variety of activities and resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). Resources include morphology activity cards, Focus Skill Practice, and "Learning at Home." Morphology activities cards and the "Learning at Home" sheet do allow for cumulative review of other affixes as in Sequence 4 Lesson 13. Focus Skill Practice sheets do not allow for cumulative review of other affixes previously taught. 
• The morphology activities in morphological lessons include spiraling affixes. For example, in Sequence 4 Lesson 13, students are introduced to re- and un-. In the morphology activity for that lesson, those affixes are practiced along with previously introduced affixes like _ing, _ful, _ly, and in-. Sometimes one question is asked in the reading comprehension, day 2 quizzes (about how to spell a certain word with the previously taught affixes), but this is not a consistent review. For example, in Sequence 3 Lesson 3 Day 2, "The Snail Games Quiz" asks "What is the correct way to make train plural?" and gives students multiple-choice options. The next time plurality affixes are included on these lesson quizzes is in Sequence 3 Lesson 19 "A Class Skit Quiz." After Sequence 2 Lesson 1 on suffixes _s & _es, there is no intentional practice of these in Focus Skill Practice pages in isolation, nor in connected text e.g. I only see _s words occasionally and no _es words are included in any of the consequential Focus Skill Practice sheets in Sequence 2. 

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)

• Decoding and encoding words with morphemes in isolation are included in a variety of activities and resources for first and second grade. In Days 1 and 2 of morpheme lessons, activities include word mapping, focus skill practice, word chaining, dictation, and morphology (student word-building flashcard activity). In Sequence 4 Lesson 13 Day 1 students complete the Focus Skill Activity by reading words, phrases, and sentences with the prefixes un_, re_, and in_. Decodable texts are included with each morpheme lesson in Sequences 3 and 4. Students use the decodable texts on Days 2 and 3 of the lessons. The reader includes the focus skill as well as previously acquired skills. Those are documented at the beginning of each reader. Sequence 4 Lesson 13 uses the reader, "Art That Inspires", and the comprehension quiz for the book has questions about the prefixes in the lesson. One example states, "Which prefix means back or again?" 
• 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). Focus Skill Practice sheets allow for decoding practice in isolation and in decodable connected text. 
• Materials include instructional routines, such as dictation, that emphasize encoding and decoding. Every lesson includes encoding activities and their dictation directions state: "Students write words and a sentence containing the focus skill. Then they demonstrate their comprehension. The sentences include words that reflect the focus skill, previously learned high-frequency words, and words featuring previously learned skills. Words: First, dictate each word as students write them on paper. Sentence: Say the "Student" sentence aloud. Students write the sentence. Comprehension: Write the "Comprehension" sentence on the board without reading it aloud. Students read the sentence independently and then illustrate its meaning on a half-slip of paper. Students may choose to label their pictures. Evaluate the picture to see if students accurately depicted what was happening in the sentence." Materials in Sequence 2 Day 2 lesson procedures include a description of the encoding word collection activity, and the directions state: "When students finish reading the book, they search the book to find words with the focus sound. They write these words in their "My Word Collection Book." A list of skill words that can be found in the book are listed in the lesson plan."