Texas Magnetic Reading Foundations, 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 cohesive scope and sequence that outlines how RLA concepts, knowledge, and topics are taught throughout the year. The scope and sequence includes unit, week, and session progression, knowledge and skills progression, and it outlines the sequence of instruction. It contains concepts of print, phonological awareness, letter recognition, phonics, letter formation, high-frequency words, spelling, and fluency. The scope and sequence does not include any reference to the ELPS.
• The materials include a TEKS alignment chart showing when each student expectation is covered throughout the year. For each student expectation, it shows the breakout text of the student expectation, the component title and location where the student expectation is covered, and a citation.

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 contain a scope and sequence for 150 instructional days. They provide guidance if there is less time within a week but not for other instructional calendars, such as 180 or 210 days.
• The materials provide guidance through the "Flexible Pacing Options" and "Pacing for Small Group Instruction" on how to adjust pacing within a week. For example, they provide guidance on how to adjust daily lesson times. The materials do not provide guidance on adjusting the year-long scope and sequence for calendars with more or less than 150 instructional days.
• The materials include a "Pacing Support For Magnetic Reading Foundations Implementation." This pacing guide indicates steps for teachers to take before, during, and after instruction.

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.

• The materials include a progression graphic and research rationale that shows how the seven concepts (print, letter formation, phonological awareness, phonics, word analysis, high-frequency words, and fluency) build within and across each unit. The materials also explain how text complexity changes after units 1–3.
• The materials include a resource on "How Magnetic Reading Foundations Works." It defines the layout of phonics and its seven concepts: concepts of print, letter formation, phonological awareness, phonics, word analysis, high-frequency words, and fluency.
• The materials also provide a "Unit Opener," including an explanation at the beginning of each unit of how the new learning connects to previous learning. For example, the "Grade 2 Unit 4 Opener" states "The unit texts provide opportunities for children to practice reading words with short vowels and previously learned phonics skills."
• The materials also provide a Unit Opener and explain at the beginning of each unit how the new learning connects to previous learning. For example, the Grade 2 Unit 4 Opener, states "The unit texts provide opportunities for children to practice reading r-controlled vowels, diphthongs, and previously learned phonics skills." The materials provide a "Unit Wrap-Up" at the end of each unit, connecting the topic and skills learned throughout the unit.

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

• Materials include guidance for unit internalization. Each unit has a unit plan page in the teacher guide. These include an overview of the phonics text, knowledge focus, and unit texts each week, along with guidance to the teacher to "preview the unit skills and texts to plan for your class needs."
• Each lesson contains planning notes for teachers. The "Instructional Routines" section provides guidance to teachers on the components of each lesson. It directs teachers to see the teacher modeling and student application portions of each lesson. This section also provides instruction for teachers on options to plan for differentiation within each lesson component. 
• The materials also include lesson internalization guidance in a document titled "Pacing Support for Magnetic Reading Foundations" for sessions before, during, and after instruction.

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

• Materials include resources and guidance to help administrators support teachers in implementing the program as intended. On "i-Ready Central," administrators and instructional coaches are provided with tools for supporting teaching and learning including a coaching tool for teachers and leaders and a reflection tool to use with teachers as part of the coaching process.
• Materials include guidance for administrators to check for fidelity in teachers' use of the program, including a "Magnetic Reading Classroom Visit" tool for administrators and instructional coaches to use as they observe teachers using the program. The tool contains look-fors aligned to success indicators both during instruction and during student practice.

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.

• The materials provide a "Unit Opener" that describes background content knowledge and academic vocabulary in each unit. It outlines phonics skills that will be implemented in the weeks to come. The materials also include an explanation at the beginning of each unit of how the new learning connects to previous learning. For example, the "Unit 4 Opener" states "The unit texts provide opportunities for children to practice reading r-controlled vowels, diphthongs, and previously learned phonics skills."
• The materials also include articulation videos that support the instructional material and practices, giving an example of proper phonemic pronunciations of letter sounds that are to be produced.
• The materials include a "Unit and Story Words" list under the "Instructional Resources" section which includes a list of words, story words, and super words (high-frequency words) that will be taught in each unit per week.

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.

• The materials provide five letters in both English and Spanish for teachers to use with families. Letters are designed to pair with particular units and are linked in each unit's guidance. For example, when magnetic readers are introduced for the first time, the parent letter describes what the readers are and how to reinforce the skills being taught in the readers when students are at home.
• Materials provide a letter in English and Spanish for families to celebrate students' learning and development throughout the program titled, "Celebrating Student Success." For example, teachers can type specific phonics skills mastered in each unit, super words mastered in each unit, and content knowledge learned in each unit, as well as ways families can support at home.
• Teachers are provided with seasonal literacy games to send home with students in both English and Spanish to support literacy at home. For example, the materials provide fall literacy bingo. Squares on the bingo card are divided into the following sections: reading, writing, speaking and listening, word work, and technology. Tasks included baking or cooking a fall recipe and then explaining the process to someone new, reading a book by a new author with bonus points awarded if they check it out from the library, and going on an online field trip to discover how others experience the seasons. Families are encouraged to see how many times they can bingo.

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 a comprehensive list of all materials, supplies, and instructional assessments needed to support instructional activities for each session/week of instruction. For example, in grade 2 Unit 6, Week 27 Weekly Planner, it lists the two to four daily key objectives, explicit phonics skills, reading longer words with final e syllable patterns, word analysis of prefixes, high-frequency words, fluency skills focus and practice activities, English learner supports, materials needed for the week, unit vocabulary words, the Magnetic Reader titled "Water Wonders," options for pacing, and the skills on the aligned weekly assessment.
• The weekly planner is included in every unit of the material and describes each day's objective, and task. At the end of every week, there is a review followed by an assessment to ensure the content and language standards of the lesson are met. One example is the formative assessment on day 5 of each week.
• The materials include structured daily lesson plans that include instructional assessments required to meet the content objective of the lesson. For example, each lesson has multiple checks for student understanding culminating in a weekly assessment measuring student mastery of the objectives for the week.
• Materials include a PowerPoint presentation for each lesson that outlines its sequence. Each slide has instructions on what teachers say, questions to ask, and what to ask students to do so that teachers can deliver the lesson effectively.
• Materials include a PowerPoint presentation for each lesson that outlines the sequence of the lesson. Each slide has instructions on what teachers say, questions to ask, and what to ask students to do for teachers to deliver the lesson.

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

• The weekly planner describes the lesson overview and has a suggested pacing option for each section of the lesson to be taught. Pacing options include a suggested breakdown of 30-minute and 45-minute intervals, but it is also suggested that these times can be scattered throughout the day, not only in one longer block.
• The "Flexible Pacing Options" offers guidance on whole-class and small-group instructional grouping prioritization options each day. 
• An additional layer to the whole-group instruction is the "Pacing for Small Group Instruction," which offers guidance on two different options for small groups each day depending on time blocks and student needs.
• In i-Ready Central, teachers are provided with a sample implementation schedule. The sample gives two options for teachers to follow, including 60 minutes for whole-group instruction and 30 minutes for small-group and personalized reading instruction rotations.

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

• The materials include the necessary documents for teachers to achieve the lesson's objective. Teachers are provided with PowerPoint slides to use each day to support them in teaching the lesson; a slide for each lesson component is provided along with linked resources.
• Each lesson contains a list of the tools needed to implement the lesson. The daily lesson also lists the resources needed, such as the reader, Sound-Spelling & Articulation word cards, student workbook pages, or the Read Aloud Alphabet Tale for the lesson, along with checking for understanding activities. For example, in grade 2 Unit 6, Week 27 Weekly Planner, the materials listed are Word Building Cards, Sound-Spelling & Articulation Cards, and Super Word Cards (color, during, early, hours). 
• Each lesson has a session plan with an apply/practice section. This section details all pages in the student workbook that students should complete during each lesson component.
• The materials include the necessary documents with locations for students to achieve the lesson's objective. For example, in grade 2 Unit 6, Week 27 Teacher's Guide for Session 1, the student-facing materials listed are Student Workbook - Phonics (p.[x]) and High-Frequency Words (p.[x]).

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 related to the lesson or unit's content. These "Whole Class Instructional Next Steps" are designed to provide teachers with additional resources to support students who need additional instructional support.
• Teachers are provided with extended reading lists. These can be assigned to students who need additional independent reading practice, enrichment, or an optional unit project to extend student learning.
• The materials include Comprehension Extension Activities and Writing Prompts for enrichment. For example, in grade 2 Unit 6: Week 27, the two extension activities are tied to a Magnetic Reader titled, "Water Wonder." The first one is a writing prompt that states "Imagine you are swimming in Jellyfish Lake. Write a short story to describe your experience." The second extension activity is multiple-level comprehension questions that extend students' thinking with some responses tied directly to text evidence from the reader.
• The materials contain sections immediately following the "Check" for understanding titled "Not Yet" that give additional suggestions for extended practice. For example, in grade 2 Unit 6: Week 27: Session 1, the Check for Understanding asks, "Can children build and blend words with final e-syllable patterns?" If Not Yet, "Have partners build and blend one-syllable final e words such as 'side' and 'fake.'"

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 a variety of assessment tools for measuring foundational skills, such as formative weekly assessments at the end of the week of instruction, which vary in types of tasks and questions. For example, in Unit 6, Week 27, Session 5, there is a whole-class assessment assessing encoding longer words, spelling high-frequency words, and writing connected text. The individual portion of the assessment assesses reading words and reading connected text.
• Each unit contains a summative unit assessment that varies in both types of tasks and types of questions. At the end of the unit, teachers administer a unit assessment which assesses the skill taught throughout the five-week unit. The unit assessment includes a whole class and an individually administered part of the assessment. For example, in the Unit 1 assessment, students encode high-frequency words, target sound spelling, and longer words. They also read a text, and the teacher scores them on fluency.
• Each lesson includes a variety of checks for understanding of explicit, systematic skills taught throughout the lesson which provide teachers with formative assessment data to determine which students can understand and apply skills before the weekly or unit assessments. For example, in Unit 6, Week 27, Session 1, after teaching the phonics skill of final -e syllable patterns, the check for understanding asks, "Can children decode words with final -e syllable patterns?" If the answer is "Not Yet," it guides teachers on what reinforcement activity students should practice ensuring that they understand that skill before moving forward with the lesson.

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

• The materials include an explanation called "Ongoing Opportunities to Monitor Student Progress" in the Teacher Guide. Each type of assessment in the program is defined, multiple examples of how teachers should use each item type are listed, and how to use the assessments to help educators and students make adjustments, identify misconceptions, gauge progress, and guide instructional decisions is included. For example, the materials note that checks provide teachers with insight into whether students have achieved the objective of the mini-lesson. Based on the data, teachers are instructed to either reteach the skill immediately or use the information to plan small-group interventions.
• The materials include "i-Ready Standards Mastery," which outlines the formative assessments (unit assessments), the purpose of the unit assessments, how they are administered, when to administer them, and to whom they are administered. The purpose of these assessments is to "consistently evaluate student understanding of reading comprehension standards." It also indicates other opportunities for assessment. 
• I-Ready Central contains a "How do the Fluency Practice & Assessment Packs Enhance Fluency Instruction?" document that outlines the definition and purpose of a fluency assessment. For example, the document states "This resource supports growth in all five fluency skills: accuracy, rate, phrasing, intonation/inflection, and expression."

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

• The materials include scripted administration guidelines for both weekly formative assessments and summative unit assessments in Session 5 of the Teacher Guide. These guidelines support the teacher in understanding equitable administration for whole-class and individual assessment portions. 
• The materials include an assessment guidance page that supports teachers on how to properly score assessments and use the data for instructional next steps. Scoring guidelines for teachers ensure consistent and accurate assessment administration. These guidelines include directions for teachers to use in class and when scoring assessments. For example, the materials guide teachers on best practices when administering assessments in whole class settings and small groups. They also provide scoring guidelines for each assessment type.
• The materials provide direction to teachers and administrators on how to prepare and motivate students, how to actively monitor, and how to track completion. In the "Actively Monitor" section, for example, the materials provide teachers with step-by-step directions to take before, during, and after assessment administration. Encouraging students is suggested during testing by reinforcing "positive testing behaviors using encouragement cards."

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

• In the Teacher Guide, the materials indicate how the materials align with the curriculum for the grade level in a TEKS alignment chart. Although the TEKS are not explicitly labeled on the assessments, they are designed to assess the TEKS taught in each lesson as outlined in the "Scope and Sequence and TEKS Alignment" document.
• The materials include detailed skill-based lesson plans that outline how the materials can be used to teach explicit concepts and skills aligned with the key objectives of each lesson. Guidance is provided on how to monitor and assess student learning through checks for understanding throughout lessons, weekly formative assessments, and summative unit assessments.

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

• The materials offer a range of item complexities assessed in checks for understanding, formative assessments, and summative assessments. These assessments include open-ended items, decoding and encoding application items, and other skills applicable to explicit instruction, such as correct letter formation. These assessments provide teachers with immediate feedback on student learning.
• Unit assessments vary in the level of complexity as the students progress through the assessment. For example, the Unit 6 assessment includes these items: "Encode Larger Words, Write Connected Text, and Read Connected Text." This section takes the student through an assessment of the progression of reading.

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

• The materials provide scoring information about the student's strengths, weaknesses, gaps, and common misconceptions. For example, after students take diagnostic assessments, teachers receive a report of their students' overall learning profile, including strengths and weaknesses. The materials also provide a video on how to use the diagnostic data to plan for small-group instruction.
• The materials guide teachers on how to interpret student performance on assessments and reflect on levels of understanding and proficiency. For example, teachers are provided with a data analysis guide to help them interpret and respond to diagnostic data. The guide asks questions to determine which report should be analyzed and where to go from there. For instance, if teachers want to know how "an individual student [is] progressing toward their growth measures," then teachers should visit the "Diagnostic Growth" report for student growth, placement overall, and domain- and skill-specific strengths and weaknesses. 
• Included in the unit assessments are guidance tool pages and an interpretation of when and why a teacher should use the "Instructional Next Step" resource. "Instructional Next Steps for Individual Assessments" are printed in Session 5 each week. Instructional Next Steps are designed for teachers to consider each student based on the student's responses. For example, in Unit 6, Week 27, Session 5, a whole-class assessment assesses encoding longer words, spelling high-frequency words, and writing connected text. Following the scoring of the weekly assessment, there are Whole-Class and Individual Instructional Next Steps that act as a diagnostic for correcting misconceptions and errors by skill portion. They are written as if/then statements such as, "If children had trouble reading an alternate word—then, compare the results with the target words."

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 in interpreting student performance on assessments. For each unit assessment, teachers are provided with instructional next steps. These documents identify potential student misconceptions and provide the teachers with specific reteaching strategies. For example, in the Unit 1 assessment, if students added or deleted sounds, teachers are guided to provide additional support with phonemic segmentation.
• The material also includes instructional strategies called "Tools for Instruction" in the "Teacher Toolbox" that can be used to support students who demonstrate a need for more one-on-one support. These strategies may be included in a small group or whole group setting depending upon need but will be specific to a lesson or skill reinforcement. Tools for Instruction also provides samples and guidance on how to properly use materials to provide additional support during differentiated learning. For example, the teacher may need to provide intervention using Elkonin boxes. The materials provide information and guidance on how to use these materials to support students.

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

• The material provides students with a personal student tracker to assess their own progress and growth. The i-Ready Central website includes a section titled "Engaged Students." This component includes "Student Data Trackers," "Pledge" sheets, and "Learning Reflections. "For example, a "Lesson Tracking" classroom poster tracks student lesson completion, a "Classwide Diagnostic Growth Tracker" tracks individual student progress after each diagnostic assessment, and a "Goal Gauge" document tracks lessons passed or percent toward goals. These documents allow the students to input their scores when they complete assessments. Students can color in a bar graph with their score and draw a picture of their goal for next time.
• The materials also include a "Data Chat" document with guidance for teachers and students so that students can monitor students' current standings and track students' progress. This document prepares students to discuss their scores with the teacher and decide what the proper next steps are. Students reflect on how they performed on the assessments and determine a goal for the next assessment in writing, coloring a bar graph, and/or checking boxes.

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 instruction to support students who have not yet reached proficiency on grade-level content and skills within each lesson. Each lesson has multiple checks. For example, in Week 4, Session 1, teachers are guided to reteach using "Sound Spelling and Articulation" cards and word-building cards for students who have not yet mastered lesson content.
• The materials guide teachers in using a variety of instructional modalities, such as visuals and manipulatives, to support those who have not yet reached proficiency in grade-level skills. The materials provide a "Small Group Instruction" guidebook that explains different strategies to use to support small-group learning.
• Materials include teacher guidance for differentiated instruction located in. the Teacher Guide. For example, in Unit 1, Week 11, when Session 1 begins, it is recommended that teachers understand and accommodate EL students during a lesson on onset and rime by "say[ing] each part slowly and paus[ing] after the first sound."
• The "Tools for Instruction" component of the Teacher Guide recommends different activities to teach various skills as a guide to differentiate instruction. For example, one suggestion for "difficulty isolating medial vowel sounds using words with long vowel sounds" is to "elongate the vowel sound when saying the word and have students echo your example."

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 materials include the pre-teaching of vocabulary and phrases before reading to enhance comprehension. The materials explicitly teach Target Words, Super Words (high-frequency words), Unit Words, and Story Words to students before reading. For example, in Unit 3, Week 4, Lesson 1, students learn the words after, one, warm, and your. In Week 27, Session 4, students are pre-taught the words body of water before they read Come See My Sea."
• The lesson plans include teacher think-alouds during shared reading to demonstrate strategies for understanding word meanings and analyzing figurative language. During group reading activities, teachers are provided with EL connections that include pre-teaching figurative language. For example, in Unit 3, students hear the teacher think aloud about words like yoga and yak before reading the Yy alphabet book.

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 materials include teacher guidance on ways to extend instruction for students who have demonstrated proficiency in grade-level skills. For example, each lesson includes an apply/practice section with workbook pages of additional practice for students.
• The materials include the "Teacher Toolbox, which has weekly extension activities. The activities consist of writing prompts and comprehension questions for readers to help increase the rigor of the lesson for students who demonstrate proficiency. For example, in Unit 6, Week 27, the two extension activities are tied to a "Magnetic Reader" titled "Water Wonder." The first activity is a writing prompt that states, "Imagine you are swimming in Jellyfish Lake. Write a short story to detail your experience." The second extension activity is multiple comprehension questions that extend students' thinking, with some responses tied directly to text evidence tied to the reader.
• The materials provide guidance on how to provide enrichment using Magnetic Readers. The materials guide how to use Magnetic Readers for enrichment and extension activities, such as setting writing goals and providing extension writing prompts.

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. For example, each lesson session includes PowerPoint slides with guided directions on what teachers should say to directly teach the concept. Materials also include common language to be used in every lesson. For example, the material states the following phrases through the teacher guide for every lesson ("listen for the sound" and "say the sound"). This communicates the practice of letter-sound processing. The materials also include suggestions on how to use articulation videos to support teachers in modeling how different sounds should be articulated. For example, in Unit 1, articulation videos for the consonants m and t are provided.
• The materials include a "teach, model, apply, check" flow of explicit instruction. The model section within each lesson contains sample scripting to guide the teacher to communicate the concepts to be learned explicitly. For example, one lesson session has these instructions: "TEACH: Display the SS&A Cards for are, ere, /âr/. Say the image name, say the sound, and have the children repeat after you. Tell children that /âr/ can be spelled in different ways. Consider playing the articulation video accessible through Teacher Toolbox."
• The teacher toolbox contains articulation videos. Materials include a "Magnetic Reader Guide" to support teachers in implementing the reading text component of the program. Each reader has its own set of prompts and guidance for teachers. For example, one reader says, "Read aloud the first page as children follow along. Discuss how to track text using your eyes. Have children continue reading aloud as you listen and correct errors."
• The materials include a suggested instructional routine with clear headings and labels to support the teacher in differentiating between the different groupings (whole group, small group, individual) throughout a lesson. Flexible options are included to best meet the needs of all learners.

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

• Materials include teacher guidance and recommendations for effective lesson delivery using a variety of instructional approaches. Each week contains a weekly planner that overviews the instructional approaches for the week. For example, in Unit 2, students will engage in echo reading, partner reading, and individual encoding practice. The materials, offer a variety of instructional approaches by offering teachers support bars for EL students and the scaffolds TIPS. 
• The materials include an "Instructional Routines Library" that guides how to facilitate each routine, includes a video of the routine, and explicitly teaches multiple approaches to effectively implement each routine.
• The materials include Instructional Routines which have a section called "Support Learner Variability: Options for Differentiation" that includes a variety of instructional approaches for skills enforcement, reinforcement, or reteach facilitation and/or delivery.
• The materials provide guidance to support the teacher in effectively facilitating and delivering lessons through various engaging instructional strategies. For instance, the materials suggest using partner reading with "Magnetic Readers" to boost fluency and comprehension and encourage connections.

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 a Teacher Guide that outlines the lessons and provides opportunities for different types of structures such as whole group (teacher-led lesson), small group with teacher support, and independently (applying learning in their student workbook). Small group support is located in the "Interactive Tutorial" within the "Teacher Toolbox." The students can be asked to visit the interactive tutorial to reinforce and support the concept being taught.
• The materials include guidance for teachers to support effective implementation. For example, they include an "Instructional Routines Guide" that teaches teachers how to facilitate each routine and provides guidance on differentiating each type of routine if students need different practice.
• The materials provide guided instructions for teachers to teach the routines necessary to effectively implement different types of practice. For example, in Week 30, Let's Read, students read in unison with the teacher and then re-read silently or with a partner.

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

• The materials include dedicated sections in the lesson plans for English learners (ELs) with tips for instruction. These sections are not differentiated by students' level of English language proficiency as defined by the English Language Proficiency Standards (ELPS). For example, in Unit 6, Week 27, Session 1, Phonics portion of the lesson, EL scaffolds are to "underline the consonant and circle the vowel(s). Discuss which sound the vowel makes and why."
• The materials include the Learner Variability and Equity Teacher Guide, which provides a section called "Strategies and Scaffold for English Learners." Teachers are provided with types of support for phonics, building, words, and reading. Along with the support type, there are suggested strategies and examples of how it will be presented in the curriculum. For example, "Use Visuals/Kinesthetics. Prompt children to add spaces to differentiate target sound-spellings from other letters in words. Children clap with sounds in words." The materials include teacher guidance on providing linguistic accommodations for English language learners, The guidance is not differentiated by varying levels of English language proficiency.

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

• The materials provide a "Language Transfer Chart" explicitly connecting sounds in English to sounds in other languages, including the top five home languages spoken in the U.S. by English learners: Spanish, Mandarin, Vietnamese, Arabic, and Haitian Creole. The materials do not contain guidance on how to use this resource. There is no evidence of support for teachers in effectively using the materials in state-approved 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 include tips for supporting emergent bilingual students. For example, the "Learner Variability Equity" document supplies teachers with an understanding of how the curriculum provides support throughout the unit. It indicates that a variety of opportunities are included to build emergent bilingual students' academic vocabulary by providing the frontloaded vocabulary words at the beginning of the read-aloud, and it increases comprehension through the check for understanding questions in the lesson.
• The materials provide teachers with articulation videos that support teaching emergent bilingual students. For example, the videos provide students with the focal point of a person's mouth and show all the parts, such as teeth, tongue, and lips. This visibility provides background knowledge on the importance and ability to produce match sounds and develop academic vocabulary with proper articulation.
• The materials include the "Strategies and Scaffolds for English Learners" document that identifies supports for phonological awareness, phonics, and reading. For example, the supports include using visuals for phonological awareness by raising fingers/hands to show sounds or tapping on the board to show sounds. For phonics, it includes using visuals like Elkonin boxes or underlining letters in words to connect sounds to letters.
• The materials include a Language Transfer Chart location in the Teacher Guide. This chart compares English sounds and sound-spellings to five other languages including Spanish. Next to each sound is indicated if it is a full transfer from English to Spanish, an approximate transfer, or does not transfer. This guidance is shown in separate columns for sound and sound-spellings. Teachers are guided to "point out" full transfers from English to a home language. If there is an approximate transfer or no transfer, teachers are guided to use the "EL Support Strategies" found in the lessons. 
• The "Teacher Guide Weekly Planner" also provides a section that outlines EL supports for each session/lesson. For example, "Provide visual and aural support. Use Elkonin boxes to build words."

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 a Language Transfer Chart for teachers to reference as they support transfer from English to the partner language. This resource compares English sounds and sound-spellings introduced in Grade 2 to those in the top five home languages spoken by English learners in the U.S.: Spanish, Mandarin, Vietnamese, Arabic, and Haitian Creole. For example, "The Sound Transfers and Sound-Spelling Transfers are indicated as follows: Yes: a sound or sound-spelling transfers from English to a home language (it exists in the home language), Approx.: there is an approximate transfer (there is a similar sound and/or sound-spelling match), and No: does not transfer (the sound does not exist and/or there is no sound-spelling match)."
   

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

• The materials include systematic and sequenced instruction of phonics and foundational skills. The "Magnetic Readers Foundations Research and Rationale" demonstrates how the materials develop students' skills in phonological awareness, phonics, high-frequency words, and fluency. For example, the phonics scope and sequence mirrors many of the same concepts from first grade, such as long vowel patterns, and adds additional graphemes and a full unit of syllable patterns for multisyllabic word reading.
• The materials include lesson objectives that follow a systematic progression from simple to complex concepts, building the prerequisite skills needed to read more complex words. Lesson objectives begin with a review of concepts covered in grade 1, then progress to multisyllabic words, including prefixes and contractions, before quickly progressing to more complex multisyllabic words, including compound words and words with suffixes. For example, in Unit 4, Week 20, students transition from r-controlled vowels to diphthongs.

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

• The materials include an "Instructional Routines" document, which provides the rationale for the sequence of instruction of phonics and foundational skills. This document explains the explicit and intentional opportunities embedded in the curriculum. It breaks down what is taught under phonological awareness, such as recognizing, blending, segmenting, and manipulating. The document also states, "Phonics includes explicit teaching of two distinct skill types: decoding and encoding."
• The materials include teacher-led instruction that clearly and specifically teaches a skill through concise explanation, modeling, practice, and feedback. Lessons follow the gradual release of responsibility format. For example, in Unit 1, Week 2, the teacher is prompted, the teacher is prompted how to build words with the beginning digraphs -sh and -th before releasing students to practice.
• The materials include daily opportunities to explicitly teach and provide practice in phonics. Daily explicit instruction practices include Phonological Awareness, Letter Recognition, Phonics, Letter Formation, Concepts of Print, and Fluency. These skills are explicitly outlined in the weekly planner. For example, in Unit 1, Week 3, students practice the short /o/ and short /i/ sounds.

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

• Materials include a Teacher Guide that explains how students practice phonics skills in isolation and through decodable text. The "How Magnetic Reading Foundation Works" document explains how the lessons are structured. For example, "In sessions 1 and 2, the skill is introduced. Students practice extending and applying to text. In sessions 3 and 4, the process is repeated, and then in session 5, the text is assessed." This sequence allows students to practice phonics skills both in isolation and through text.
• The materials include decodable texts used to practice previously taught phonics, reading, and writing skills in context. Lessons and activities include guided and independent practice, allowing students time to practice using decodable text. For example, in Unit 4, Week 16, students read a connected text titled "The United States" to practice words with or and ur. The texts have a mixture of decodable words with a focus on ending digraphs.
• The materials include the practice of phonics skills in isolation, such as in individual words and word lists. The materials include "Word Building Cards," sound-spelling mapping boxes (Elkonin boxes), high-frequency word lists via the "Super Words," and explicit encoding practice application of learned phonics skills within lessons.

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, each week in the weekly planner, previously taught phonics skills spiral. The materials use a backward purple arrow to show teachers which concepts to reteach each week. For example, in Unit 4, students are introduced to r-controlled vowel syllables; these spiral again in Unit 6.
• The materials offer opportunities to review previously taught skills through traditional workbooks and online practice. The "Weekly Planner" specifies which resources can be used for cumulative review. For example, the section "Cumulative Review" states "If children need more practice before or after taking the assessment, assign the Cumulative Review pages on Student Workbook pp."

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

• The materials include daily lessons that include direct and explicit instruction with modeling before students practice the phonics skill independently. For example, in Unit 1, Week 2, the teacher is prompted to teach how to build words with the beginning digraphs -sh and -th before releasing students to practice. PowerPoints are provided to use with the lessons.
• The materials include modeling with the elements of explicit instruction on a daily basis, including identifying the skills to be learned and communicating clear objectives; providing clear, precise directions and instructions using academic language; and connecting new learning to previous learning. The "Instructional Routines" document provides direct guidance on how to utilize each routine with fidelity.
• The lessons include specific terms, phrasing, and statements that teachers can use during core instruction to model new phonics skills. For example, Unit 1, Week 4 tells the teacher to write the word clock, point to cl, then say, "I am going to say the sounds in the blend: the letters c and l stand for the sounds /k/ /l/, /kllll/. Now listen as I blend all the sounds together: /kllloook/. Say the word with me: clock."

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

• The materials include suggestions for specific feedback in the "Not Yet" sections of the lessons. Lessons have a model, apply, and check structure. The teacher models a concept, students practice, and then the teacher checks to see if students can apply what was learned. The materials provide guidance to teachers if students are struggling to apply what they have learned. For example, in Unit 2, Week 9, the Session 2 lesson says, "Check: Can children decode words with long a: a, ai and ay? Not yet: If children read /a/ as /a/ or another vowel sound, use the SS&A cards to review the long a sound-spellings. Write additional words with long a spelled a, ai, and ay, and have children underline the long a spellings. Model blending the words and have children support."
• The material includes support bars in the Teacher Guide, which guide the teacher in giving corrective feedback. This guidance is labeled as a "TIP" and mentions how to support or challenge students during the development and processing of learning. 
• Materials include a daily lesson PowerPoint with an opportunity for direct and explicit guided phonics instruction. Teachers are provided notes at each slide on how to deliver the lesson and include suggestions for corrective feedback, such as a "Quick Fix activity" or "Articulation Videos" that can be used for corrective feedback. For example, "APPLY: Have children echo-read the remainder of the text as you listen for appropriate pacing."
• Materials include an "Instructional Routines Guide" that provides teachers with a "Corrective Feedback Routine" explanation and the location of the corrective feedback activity and its purpose. For example, "Use the Corrective Feedback routines as needed to address and correct children's errors in decoding and encoding tasks. Using the routines ensures that children are prompted to review and correct their own errors in an efficient and consistent way."

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

• The materials include lessons with daily options for small-group or partner work, such as discussion questions, partner reading, and word sorts that build students' understanding of explicitly taught phonics skills. For example, a Unit 5, Week 25 lesson explicitly teaches the letter-sound correspondence for the digraph -ea. The lesson includes an opportunity for partners to give feedback on spelling words with the digraph -ea.
• The materials include lesson plans that specify which page in the student workbook can be used for independent practice each day, as listed in the table titled "Apply/Practice" in each lesson. For example, a Unit 2, Week 6 lesson says "For additional practice, assign the pages below. Before children begin working, say any picture names and directions aloud, as necessary. Student workbook page…." 
• The Instructional Routines document outlines the routines in a lesson. It identifies areas where the teacher is teaching the whole group, using the words "Teacher Model." Then, students apply the skill with partners. For example, "Have partners build one word. Then have them take turns changing one letter at a time to create new words. Or they can work individually on their practice workbook."

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

• The materials include intentional cumulative review throughout the curriculum. At the beginning of each unit, they provide a "Unit Opener" explaining how the new learning connects to previous learning. For example, the Unit 4 Opener states "The unit texts provide opportunities for children to practice reading VCe spellings for long vowel sounds, vowel teams, soft consonants, and previously learned phonics skills." 
• The materials provide a "Unit Wrap-Up" at the end of each unit connecting the topic and skills learned throughout the unit. For example, in the Unit 5 Wrap-Up, students review phonics skills (o, oa, ow, i, y, igh, y, ey, ar, er, ir, ur), super words (find, light, little, right, before, buy, even, our, every, pretty, think, very, called, help, know, walk, answer, picture, water, word), unit words (action, hero, mood, problem), and are expected to make connections between the unit texts read and the unit topic by providing sentence stems for students needing scaffolding.
• The materials provide opportunities to review previously taught skills by connecting previously taught phonics skills to new ones. They also include intentional practice and review of phonics concepts. The materials use backward purple arrows to indicate that teachers should review previously taught material. For example, in Unit 2, Week 7, teachers review the previously taught vowel patterns a_e and i_e and the high-frequency words by, down, my, and said.
• The materials include regular review lessons (e.g., weekly, bi-weekly, per unit) where no new skills are explicitly taught but previously taught skills are reviewed and practiced. For example, Unit 2, Week 8 teaches new "Super Words." The spellings of the Super Words, along with the spelling patterns they contain, are reviewed each day.
• Students are given ample practice activities daily. These range from written exercises in the student workbooks to decodable "Magnetic Readers" to practice their reading skills by focusing on the day's objective. For example, students have daily practice in their student workbooks. In Unit 3, Week 12, Session 1, students underline and rewrite words with the long o sound, such as coach and toast. They also read words and write them two times, including the words over and people.

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

• Students apply the focus skill for the lesson or skills from previous lessons in the materials during guided practice. For example, in Unit 3, Week 13, students review the long u spellings ew and u. They then use these sounds and practice adding, changing, deleting, and repeating phonemes in words containing the long u sound.
• The materials include practice opportunities for only phonics skills that have been explicitly taught. For example, after an explicit lesson in Unit 2, Week 8 on the trigraphs -str, -spr, and -spl, students practice decoding words containing these initial trigraphs.
• Student Workbook activities provide opportunities for students to practice the phonic skills that were explicitly taught by the teacher for the daily lesson. For example, in Unit 3, Week 11, Lesson 1 focuses on long i, spelled with y, igh, i, and ie. Students identify and rewrite words with long i, read words in isolation and sentences, and create new words using various onset and rimes.

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

• The materials include a document titled, "Instruction with Magnetic Readers," which explains that the decodable texts fully align with phonics instruction, giving children robust practice decoding phonics skills as well as pre-taught high-frequency words. This document includes a routine for teachers prior to teaching. The routine is listed in sessions. For example, prior to teaching the lesson is "Plan Instruction." In Session 1, the teacher introduces the text, and in Session 2, the phonics skill is practiced and applied. Session 3 focuses on building independence, and Session 4 includes making connections with the text.
• The material includes decodable texts that incorporate cumulative practice of taught phonics skills and irregular high-frequency words. These Magnetic Readers are present primarily to provide training in reading the decodable text once skills have been taught. Students read Magnetic Readers weekly. These decodable readers contain a focus skill and previously taught phonics skills. For example, in Unit 2, Week 6, the Magnetic Reader reinforces long vowel sounds with V_e patterns.
• The decodable texts incorporate cumulative practice by increasing in complexity. They only include taught phonics skills. For example, at the beginning of the year, decodable texts include CVC words along with CVCC and CCVC words that use letter-sound correspondences that have been explicitly taught. Towards the end of the year, decodable texts increase in complexity, including contractions, compound words, and suffixes/prefixes.

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

• The materials include decodable word lists and texts that align with the scope and sequence. A document titled "Unit and Story Words" lists the Unit title, Week, Magnetic Reader title, pre-taught Unit Words, pre-taught Story Words, pre-taught Super Words (high-frequency words), and the weekly focus. These words are taught in isolation and are read in Magnetic Readers. 
• 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, in Unit 6, Week 26, Session 1, the teacher explicitly teaches Closed Syllable Patterns, then utilizes the ""Blend Syllables Routine" to model prior to having students apply that knowledge in their Magnetic Reader titled, "Landforms."
• The materials include "Weekly Planners," outlining the instructional focus for each session of the week. The planner outlines the skills that will be taught in isolation such as letter recognition, phonics, high-frequency words, and then the connected text such as "Read Aloud and Concept of Print activity. For instance, Unit 2, Week 6 teaches words with final e. Students work with syllable patterns and read individual words fluently before reading the connected text, "You Can Make Art." In Unit 5, Week 25, students learn short vowel digraphs ea, ou, and y. Students practice decoding and encoding words with these short vowel digraphs and reading compound words first. Then in Session 4, they read the text "Make a Story Quilt" fluently with accuracy.

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

• The materials include various diagnostic assessment tools for measuring phonological awareness and phonics skills. They also provide a comprehensive i-Ready online diagnostic that is developmentally appropriate and assesses all areas of reading three times per year. The reading domains are Phonological Awareness, Phonics, High-Frequency Words, Vocabulary, and Comprehension. A PowerPoint is included for teachers to present the platform to their students to ensure that they are prepared to take the assessment. 
• The materials include summative assessments in a variety of formats at the unit level. At the end of each unit, a cumulative unit assessment is administered, assessing the skills taught throughout the five-week unit. The unit assessment includes a whole-class and an individual-administered part of the assessment. For example, in the Unit 1 assessment, students encode high-frequency words, target sound spelling, and longer words as a whole class. They also read a text individually as the teacher scores them on fluency.
• The materials include a variety of assessments at the lesson component level and weekly formative level. At the lesson level, teachers use formative assessments to check for mastery at the end of each lesson component. For instance, in Unit 1, Week 5, the teacher checks for understanding by having students read multisyllabic words with the ending blends -st and -sk. If the students cannot read them correctly, the materials guide teachers with what to do next. At the weekly formative level, an assessment is administered in various parts to the whole class, as well as some individual assessments to monitor the progress of cumulative explicitly taught skills.

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

• The materials include guidance to help the teacher efficiently administer assessments. These guidelines include both directions for teachers to use in class and when scoring assessments. The materials include scripted administration guidelines for weekly, formative, and summative, unit assessments in the Teacher Guide that support the teacher in understanding equitable administration for whole-class and individual assessment portions. Unit assessments and weekly assessments include a "Teacher Guidance" sheet to consistently and accurately administer the assessment. For example, in the Unit 5 assessment, scripted instructions are included for what to say and do in each section of the assessment. 
• The materials provide access to i-Ready Central where teachers can find information on administering assessments. For example, a document titled "Setting Up for Success with Magnetic Reading Foundations - Weekly and Unit Assessments" describes a step-by-step layout from how to set up the classroom to the amount of time for pacing. "Preparing Your Space" guides teachers to have a classroom set up for the whole class portion of the assessment where the teacher can move around the room, while also utilizing a small group table for the individually administered portion. Teachers are also instructed to prepare all of the materials needed prior to Session 5 of each week.
• The materials include clear, consistent directions for accurate administration of assessments. Teachers are provided with an administration guide for administering fluency diagnostics at the beginning, middle, and end of the year. The guide outlines the tools the teacher will need (teacher form, student form, passage). The guide also contains guidance on how to administer and what to say as the teacher administers the fluency assessment. It also includes guidance on markups and errors, a scoring rubric, and grade-level expected reading ranges.

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

• The materials include progress monitoring tools that routinely and systematically assess students' acquisition of grade-level skills. For example, the assessments have specific probes for discrete phonics skills so teachers can assess and pinpoint students' specific areas of need. For example, students practice encoding target sound-spellings throughout the year where teachers read words and students write them.
• The materials recommend embedded systematic observations of students' everyday activities and interactions to track progress and assess skills in authentic situations. A document titled "Overview of Monitoring and Assessing Student Progress with Magnetic Reading Foundations" describes how observational data is a form of progress monitoring student growth without performing a formative or summative assessment. Each unit provides a weekly assessment tracker. Additionally, each lesson leading up to the weekly assessment provides guidance on which lesson activities teachers should observe and respond to. For example, Unit 1, Week 5 lesson plans guide the teacher to observe if students can read multisyllabic words with the ending blends -st and -sk.

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

• The materials include a document titled "Overview of Monitoring and Assessing Student Progress with Magnetic Reading Foundations," explaining the different types of assessment opportunities throughout the year embedded in the curriculum. These include observational data, formative assessment, summative assessment, weekly and unit assessment, and additional assessment. The materials include recommendations for formally assessing students at least three times a school year: beginning-of-year, middle-of-year, and end-of-year. Teachers are guided to use the online i-Ready diagnostic to measure student progress and create small groups.
• The materials include the opportunity to assess across the span of a year. The "Letter Formation Assessment" is included to assess students' ability to write. A tracker is included to follow students' progress three times a year.
• The materials include a variety of assessments at the lesson component level, weekly formative level, and unit summative level. Teachers use informal assessments to check for understanding following each lesson component. A weekly assessment is administered in various parts to whole-class and some individual assessments to monitor the progress of cumulative explicitly taught skills. For example, in the Unit 1, Week 5 assessment, students practice encoding high-frequency words such as place and from. At the end of each unit, a cumulative assessment is administered in various parts to whole-class, as well as some individual assessments to monitor mastery of explicitly taught skills throughout five weeks of instruction.

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

• The materials include digital data management tools to enable teachers to document individual data regarding progress on taught phonological awareness and phonics skills. The diagnostic test monitors annual growth, typical growth, and stretch growth and allows the teacher to see which students are performing at, above, and below grade level both overall and by individual domain. The reading domains are Phonological Awareness, Phonics, High-Frequency Words, Vocabulary, and Comprehension. Teachers can see which percentage of students performed above, at, below, or well below for each domain and on the diagnostic overall by clicking on a class report. The "Diagnostic Report" can be run to indicate individual students' assessment data. In the "Diagnostic Results (Student)" report, teachers can view domain-level data to find the "Next Steps" to help them identify from which skills students will benefit.
• The materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction. The information gathered from the assessment tools helps teachers when planning differentiated instruction. For example, the online diagnostic automatically groups students and assigns the students individual lessons for tier 2 instruction to support tier 1 learning. The "Grouping Tool: Forming Small Groups for Reading" allows the teacher to group students for instruction based on diagnostic results, identifying skills needed to accelerate instruction.
• The materials include a "Growth Monitoring" sheet in i-Ready Central. Growth Monitoring is a way to monitor the progress of specific students in between the diagnostic assessments. The teacher is given resources on tracking progress, scheduling for small groups, and reading the end-of-year projections for each student. This allows teachers to ensure adequate progress is being made and intervene if necessary.

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

• The materials provide guidance and tools to support teachers in responding to whole-class data to inform instruction. Each unit assessment provides an Instructional Next Steps document to inform upcoming instruction. For example, in Unit 6, Week 30, Session 5, there is a whole-class assessment assessing encoding longer words, spelling high-frequency words, and writing connected text. The individual portion of the assessment assesses reading connected text. Following the scoring of the unit assessment, there are whole-class Instructional Next Steps that act as a diagnostic for correcting misconceptions and errors by skill portion and are if/then statements similar to the ones following the weekly assessments.
• The materials include data management tools that enable teachers to document whole-class data regarding progress on taught phonological awareness and phonics skills to analyze patterns and needs of all students. Each unit provides a digital and printable whole-class assessment tracker to track class achievement overall and on each component of the unit assessment. Teachers enter student scores on each test component and then sum them to get a total score.
• The materials include weekly assessments that provide whole-class student progress. This assessment is based on previously taught skills from the week and will also give instructions on the next steps. It measures student growth weekly and aids in determining whether they are on grade level with their phonics skills.
• The materials include an i-Ready Analyzing Data Analysis Protocol Worksheet for teachers to document and analyze the patterns and needs of the students. The document specifies two sections, one for "Understanding the Data" and one for "Make Data-Driven Instructional Decisions."

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

• The materials include specific suggestions for how often to progress monitor different groups of students or individuals, depending on the results of their diagnostic and unit assessments. For example, the materials provide additional fluency practice and guidance on how often to provide additional fluency practice and assessment to students at varying levels of performance.
• The materials guide teachers to monitor progress at a frequency appropriate for their age and skill development. For example, the materials suggest that teachers conduct multiple weekly informal observations of students, making notes about behavior and skill development during small groups.
• The materials include a document titled "Actively Monitor and Respond," explaining and providing teachers with templates to guide teachers in determining the frequency of progress monitoring of students by developing a weekly routine. The document states "Monitor and Respond - Develop a weekly routine of reviewing Student, Lesson Alerts, Lesson Time-on-Task, and Percent of Lessons Passed. Respond to data with actionable next steps to support all students."
• The materials include a guidance video on i-Ready Central about scheduling students for frequent and consistent progress monitoring based on their need for support determined from the instructional next steps.

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 materials include teacher guidance documents explaining how the data from a progress monitoring assessment can be used to plan small-group instruction to address gaps in learning or provide enrichment. For example, the materials provide a document titled "Grouping Tool: Forming Small Groups for Reading" that teachers utilize after each assessment to group students for targeted small group instruction or enrichment. This grouping document states instructional focus and strength. The student's names are listed and observational notes are recordable. The guidance instructions list out steps for teachers to follow. One step is to identify two to three target skills and sort students; another step is to list the strengths of each student group. 
• The supplemental teacher guidance documents support teachers in developing action plans to document teacher-provided supports designed to accelerate learning and academic growth. For example, the materials provide a flowchart that provides teachers with "Instructional Next Steps" for students scoring below and on/above for each domain in the diagnostic and at each progress monitoring window. The materials guide teachers on using these next steps in small groups to accelerate instruction for students who are at/above.
• The materials include a document titled "Enrichment with Magnetic Readers" that provides guidance to teachers on how to best leverage the decodable reading to accelerate learning. For example, the document gives guidance on incorporating writing into Magnetic Reader instruction, building knowledge and comprehension with Magnetic Readers, and developing language with Magnetic Readers.

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 oral language and oracy practice through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice). The materials guide the teacher to model answering unit prompts and let students practice in pairs while the teacher provides feedback. For example, in the Unit 3 Opener, in the Engage portion, teachers tell students that they will be reading about different habitats and their features. Students are then directed to look at the pictures that represent texts they will read in the unit. Students turn and talk about what they notice and what they are most excited about reading. Teachers are provided with an oral language support sentence frame "I want to read this text because …."
• The materials provide independent practice opportunities in oral language and oracy with explicit and systematic instructional guidance. In Unit 1, Session 2, Week 4 of the High-Frequency Words lesson, the teacher displays and reviews the week's high-frequency words. Teachers and students notice any letter sounds they may already know. Students then take turns with a partner using the words in oral sentences. 
• Materials include explicit and systematic instructional guidance on developing oral language and oracy through various methods, including modeling and guided practice. In the "Practice and Apply" section for the "Magnetic Reader" for Unit 3, Week 14, students practice reading with accuracy. Students then think about the story's meaning as they read. At the end, the teacher checks for understanding by asking students to respond to questions orally.

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

• The materials include opportunities for students to engage in social communication. For example, the materials include an opportunity for students to share a personal connection to the texts they will read in Unit 1. The materials direct the students to look at pictures from unit texts, choose a picture that could be about them, and explain to a partner what the picture shows about them. In Unit 6, students are asked to make connections to themselves by asking, "What landforms have you seen? What were they like?" Then, they are asked to make connections to the topic by asking, "Why do landforms never stay the same?" 
• The materials include opportunities for students to engage in academic communication. For example, in the Teacher's Guide, the Unit 6 Opener asks students to "turn and talk to a partner about what they notice and explain what text they are most excited to read and why." The sentence stem "I am most excited about reading this text because …." is provided for student response.
• The materials include scripted lesson plans that give students opportunities to engage in communication for different purposes and audiences. Extension Writing activities allow students the opportunity to share information and ideas about the topic under discussion. For example, in Unit 1, Week 2 students can write a response to this prompt, "Choose two sea animals from the text. Write to tell how these animals are alike and how they are different. Use details from the text to help you." For example, materials include a lesson in which students set a purpose for reading and share it as a class, retell their favorite part of the story with a partner, and make connections to self and to topics.

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.

• The materials include authentic opportunities for students to share information and ideas with their peers. For example, all weekly lessons guide students to read "Magnetic Readers." As part of their Magnetic Reader routine, students always share connections to self and topic with their peers after reading. Unit 3, Week 14, Session 4 asks students to think of a time that they had to work as a team to connect to self.
• The materials include authentic opportunities for students to ask questions about texts. Students make connections during lessons in which they read Magnetic Readers by asking questions. For example, when first reading a Magnetic Reader, students are guided to generate a purpose for reading by identifying what they want to learn. In Unit 4, Week 1, for example, students read a Magnetic Reader about landforms. They are guided to generate what they want to learn; a provided example for teachers suggests students could choose to read for what makes a region unique.
• The materials include scaffolds such as sentence stems to facilitate students' discussions. Each unit overview provides sentence stems to support students in engaging in partner discussions about upcoming unit topics. For example, Unit 3 includes the stem, "I want to read this text because..."
• Materials include authentic opportunities for students to listen actively, ask questions, and engage in discussion to understand information and share ideas. "Extension Activities" have a "Comprehension Extension Activity" where students first actively listen to the story and then engage in discussion, answer questions about the story, and share their understanding/ideas. For example, "How do the kids allow Gramps to rest a bit? How is this a way to thank Gramps?"
• The materials include authentic opportunities for students to share information and ideas with their peers. For example, in Unit 6, Session 4, Making Connections, students are asked to make connections to themselves by asking, "What landforms have you seen? What were they like?" Then, they are asked to make connections to the topic by asking, "Why do landforms never stay the same?"
• The materials promote active listening during lessons and opportunities to build student oracy by responding to text and asking questions with peers during instruction. For example, the Unit 6 Opener asks students to, "turn and talk to a partner about what they notice and explain what text they are most excited to read and why," and then it provides the teacher with the sentence stem, "I am most excited about reading this text because …."

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)

• Materials directly, explicitly, and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding. The materials include a scope and sequence that shows a progression that starts with letters most useful in decoding. The "Research Rationale" states that the "teacher introduces a new grapheme in isolation, then writes and underlines it in a word. The teacher models blending a word with the new grapheme while doing a think-aloud with the grapheme, and then students apply the new graphemic knowledge by blending a set of words that contain the grapheme together." For example, the materials teach short vowels before long vowels.
• The materials directly introduce letter-sound relationships that allow for the application of decoding. This relationship takes place in the decodable "Magnetic Readers" along with the combination of the "Lesson Guides." Both materials are used to teach students how to identify letter sounds and how to locate those sounds in the beginning, middle, and end of words. Students are asked to listen to the decodable text during a model and then to echo-read. In Unit 4, Week 16, Sessions 2, "Fifty States," students practice with r-controlled vowels er and ir. In Unit 4, Week 16, Session 4, "The United States," students practice with r-controlled vowels ur and or.
• In the materials under "Instructional Resources," there is a document titled "Teaching Super Words Using a Partial Decodability Approach." This document lays out how the units systematically introduce decoding and encoding. Words are taught so that students can partially decode parts of the words, and then move on to the unknown spelling of the words. One example is how it states a list of decodable words, such as she in Week 4. The blend sh is introduced in Week 2, and the long e was introduced the previous year.

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 materials include scripted lesson plans that guide the teacher to provide direct and explicit instruction focused on connecting phonemes to letters within words. The materials use set instructional routines for phonological awareness and phonics, such as the "Blend Sounds" routine or the weekly "Build Words" routine, to support teachers in providing explicit instruction. For example, in Unit 1, Lesson 4, while teaching Beginning Blends, the material provides "Word Building Cards" that introduce the following blends: bl, fl, and sl. Teachers are instructed to point to each letter and single out the phoneme sound in the blend so that students master the sound correspondence of the letter.
• The materials guide the teacher to explicitly instruct in small groups to help students make connections between phonemes and letters. In "Tools for Instruction: Words with Initial l, r" blends, teachers are guided to teach students to produce the initial consonant sound of words. One example is the words ban and bran, the teacher will state, "Say, /b//r//a//n/ not /b//u//r//a//n/, then say the word naturally in an oral sentence." At the end of the lesson, there is corrective feedback and a check for understanding provided. For example, the check for understanding states that if students are having difficulty blending consonant sounds, the teacher is to say words students are familiar with that begin with the same blend. Students are then asked to name other words that begin with the same sound, repeat the word, and name the two-letter blend.
• The Teacher Guide includes ideas and support for the teacher in providing explanatory feedback. The materials provide an "Instructional Next Steps" chart that guides teachers to resources to provide explanatory reteaching for the most common misconceptions in each unit. For example, in Unit 1, Week 1, Session 1, when students cannot decode words that have short a and short i, it instructs the teacher to use SS&A Cards, then say and write short a and i words such as wag and wig to emphasize vowel contrasts. If children continue to struggle, have them blend the words sound by sound as you point to each sound-spelling.

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

• The materials include a variety of activities for the application of letter-sound correspondence to decode one-syllable and multisyllabic words in decodable-connected text. The materials include Magnetic Readers that include the sounds introduced and prior sounds learned. The decodable readers are inclusive of "Super Words" and decodable words. Any word that is not decodable is bolded so that students know that they do not follow the decodable word reading. For example, after learning about r-controlled vowels, students read a book that includes the words Amber, our, and curve. In Unit 2, Week 7, the decodable words in the Magnetic Reader are based on the soft c. In Unit 4, Week 16, Sessions 2, "Fifty States" is used for practice with r-controlled vowels er and ir, and in Unit 4, Week 16, Session 4, "The United States" is used for practice with r-controlled vowels ur and or. In Unit 6, Week 27, Session 1, teachers utilize the "Blending Syllables Routine" and the "Read Longer Words" sections of instruction to explicitly and systematically teach how to decode multisyllabic words. The "Magnetic Reading Foundations Research Rationale" also states that "teaching strategies for decoding longer words improve students' ability to decode." Students receive a comprehensive review of all the skills taught to practice and apply, as well as the skill of multisyllabic word reading.
• The materials include a variety of activities for the application of letter-sound correspondence to decode one-syllable and multisyllabic words in isolation. The program overview includes lists of words and blending lines that allow students to decode one-syllable and multisyllabic words that include the sounds introduced and prior sounds learned. In Unit 1, Week 2, the words that are provided are rub, cut, and fed to review short vowels that were taught in previous grade levels. This portion of the lesson helps to develop the association to decode by blending.

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 material's phonological awareness lessons are systematic and aligned with the TEKS. The materials focus on word building via manipulating phonemes within words and manipulating syllables within multisyllabic words.
• The materials include an alternative method of providing a systematic sequence for supporting phonological awareness. "Tools for Instruction" (small groups) are included to help students who may still need the skills to move forward in decoding and encoding.
• The material's phonological awareness lessons are systematic and aligned with the TEKS. For students needing additional support with phonological awareness, a document titled "Grade 2 Phonological Awareness Instructional Guide" provides teachers with aligned lessons to the phonics scope and sequence. 

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)

• Materials include direct and explicit instruction for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. The lessons include specific terms, phrasing, and statements for teachers to use during instruction. For example, in Unit 1, Week 5, the teacher is given this script, "I am going to say the ending blend in this word: the letters s and k stand for the sounds /sssk/. Now listen as I blend all the sounds together: /aaa˘sssk/, ask. Say the word with me: ask." In Unit 2, Week 8, the script reads, "Listen as I blend the sounds in this word, /ssstrrrriiing/, string. Now I will think about how to change the word to make a new one. I can change the letter t to the word p. Listen as I blend the sounds to make the new word /sppprrriiing/, spring."
• The lessons include examples of explanatory feedback for students based on common errors or misconceptions. This feedback is a checkpoint statement after every instructional model. It explains that if the student struggles to understand and master the content taught, the teacher should take steps to reteach. For example, in Unit 1, Week 5, a checkbox says "Can children decode words with ending blends -st and -sk? Not Yet: Use the SS&A Cards to review the sounds of consonants s, k, and t. Repeat the Blend Words Routine using the Word Building Cards. Have children say the sound for each letter, then move the cards together as they blend and say the word. Use the Corrective Feedback Routine for decoding on p. to help children correct errors." In Unit 2, Week 8, a lesson on blending sounds contains a box that says, "Check: Are children able to blend onset and rime? Not yet? Reteach the blended sounds routine, but have children echo you. At first, say the onset and rime slowly with a long pause between. Repeat the onset and rime several times each time speaking faster and with a shorter pause until you say the whole word. The gradual increase in speed will help children understand how the distinct sounds blend to form a unique word." 
• The Teacher Guide includes a section with information on common decoding mistakes and suggestions on how to teach proactively. The "Instructional Next Steps" document has identified common misconceptions and errors students make in each section and how to remediate those with identified students. For example, in Unit 6, Week 26, following the weekly assessment, the Instructional Next Steps state "If children added or deleted sounds, then provide an example word to help children retrieve the sound-spelling."

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 materials include a variety of activities specifically designed to help students develop, practice, and reinforce their understanding of phonological awareness skills. The materials include an "Instructional Routines Library" that has multiple routines for teachers to use to develop phonological awareness, such as word building and blending syllable routines. For example, in Unit 6, Week 27, Session 1, teachers utilize the "Blending Syllables Routine" and the "Read Longer Words" sections of instruction to explicitly and systematically teach how to decode multisyllabic words. 
• The material's activities and resources provide opportunities to reinforce phonological awareness skills through cumulative review. For example, in Unit 1 of kindergarten, students learn the letter sound correspondence for Aa, Mm, and Tt. In future units, students continue reviewing these letter-sound correspondences while also learning new letter sounds.
• The material's activities and resources provide opportunities to reinforce phonological awareness skills through cumulative review. For example, the materials introduce suffixes in Unit 4 and provide review activities for students to reinforce them in Unit 5.
• The material includes various resources that can be found in the "Phonological Awareness" tab in the "Teacher Toolbox." It covers development and practices in recognizing rhymes, adding, deleting, substituting, and manipulating phonemes. For example, lessons include the use of "Word Building" cards that students can tactically manipulate to connect spoken to written text.
• The materials suggest or provide resources, including games, rhymes, stories, manipulatives, and online interactive activities to practice and reinforce students' phonological awareness skills. In Unit 6, Week 27, Session 2, Magnetic Reader "The Colorado River," students practice decoding final e-syllable patterns in complex text.
   

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 that begin with identifying phonemes and gradually transition to more complex manipulation practices such as adding, deleting, and substituting phonemes. The materials begin by blending and segmenting words and syllables; in later units, they practice manipulating words by adding and removing more complex syllables. For example, in Unit 1, Week 1, students blend /c/ /a/ /b/ to make the word cab. In later units, students add, delete, and substitute phonemes to make new words. 
• The materials include a systematic sequence for introducing phonemic awareness activities that begin with blending phonemes and gradually transition to more complex manipulation practices such as adding, deleting, and substituting phonemes. They also include a "Research Rationale" that explains how phonemic awareness includes more complex phonemic substitutions and a review of previously taught skills.

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 lesson plans include specific terms, phrasing, and statements for teachers to use during instruction. PowerPoint slides provide teachers with direct and explicit directions and recommended feedback to address errors and misconceptions. ​For example, the Unit 2, Week 9, Session 2, a lesson guides the teacher to say, "I am going to say the new sound in this word: the letters oo stand for /oo/. Now listen as I blend all the sounds together: /lllook/, look. Say the word with me: look." The teacher then writes the word look, and students practice saying the sound and blending.
• The lessons include examples of explanatory feedback for students based on common errors or misconceptions in the form of a checkpoint statement after every instructional model. The checkpoints explain that if the student struggles to understand and master the content taught, the teacher should take steps to reteach. For example, the lesson in Unit 2, Week 9 says, "Check: Can children decode words with consonant blends -bl and -cl? Not yet: Use the articulation support on the Sound, Spelling, and Articulation cards for /b/, /k/, and /l/ to model saying the sound in each blend and then blending the sounds correctly. If children continue to struggle, review the Add Phonemes lesson." In Unit 5, Week 25, students are learning short vowel digraphs; however, if students are struggling, the teacher can use the lesson that focuses on short i and consonants (f, g, j, k, l, qu, v, w, x, y, z) review to review and scaffold the students learning.
• The Teacher Guide includes a section with information on common decoding mistakes and suggestions on how to teach proactively. The "Whole-Class Instructional Next Steps" document provides teachers with recommended explanatory feedback for students based on common errors and misconceptions, specifically in adding and deleting sounds. For example, the document states "If children substituted the incorrect letter(s) for a given sound… Then compare the results to Parts 2 and 4. If a pattern of errors emerges, provide instruction in the sound spellings. If children added or deleted sounds… Then provide an example word to help children retrieve the sound-spelling. If they can encode the sound-spelling in the context of an example word, no further support may be needed."

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 guidance for connecting phonemic awareness skills to the alphabetic principle. Each lesson includes explicit, systematic instruction on teaching the same skills in phonological awareness, phonemic awareness, letter recognition, phonics, spelling, and application within complex text. For example, in Unit 1, Week 1, the lesson covers phonics and spelling of short vowel words before reading "Ann Will Fix It" for application within complex texts. In Unit 5, Week 22, the teacher says, "I am going to say the new sound in this word: the letters oo stand for /oo/. Now listen as I blend all the sounds together:/lllook/, look. Say the word with me: look." The teacher then writes the word look and students say the sound and practice blending.
• The materials include direct and explicit guidance connecting phonemic awareness skills to alphabetic principles. Oral language support is available through the "Articulation" videos in the "Teacher Toolbox." Teachers have access to the videos and can display them during instruction. In Unit 1, Week 5, Session 1, the teacher introduces ending blends /-sk/ and /-st/. The articulation videos demonstrate the sounds produced while the lesson itself instructs on decoding words with those final blends.
• The material includes direct and explicit guidance connecting phonemic awareness skills to alphabetic principles to support students in the transition from oral language activities to basic decoding and encoding. Teachers have access to the "Instructional Resources: Phonetic Spelling" document, providing support in pronunciation during instruction. Teachers are also provided lessons where they can utilize the Elkonin boxes to teach the smallest units of speech represented in an alphabetic writing system. Elkonin boxes allow students to practice isolating, blending, and segmenting phonemes, or sounds. Doubledecker Elkonin boxes incorporate a mix of phonemic awareness and phonics practice.
• Materials include direct and explicit 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. Teachers have access to interactive tools, including videos that can be used to connect phonemic awareness skills to the alphabetic principle. The interactive videos can be used with the whole group or in small group instruction.
• The materials include explicit guidance for connecting phonemic awareness skills to the alphabet principle to support the decoding and encoding of text. "Magnetic Readers" texts are used after explicit, systematic instruction of letter names and sounds for applicable practice in context. In Unit 1, Week 1, Session 2, "Ann Will Fix It" is used for practice identifying short vowels a and i words.

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 using different supplements. The materials suggest using Elkonin boxes or Sound, Spelling, and Articulation (SS&A) cards during the lessons. For example, students are initially taught orally by the teacher, and then they use SS&A cards to build words or letter titles to manipulate sounds within the lesson. Students can then use those words in their readers and independently in their worktexts.
• The materials include a variety of activities specifically designed to help students develop, practice, and reinforce their understanding of phonemic awareness skills. The materials provide guidance on using multimodal approaches to teach foundational skills. Suggested strategies include using letters and index cards for phonemic awareness activities and adding movement via skywriting.
• The material includes a variety of resources that help reinforce phonemic awareness skills connected to grade-level TEKS. The cumulative review consists of an assessment that helps evaluate student mastery at the end of each week. For example, in Unit 1, Week 3, the review focuses on ending digraphs -sh, -th, -ch, and practice writing words with those ending digraphs.
• Materials include a variety of activities and resources for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). An interactive student platform allows students to develop and practice phonemic awareness skills. The program is designed to build on students' progress throughout its use.
• The materials include a variety of activities specifically designed to help students develop, practice, and reinforce their understanding of phonemic awareness skills. The "Magnetic Reading Foundations Research Rationale" indicates that students receive a comprehensive ongoing review to practice and apply the skill of all explicitly taught phonological awareness skills for students who still need additional explicit instruction. For example, in Unit 6, Week 27, Session 1, teachers utilize the "Blending Syllables Routine" and the "Read Longer Words" sections to explicitly and systematically teach how to decode multisyllabic words. 
• The materials suggest or provide resources, including games, rhymes, stories, manipulatives, and online interactive activities to practice and reinforce students' phonemic awareness skills. In Unit 6, Week 27, Session 2, Magnetic Reader, "The Colorado River," students can apply practice with decoding final e-syllable patterns in an engaging complex text.

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 a scope and sequence that outlines the progression of "Sound-Spelling Patterns" skills throughout the year, including week-by-week objectives. The materials introduce frequently used letters and sounds before teaching less frequently used letter sounds. For example, the "Scope and Sequence" introduces decoding and encoding short vowels in Unit 1: Getting Along With Others and ends with words with final stable syllable patterns and vowel team syllables in Unit 6: Landforms.
• The materials include a systematic sequence for introducing grade-level sound-spelling patterns. The lesson objectives are aligned with the grade-level TEKS sound-spelling patterns. The materials teach how to decode and spell words with variant vowels, trigraphs, and blends, and it continues throughout the year to more complex sound-spelling patterns.
• The materials include a scope and sequence that shows a progression that starts with letters most useful in decoding. For example, the "Magnetic Readers Research Rationale" states that "the teacher introduces a new grapheme in isolation, then writes and underlines it in a word. The teacher models blending a word with the new grapheme while doing a think-aloud with the grapheme, and then students apply the new graphemic knowledge by blending a set of words that contain the grapheme together."

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 materials include specific and precise terms, phrasing, and statements that teachers can use during core instruction. For example, Unit 2, Week 10, directs the teacher to say, "First, I will say the word slowly, cheek. Next, I will think about the first sound I hear. The first sound in cheek is /ch/. I know that the letters c and h together stand for /ch/. I will write the letters ch." In Unit 4, Week 21, teachers state, "Say, You already know that in this word, ou is a vowel team. Because the letters are a team, they must stay in the same syllable. This type of syllable has a vowel team syllable pattern." In Unit 6, Week 27, Session 3, the lesson script has the teacher write complete and read it aloud and then directs the teacher to say, "In the word complete, the second syllable has a final e. This tells me it is a final e syllable pattern and that it has the long e sound."
• The materials provide bulleted teaching points and explicitly defined language with consistent routines for systematic and explicit instruction on sound-spelling correlations and syllable combinations. For example, the materials include a "Spell It" routine for all encoding lessons. Teachers are provided with a video of the routine, bulleted teaching points, and supplementary resources such as sound-spelling cards to support instruction.
• The materials include scripted lesson plans that guide the teacher to provide direct and explicit instruction focused on connecting phonemes to letters within words. For example, in Unit 1, Week 1, Session 1, when students cannot decode words that have short a and short i, in the "Not Yet" section, it instructs the teacher to use SS&A Cards, say and write short a and i words such as wag and wig to emphasize vowel contrasts. If children continue to struggle, have them blend the words sound by sound as you point to each sound-spelling."

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 various multimodal activities and resources for guided and independent cumulative review during the school year. The materials include SS&A cards, word building cards, movement, and Elkonin boxes. For example, the program introduces the spelling pattern with SS&A Cards; then, students can build words using the Word Building Cards before applying the spelling pattern in the read-aloud and student workbook. The student workbook activities include a cumulative review by beginning with sorting words, reading words out loud, listening and writing the words, and reading connected text.
• The materials include "Magnetic Readers," which are used after explicit, systematic instruction of sound-spelling patterns for applicable practice in context. In Unit 4, Week 16, Sessions 2, "Fifty States" is used for practice with r-controlled vowels er and ir, and in Unit 4, Week 16, Session 4, "The United States" is used for practice with r-controlled vowels ur and or.

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 decodable connected text. The materials include sound spelling cards, articulation cards, and word-building cards to support students with encoding and decoding words. A document, "Encoding Practice Using Magnetic Reading Foundations Resources," includes explicit instructions on how and when to utilize Magnetic Readers, Building Words Cards, Elkonin Boxes, Super Words Cards, Cumulative Review pages in the Student Worktext, Word Sorting for Pattern Recognition, and Proofreading Practice. For example, students can use the SS&A Cards to build and read words aligned to the taught sound-spelling patterns. The student work text contains cumulative spelling review pages for each unit to allow additional student practice.
• 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 and in decodable connected text that builds on previous instruction through the digital "Interactive Tutorial." In the Interactive Tutorial, students are asked to decode simple words with taught letter sounds. In Unit 5, Week 21, the diphthongs oi and oy are the focus of the Interactive Tutorial. Students are asked to interact with the learning game to decode words that include the reading of two-syllable words with vowel teams which covers previously taught material.
• The materials include a variety of activities for the instruction of sound-spelling patterns in decodable connected text. For example, in Unit 6, Week 27, Session 1, teachers utilize the "Blending Syllables Routine" and the "Read Longer Words" sections of instruction to explicitly and systematically teach how to decode multisyllabic words. The Magnetic Reading Foundations Research Rationale also states that "teaching strategies for decoding longer words improve students' ability to decode." Students receive a comprehensive review of all taught skills to practice and apply the skill of multisyllabic word reading.

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 a systematic sequence for introducing and practicing regular and irregular high-frequency words during direct instruction that aligns with the spelling pattern being taught. The materials include a scope and sequence that outlines the progression of high-frequency words throughout the year, including week-by-week objectives providing an overview of the skills and concepts in accordance with the ELAR TEKS. For example, students learn the high-frequency words that, the, do, to, and you early in the year when they are learning to decode and encode simpler words. Later, they learn words that are not decodable, such as certain, enough, special, and strong.
• The materials include a systematic sequence for introducing regular and irregular high-frequency words. We can see evidence of sequencing in the document called "High-Frequency Words," which can be found in "Instructional Resources" in the "Teacher Toolbox." The materials outline units and when they introduce high-frequency words. For example, there is only one regular high-frequency word (and), but in Unit 6, Week 28 is the regular high-frequency word finally and the irregular high-frequency word father.
• The materials organize the introduction of regular and irregular high-frequency words in smaller batches of words that follow a common phonic or spelling pattern so that teachers can provide direct and explicit instruction on a targeted group of words. The "Research Rationale" states that high-frequency word instruction enacts research with a partial decoding approach. The teacher displays and reads the word, and students repeat it. Then the teacher reads context sentences, and students listen. Students say the letters and review the known graphemes, then write the word and check the spelling. For example, students learn four high-frequency words. Three of the words are regular high-frequency words, such as head, laugh, and please, and the fourth word is an irregular word, such as eye.
• Materials include a systematic sequence for introducing regular and irregular high-frequency words. The "How Magnetic Reader Foundations Works" document explains, "High-frequency Words (Super Words) are taught with a partial decoding approach, which helps children retain them better," indicating that students are learning both regular and irregular words. This document outlined units and when they introduce high-frequency words. One example is in Unit 1, Week 2, introducing the regular high-frequency word but, and the irregular high-frequency word her.

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 material includes guidance for the teacher to provide direct and explicit instruction for decoding and encoding regular and irregular high-frequency words by providing teachers with the guided manual with lesson plans that target high-frequency words. "Super Word Cards" support high-frequency word instruction by showing each word in isolation and using each word in context. In Unit 1, Week 5, Session 1, the material states "Display Super Word Cards first, for, go, into, and so." Students then practice encoding the high-frequency words by reading the words and writing them twice in their student workbooks.
• Materials include guidance for the teacher to provide direct and explicit instruction for decoding and encoding regular and irregular high-frequency words. The materials include sample scripts and explicitly defined strategies for direct instruction of reading and spelling high-frequency words using the "Super Words Routine" that includes seeing and saying the word, spelling the word, and then writing the word. Teachers are provided with a video of the routine, bulleted teaching points, and supplementary resources such as sound-spelling cards to support instruction. For example, one lesson in Unit 1, Week 1, says, "Introduce this week's high-frequency words do and that. Display the Super Word Card. Read the word and have children repeat it. Read the context sentences on the back of the card. Have the children say the letter or letters in the word. Review known sound spellings and have children say them." The Unit 5, Week 23 script says, "Introduce this week's high-frequency words animal, country, earth, and wash. See and Say the Word: Display the Super Word Card. Read the word and have children repeat it. Read the context sentences on the back of the card. Spell the Word: Have children say the letters in the word. Review known sound spellings and have children say them with you. Write the Word: Have children write the word on a piece of paper and check their spelling. See the practice page for Super Words."
• The materials provide teachers with important points to emphasize about introducing regular and irregular words to students including decoding the decodable parts of words and memorizing the irregular parts of words. The Research Rationale states that the scope and sequence were developed with consideration for the utility of each word and grouping words by shared spelling patterns to support orthographic mapping.

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

• The materials include various multimodal activities and resources that can be modeled during direct instruction and then used independently by students throughout the year. The "Tools for Instruction" document called "Irregular High-Frequency Words With Elkonin Boxes" supports students' ability to decode high-frequency words. For example, in Unit 2, Week 10, students use the "Double Decker Elkonin Box" for must, too, very, and who. 
• The materials include a variety of activities and resources for students to practice skills to decode and encode regular and irregular high-frequency words. Students use Super Words Cards to partially decode words and use them in context. Working in partners, children take turns using the words in oral sentences. For example, students practice high-frequency and irregular words, first, for, go, into, or, and so, using the Super Words cards in Unit 1, Week 5.
• Materials include a variety of resources for students to practice skills to decode irregular high-frequency words. Teachers are provided with Super Words practice in which students independently write sentences using the Super Words from previous units and word sorting charts with pattern labels for students to explore word patterns.
• 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). The materials sequence concepts so that students develop mastery in a set of high-frequency words through direct instruction and practice before spiraling skills for reinforcement so that students independently practice spiraled skills that have been previously mastered. Students have practice pages for Super Words in their student workbooks.

Evaluation for 5.E.2d
Materials include a variety of activities and resources (including the use of memory-building strategies) for students to recognize, read, and write high-frequency words in isolation (e.g., word lists) and in connected text (e.g., within sentences or decodable texts). (PR 2.A.1)

• The materials include a variety of activities and resources for students to read high-frequency words. Students are given time to practice word-level reading fluency, which can be found in the Tools for Instruction document in Unit 2, Week 8. The goal is that students can read Super Words in isolation for fluency before reading Super Words in sentences that are provided by the teacher.
• Materials include a variety of activities and resources for students to recognize, read, and write high-frequency words in isolation and connected text. Weekly lessons include various activities for learning to recognize, read, and write high-frequency words in isolation and can apply to connected text in the "Apply to Text" section of the lesson. Students can read the high-frequency words in the lesson-connected text. For example, in Unit 2, Week 7, students read the story "The Art Contest." They are told to listen first to see a model of how the teacher reads, and then they will read to learn how children can be artists too. Some high-frequency words that are introduced are come, large, once, and some; in Unit 4, Week 20, in the connected text "Interesting Islands," students read the words house, live, pretty, and read within the text. 
• The materials consistently use activities and resources, such as memory-building strategies, for students to master high-frequency words. For example, beginning in Unit 3, weekly lessons include a "Super Words Routine" in which students practice encoding high-frequency words. In Unit 1, Week 5, Session 2, students encode words by utilizing the "Word Building Cards" as a warm-up for dictation. Teachers point to each card, say the sounds, and then blend the word. Then they move into a "Spell It" routine in which teachers model thinking aloud as they say words and connect the sounds to spellings before expecting students to do it independently. Students are also provided with Super Words practice, in which they independently write sentences using Super Words.

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 sequence for introducing syllable patterns and syllable division principles is aligned with grade-level TEKS. Students cover grade-level syllable types, including multisyllabic words with closed syllables, open syllables, VCe syllables, vowel teams (including vowel digraphs and diphthongs), and r-controlled syllables as outlined in the TEKS. The "Scope and Sequence" document states that the materials begin with closed syllable patterns and end with reading multisyllabic words with three or more syllables.
• The materials provide an instructional sequence for encoding and decoding single-syllable and multisyllabic words, as outlined in the TEKS. The lesson objectives progress from less to more complex skills. For example, lessons begin with reviewing final e-syllable patterns before moving on to more complex syllable patterns. 
• The materials include a systematic sequence for introducing grade-level syllable types and syllable division principles which can be seen in the "Instructional Resources" document titled "Syllable Patterns." This document details the sequence in which syllables are introduced from simple to complex. Students learn all six syllable patterns by the end of the materials.

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 terms, phrasing, and statements that teachers should use during core instruction. For example, a Unit 6, Week 30 lesson guides teachers to say, "Listen as I blend the syllables: elbow, elbow." In Unit 6, Week 27, Session 1, students are expected to utilize the "Blend Words Routine," which includes saying the sounds and then blending the sounds to decode multisyllabic final e-syllable pattern words, such as advice, relate, and describe.
• The materials provide teachers with important points to emphasize about decoding and encoding words by applying knowledge of syllable division principles (i.e., dividing words into manageable parts to assist in decoding and encoding). There is guidance on the syllable patterns and types and instructional routines to teach each pattern. For example, the resource provides tips on teaching r-controlled vowel syllables.
• The material includes guidance for direct and explicit instruction applying knowledge of syllable types and syllable division principles to decode and encode one-syllable words. Students are asked to read and write longer words in a section called "Read Longer Words." In Unit 3, Week 13, for example, students are reading and writing words with the long u and u_e sound spelling.
• The materials provide guidance for teachers to give direct instruction to apply knowledge in syllable types and syllable division principles. In Unit 2, Week 12, teachers are given the vowel team syllable patterns to help students decode and encode multisyllabic words. One model provided by the teacher is the word remain. The students then practice with the words railroad and contain.
• The materials provide teachers with important points to emphasize about decoding and encoding words by applying knowledge of syllable division principles (i.e., dividing words into manageable parts to assist in decoding and encoding). The materials include "Tools for Instruction," with explicit instruction on syllable division for assistance with decoding and encoding. For example, a Tools for Instruction document titled "Multisyllabic Words: Three to Five Syllables" helps students decode and encode multisyllabic words.

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

• The materials include various multimodal activities and resources that can be modeled during direct instruction and then used independently by students throughout the year. The resource titled, "Multimodal Approaches" provides many ways to differentiate multi-modalities using letter cards, Elkonin boxes, articulation videos, mirrors, magnetic letters, sandpaper, and adding hand movements. The resource "Deep Dive Teaching with Multimodal Approaches" shows exactly where these supports are located throughout the Teacher Guide. The materials include "Sound-Spelling" cards, "Articulation" cards, "Word Building" cards, and games that students can use throughout the year. Students can practice building words with the Word Building cards. Then, the students can write and display the words before practicing in the student workbook. For example, students are asked to practice reading and writing one-syllable and multisyllabic words in Unit 2, Week 13. The focus is on learning three-letter blends, reading words like scrap, and writing words like grin.
• The materials include a variety of activities to practice and reinforce decoding and encoding skills related to syllables, including the "Interactive Tutorial." In Unit 3, Week 11, a tutorial called "Closed Syllables" provides practice in decoding words.
• 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). Each lesson's "Check" section has activities that students can use to develop, practice, and reinforce skills to decode and encode. For example, in Unit 3, Week 12, the Check section asks, "Can children decode two-syllable words with the variant vowel spellings u_e, ue, and ew? Not Yet: Model how to sound out each syllable using knowledge of spelling patterns and syllable patterns. Demonstrate using the SS&A Cards as a resource. Guide children to use the cards as a tool for self-correction as they decode the remaining words."

Evaluation for 5.E.3d (grade 1 only)
Materials include a variety of activities for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3)

Evaluation for 5.E.3d (grades 2 and 3 only)
Materials include a variety of activities and resources for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3)

• The materials include a variety of activities for students to practice decoding one-syllable or multisyllabic words, using knowledge of syllable types in isolation. There is a high-frequency word list for students to practice decoding words in isolation, and "Super Words" practice is included in each unit in which students write sentences independently using super words from previous units. "The Tools for Instruction: Decoding Compound Words" document provides practice with decoding a list of two-syllable words in Unit 1, Week 2.
• The materials provide a variety of activities and resources for decoding and encoding multisyllabic words in isolation. Tools for Instruction includes a document titled, "Words with Vowel Digraphs and Diphthongs" in Unit 4, Week 20. Step 4 of the routine states, "After students have practiced decoding words with different vowel digraphs, display pairs of words with similarities and differences. Select word pairs that have the same vowel sound but different spellings: au/aw; oi/oy; oo/ew. Alternatively, use word pairs with similar spellings except for the digraph. Display the word pairs and have students read both words. Then tell students to write each word in sentences or have them illustrate both words and then write the words to label their drawings."
• 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. The Interactive Tutorial has videos that students can use to practice skills. For example, Unit 3, Week 18 has a video titled "Reading Multisyllabic Words with Suffixes -less, -full."
• The materials provide a variety of activities and resources for decoding words in connected text within "Magnetic Readers." For example, in Week 27, Session 4, students decode a variety of words in context with the story, "Come See My Sea."

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)

• Materials include a systematic sequence for introducing grade-level morphemes, as the TEKS outlines. The "Scope and Sequence" document shows the progression from Unit 1, adding inflectional endings -s and -ed, to Unit 2, adding inflectional endings -ing, -s, -es, and -ed, to Unit 2, adding inflectional endings -ed and -ing, to Unit 3 adding prefixes pre-, un-, re-, dis- and suffixes to base words, to Unit 4 adding suffixes such as -ly, -ful, -less, -y-, er, -or through the end of Unit 6. The "Weekly Planner" for each week outlines the grade-level morpheme that will be taught in specific lessons. For example, in Unit 4, Week 14, the suffix -ly is taught and reviewed in Sessions 2 and 4.
• The materials organize the introduction of grade-level morphemes in smaller batches of words that follow a common phonic or spelling pattern so that teachers can provide direct and explicit instruction on a targeted group of words. Inflectional endings, prefixes, suffixes, contractions, and syllable patterns are taught explicitly with opportunities for practice and application in reading decodable text and written exercises. Instruction begins with simple compound words progresses to open and closed syllable patterns, and advances to stable syllable patterns.

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 material includes guidance for the teacher to provide direct and explicit instruction for supporting the recognition of common morphemes and using their meanings to support decoding. The lesson plans include teacher tips or explanations of the morphological objective of the lesson. For example, in Unit 2, Week 7, the script indicates, "Remind children that they are learning the word endings -er and -est. Explain that spelling changes are needed when adding ending changes to the word, such as doubling the final consonant or changing the final y to i before adding the ending to the word. Review -er is used to compare two people or things and -est is used to compare three or more people or things." In Unit 4, Week 18, when teaching the suffixes -ful and -less during the word analysis exercise, students are then asked to read words such as helpful and helpless.
• The material includes guidance for the teacher to provide direct and explicit instruction for supporting the recognition of common morphemes and using their meanings to support encoding. In Unit 4, Week 20, when teaching the suffixes -or and -er during the word analysis exercise, students are then asked to write suffixes to base words such as run and visit, changing the meaning of the base words with added suffixes to runner and visitor.
• Materials in the "Tools for Instruction" component include guidance for the teacher to provide direct and explicit instruction for supporting the recognition of common morphemes and using their meanings (e.g., affixes and base words) to support decoding, encoding, and reading comprehension. The resource "Two Syllable Words with Prefix and Suffixes" provides teachers with an explanation of what a prefix is, how it connects to base words, and how it builds decoding skills for readers. The document provides examples and three ways to teach prefixes and suffixes.

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)

• Materials include a variety of activities for students to practice grade-level morphological skills. The materials include a student workbook providing students an opportunity to practice and reinforce the prefix/suffix skill taught in the week. Students read the words and circle the word that has a prefix/suffix. Students then are asked to write the word in the line. For example, in the student workbook, students practice the prefixes un-, and dis- in Unit 3, Week 14. Students practice adding and taking away word endings such as -ing in Unit 4, Week 17. 
• Materials include a variety of resources for students to develop grade-level morphological skills. For example, resources include "Word Work" student templates; this tool includes a variety of resources for students to practice analyzing patterns of different morphemes.
• The materials include practice activities in paper or digital workbooks to build on the taught morphological skill and spiral previously learned morphological skills. For example, students complete a "Cumulative Review" of all morphological skills taught to date each week for additional application practice.

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)

• Materials include a variety of activities for students to decode words with morphemes in decodable connected text that builds on previous instruction. The student workbook contains practice in which students decode sentences containing words with morphemes. In Unit 1, Week 4, students learn to read and write words with the suffixes -ed and -ing.
• The material includes a variety of activities for students to decode morphemes in isolation during the Interactive Tutorial. In Unit 1, Week 4, students learn to read words with the suffixes -ed and -ing.
• 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. There is a section in the lessons entitled "Read Longer Words," where students are provided a word list for them to read morphemes in isolation and a decodable word list. For example, in Unit 3, Week 14, Session 3, students are given the words scented, climbing, design, and scenic.
• 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. The materials include instructional routines, such as dictation, that emphasize encoding and decoding. For example, the teacher writes the word and reads it aloud, underlines the focus morpheme, repeats it with other examples, models how to identify the morpheme, and then has students complete the word analysis activity. In Unit 1, Week 4, students use their "Student Workbook" to encode by writing words with the -ed and -ing ending. 
• The materials include instructional routines, such as dictation, that emphasize encoding and decoding. For example, in Unit 6, Week 28, Session 2, the "Tools for Instruction: Suffixes -er and -or" document provides teachers with systematic, explicit steps for instruction.
• The lesson plans and text annotations prompt the teacher and students to discuss morphemes (e.g., prefixes, suffixes, roots) as they read authentic text. For example, students apply the morphemic skills while decoding "Magnetic Readers," like in Unit 6, Week 27, with the story titled "Come See My Sea."