Texas miVision Lectura, Grade 4

Overview

Grade K Quality Review Summary

Strengths

• 1.2 Unit-Level Design: Materials include comprehensive unit overviews with background content knowledge and academic vocabulary, along with family support suggestions in both Spanish and English.
• 1.3 Lesson-Level Design: Materials include comprehensive, structured lesson plans with daily objectives, questions, tasks, required materials, instructional assessments, suggested timing, a list of necessary teacher and student materials, and guidance for extended practice.
• 2.1 Instructional Assessments: Materials include a variety of instructional assessments at the unit and lesson levels, with defined purposes, teacher guidance for consistent administration, alignment to TEKS and objectives, and standards-aligned items at varying levels of complexity.
• 2.2 Data Analysis and Progress Monitoring: Materials include instructional assessments with scoring guidance, provide strategies for responding to student performance trends, and offer tools for students to track their own progress and growth.
• 3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction, scaffolded lessons for students below proficiency, pre-teaching supports for unfamiliar vocabulary, and enrichment activities for students who have demonstrated proficiency.
• 3.2 Instructional Methods: Materials include prompts and guidance for explicit modeling and communication of concepts, recommendations for effective lesson delivery using various instructional approaches, and support for multiple types of practice with guidance on implementation structures.
• 3.3 Support for Emergent Bilingual Students: Materials include implementation guidance for state-approved bilingual/ESL programs, embedded teacher support for developing academic vocabulary and comprehension, and opportunities for metalinguistic transfer in dual language immersion programs.
• 4.1 Explicit (Direct) and Systematic Phonics Instruction: Materials include systematic, sequenced phonics instruction, daily opportunities for explicit practice, phonics skills practiced in isolation and through decodable texts, and cumulative review of previously taught skills.
• 4.2 Daily Instructional Sequence and Routines: Materials include daily lessons with explicit instruction and teacher modeling, opportunities for guided instruction with immediate corrective feedback, and varied opportunities for collaborative learning and independent practice.
• 4.3 Ongoing Practice Opportunities: Materials include intentional cumulative review and practice activities, focusing on explicitly taught phonics skills, with decodable texts incorporating cumulative practice and opportunities for practice in both isolation and connected text.
• 4.4 Assessment: Materials include a variety of developmentally appropriate assessment tools with clear directions for accurate administration, progress monitoring tools that measure students' acquisition of grade-level phonics skills, and assessment opportunities aligned to these tools throughout the school year.
• 4.5 Progress Monitoring and Student Support: Materials include data-management tools for tracking individual and whole-class progress, with specific guidance on determining progress monitoring frequency and accelerating learning based on data to reach mastery of concepts.
• 5.A.1 Print Awareness: Materials include guidance for explicit and systematic instruction in print awareness, regular review of print concepts, and frequent opportunities for students to apply print awareness knowledge across various texts and formats.
• 5.B.1 Oral Language Development: Materials include explicit and systematic instructional guidance on developing oral language through various methods, opportunities for social and academic communication, and authentic opportunities in Spanish for active listening, discussion, and idea-sharing.
• 5.C.1 Alphabet Knowledge: Materials include a systematic sequence authentic to Spanish for introducing letter names and sounds, guidance for explicit instruction in letter identification and formation, and a variety of activities in Spanish for practicing and reinforcing alphabet knowledge.
• 5.C.2 Letter-Sound Correspondence: Materials explicitly and systematically introduce letter-sound relationships in Spanish, provide guidance for explicit instruction with feedback on common errors, and offer a variety of activities to practice and reinforce decoding skills in both isolated and connected text.
• 5.E.1 Sound-Spelling Patterns: Materials include a systematic sequence for introducing grade-level sound-spelling patterns, provide explicit instruction guidance, and offer a variety of activities in Spanish to develop, practice, and reinforce these patterns, supporting decoding and encoding both in isolation and connected text.
• 5.E.2 Decoding and Encoding One-Syllable or Multisyllabic Words including Diphthongs, Hiatus, and Word Types: Materials include a systematic sequence for decoding and encoding multisyllabic words, provide explicit instruction guidance in Spanish on syllable division principles, and offer a variety of activities to practice and reinforce these skills in both isolation and connected text.
• 5.F.1 Vocabulary Development: Materials support students in determining the meaning of unfamiliar Spanish words through illustrations and context and provide guidance for explicit instruction on using print and digital resources according to grade-level Spanish TEKS.
• 5.H.1 Handwriting Development: Materials include explicit instruction in Spanish on teaching handwriting skills appropriate for each grade level and provide frequent opportunities, resources, and activities for students to authentically practice and develop these skills.
• 6.A.1 Connected Knowledge-Building Units and Lessons: Materials include units designed to build knowledge in science, history, literature, and the arts, with a connected scope and sequence across grade levels, extended time on knowledge-building topics, and lessons anchored by Spanish texts that integrate grammar, vocabulary, discussion, and writing activities.
• 6.A.2 Context and Student Background Knowledge: Materials activate or supply background knowledge by connecting to previously learned content, making connections across units within a grade level, and providing relevant context in Spanish to enhance student engagement with the text.
• 6.A.3 Developing Student Comprehension with Connected Topics, Questions, and Tasks: Materials include questions and tasks designed in Spanish that require students to engage with big ideas, synthesize knowledge across texts, and complete culminating tasks that demonstrate their understanding of unit topics, with opportunities to apply new understanding beyond the classroom.
• 6.A.4 Key Academic Vocabulary and Grade-Level Concepts: Materials include a year-long scope and sequence for building tier 2 and 3 Spanish academic vocabulary, with practice opportunities, scaffolds for differentiation, tasks for purposeful vocabulary use, and nonverbal techniques like images and visualization to support vocabulary acquisition.
• 6.B.1 Recursive Inquiry Process: Materials support instruction for students to ask and generate questions in Spanish for inquiry, create and follow a research plan, identify relevant sources, and practice understanding, organizing, and communicating ideas using multiple media according to the research purpose.
• 7.1 High-Quality Grade-Level Texts: Materials include text types and genres required by the grade-level Spanish language arts TEKS, with core texts that are authentic or appropriate transadaptations written at grade level, well-crafted, and of publishable quality, encompassing traditional, contemporary, classical, and diverse texts that reflect students' backgrounds and experiences.
• 7.2 Interaction with Grade-Level Text: Materials include opportunities in each lesson for students to interact with, listen to, think about, and critically respond to grade-level authentic or transadapted Spanish texts; discuss specific aspects of the texts; and engage in a variety of reading skills such as questioning, predicting, inferencing, analyzing, evaluating, and synthesizing.
• 7.3 Supporting Access to Grade-Level Text: Materials include teacher guidance and embedded scaffolds to ensure all students can access grade-level authentic or transadapted Spanish texts while maintaining rigor and provide opportunities for proficient students to engage in additional text analysis.
• 7.4 Analysis of Text Complexity: Materials include quantitative and qualitative analysis of each Spanish core text, with a rationale for its educational purpose and grade-level placement, ensuring that core texts have the appropriate level of complexity for the grade according to their analysis and relationship to student tasks.
• 7.5 Read-Aloud, Shared Reading, and Independent Reading: Materials include authentic or transadapted texts for read-aloud and shared reading that are at or above grade-level complexity with appropriate scaffolds, independent reading texts with a range of complexity levels, and a plan for students to self-select high-quality Spanish texts, read independently, and achieve reading goals.
• 8.A.1 Use of Text Evidence: Materials include text-dependent questions and tasks in Spanish that require students to use evidence from the text to demonstrate comprehension, justify their thinking, and support claims, while evaluating language, key ideas, and text structure through various strategies at different levels of cognitive complexity.
• 8.A.2 Teacher Guidance for the Use of Text Evidence: Materials include guidance for teachers in Spanish on effectively modeling the use of text evidence to generate evidence-based claims and construct text-based responses, and on structuring opportunities for students to engage in evidence-based discussions using Spanish academic vocabulary and syntax.
• 8.B.1 Genre Characteristics and Craft to Compose Multiple Texts: Materials include authentic or transadapted Spanish mentor texts as models, and provide opportunities for students to compose literary, informational, argumentative (3rd grade only), and correspondence texts in Spanish for multiple purposes and audiences, each with genre-specific characteristics and craft.
• 8.B.2 Writing Process: Materials support students' coherent use of the writing process elements—planning, drafting, revising, conferring, editing, and sharing/publishing—to compose texts in Spanish with age-appropriate conventions, and provide guidance for teachers to explicitly model and support each element of the writing process through instruction, conferencing, and revising.
• 8.B.3 Explicit (Direct) and Systematic Writing Instruction: Materials include guidance for teachers to provide explicit instruction in Spanish on sentence-level writing, focusing on structure, syntax, and vocabulary, and offer systematic instruction that progresses from sentence-level writing to full compositions, with opportunities for students to engage in increasingly complex writing, revising, and editing.
• 8.B.4 Grade-Level Standard Spanish Conventions: Materials include opportunities for practice and application of Spanish academic language conventions, such as sentence structure, verb tenses, and grammar, both in and out of context, and provide systematic practice for writing grammatically correct sentences and paragraphs with proper capitalization and punctuation according to grade-level Spanish TEKS.

Challenges

• 1.1 Course-Level Design: Materials do not include suggested pacing, explanations for the rationale of unit order, or resources to support administrators and instructional coaches 
• 5.D.1 Phonological Awareness: Materials do not include direct and explicit instruction authentic to Spanish for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors.
• 5.D.2 Phonemic Awareness: Materials do not include do not include direct and explicit instruction authentic to Spanish for teaching phonemic awareness with recommended explanatory feedback for students based on common errors.

Summary

Texas MiVision Lectura is a Spanish phonics and Spanish language arts K–5 program. It offers meaningful learning and high-quality instruction materials that align with Texas standards; it provides a comprehensive and structured approach to literacy and phonics instruction. The materials include explicit instruction in phonemic awareness, vocabulary, phonics, letter sounds, and recognitions, with visuals in every lesson. The material Texas MiVision is comprehensive and extensively addresses Spanish language arts standards for grade k through the daily mini-lessons and weekly units. The implementation and strategies are consistent for students' academic and language development. Additionally, the program includes resources for family engagement and access to online resources and platforms. 

Campus and district instructional leaders should consider the following:

• The program offers teachers a variety of resources and tools to collect data on student's progress toward the standards. It also supports teachers' planning, learning, and understanding of the standards, as evidenced by the "Tema de Destrezas." The materials include connections to lesson objectives and specific citations for locating these resources. 
• The program incorporates the effective use of technology to enhance student learning through the Texas MiVision Digital Savvas website, which provides teachers with guidance on how to use the online tools. The online resources are user-friendly, and teachers can assign reading materials, mini-lessons, and assessments as they see fit for their students. 

Grade 1 Quality Review Summary

Strengths

• 1.2 Unit-Level Design: Materials include comprehensive unit overviews with background content knowledge and academic vocabulary, along with family support suggestions in both Spanish and English.
• 1.3 Lesson-Level Design: Materials include comprehensive, structured lesson plans with daily objectives, questions, tasks, required materials, instructional assessments, suggested timing, a list of necessary teacher and student materials, and guidance for extended practice.
• 2.1 Instructional Assessments: Materials include a variety of instructional assessments at the unit and lesson levels, with defined purposes, teacher guidance for consistent administration, alignment to TEKS and objectives, and standards-aligned items at varying levels of complexity.
• 2.2 Data Analysis and Progress Monitoring: Materials include instructional assessments with scoring guidance, provide strategies for responding to student performance trends, and offer tools for students to track their own progress and growth.
• 3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction, scaffolded lessons for students below proficiency, pre-teaching supports for unfamiliar vocabulary, and enrichment activities for students who have demonstrated proficiency.
• 3.2 Instructional Methods: Materials include prompts and guidance for explicit modeling and communication of concepts, recommendations for effective lesson delivery using various instructional approaches, and support for multiple types of practice with guidance on implementation structures.
• 3.3 Support for Emergent Bilingual Students: Materials include implementation guidance for state-approved bilingual/ESL programs, embedded teacher support for developing academic vocabulary and comprehension, and opportunities for metalinguistic transfer in dual language immersion programs.
• 4.1 Explicit (Direct) and Systematic Phonics Instruction: Materials include systematic, sequenced phonics instruction, daily opportunities for explicit practice, phonics skills practiced in isolation and through decodable texts, and cumulative review of previously taught skills.
• 4.2 Daily Instructional Sequence and Routines: Materials include daily lessons with explicit instruction and teacher modeling, opportunities for guided instruction with immediate corrective feedback, and varied opportunities for collaborative learning and independent practice.
• 4.3 Ongoing Practice Opportunities: Materials include intentional cumulative review and practice activities, focusing on explicitly taught phonics skills, with decodable texts incorporating cumulative practice and opportunities for practice in both isolation and connected text.
• 4.4 Assessment: Materials include a variety of developmentally appropriate assessment tools with clear directions for accurate administration, progress monitoring tools that measure students' acquisition of grade-level phonics skills, and assessment opportunities aligned to these tools throughout the school year.
• 4.5 Progress Monitoring and Student Support: Materials include data-management tools for tracking individual and whole-class progress, with specific guidance on determining progress monitoring frequency and accelerating learning based on data to reach mastery of concepts.
• 5.A.1 Print Awareness: Materials include guidance for explicit and systematic instruction in print awareness, regular review of print concepts, and frequent opportunities for students to apply print awareness knowledge across various texts and formats.
• 5.B.1 Oral Language Development: Materials include explicit and systematic instructional guidance on developing oral language through various methods, opportunities for social and academic communication, and authentic opportunities in Spanish for active listening, discussion, and idea-sharing.
• 5.C.2 Letter-Sound Correspondence: Materials explicitly and systematically introduce letter-sound relationships in Spanish, provide guidance for explicit instruction with feedback on common errors, and offer a variety of activities to practice and reinforce decoding skills in both isolated and connected text.
• 5.E.1 Sound-Spelling Patterns: Materials include a systematic sequence for introducing grade-level sound-spelling patterns, provide explicit instruction guidance, and offer a variety of activities in Spanish to develop, practice, and reinforce these patterns, supporting decoding and encoding both in isolation and connected text.
• 5.E.2 Decoding and Encoding One-Syllable or Multisyllabic Words including Diphthongs, Hiatus, and Word Types: Materials include a systematic sequence for decoding and encoding multisyllabic words, provide explicit instruction guidance in Spanish on syllable division principles, and offer a variety of activities to practice and reinforce these skills in both isolation and connected text.
• 5.E.3 Morphological Awareness: Materials include a systematic sequence for introducing grade-level morphemes, provide explicit instruction guidance in Spanish for recognizing and using morphemes to support decoding, encoding, and comprehension, and offer a variety of activities to practice and reinforce these skills in both isolation and connected text.
• 5.F.1 Vocabulary Development: Materials support students in determining the meaning of unfamiliar Spanish words through illustrations and context and provide guidance for explicit instruction on using print and digital resources according to grade-level Spanish TEKS.
• 5.G.1 Reading Fluency: Materials include lessons, activities, and tasks for modeling and practicing fluent reading skills in Spanish with teacher feedback, embedded practice with authentic word lists and decodable texts, and practice activities in various settings to build accuracy, fluency, prosody, and comprehension.
• 5.H.1 Handwriting Development: Materials include explicit instruction in Spanish on teaching handwriting skills appropriate for each grade level and provide frequent opportunities, resources, and activities for students to authentically practice and develop these skills.
• 6.A.1 Connected Knowledge-Building Units and Lessons: Materials include units designed to build knowledge in science, history, literature, and the arts, with a connected scope and sequence across grade levels, extended time on knowledge-building topics, and lessons anchored by Spanish texts that integrate grammar, vocabulary, discussion, and writing activities.
• 6.A.2 Context and Student Background Knowledge: Materials activate or supply background knowledge by connecting to previously learned content, making connections across units within a grade level, and providing relevant context in Spanish to enhance student engagement with the text.
• 6.A.3 Developing Student Comprehension with Connected Topics, Questions, and Tasks: Materials include questions and tasks designed in Spanish that require students to engage with big ideas, synthesize knowledge across texts, and complete culminating tasks that demonstrate their understanding of unit topics, with opportunities to apply new understanding beyond the classroom.
• 6.A.4 Key Academic Vocabulary and Grade-Level Concepts: Materials include a year-long scope and sequence for building tier 2 and 3 Spanish academic vocabulary, with practice opportunities, scaffolds for differentiation, tasks for purposeful vocabulary use, and nonverbal techniques like images and visualization to support vocabulary acquisition.
• 6.B.1 Recursive Inquiry Process: Materials support instruction for students to ask and generate questions in Spanish for inquiry, create and follow a research plan, identify relevant sources, and practice understanding, organizing, and communicating ideas using multiple media according to the research purpose.
• 7.1 High-Quality Grade-Level Texts: Materials include text types and genres required by the grade-level Spanish language arts TEKS, with core texts that are authentic or appropriate transadaptations written at grade level, well-crafted, and of publishable quality, encompassing traditional, contemporary, classical, and diverse texts that reflect students' backgrounds and experiences.
• 7.2 Interaction with Grade-Level Text: Materials include opportunities in each lesson for students to interact with, listen to, think about, and critically respond to grade-level authentic or transadapted Spanish texts; discuss specific aspects of the texts; and engage in a variety of reading skills such as questioning, predicting, inferencing, analyzing, evaluating, and synthesizing.
• 7.3 Supporting Access to Grade-Level Text: Materials include teacher guidance and embedded scaffolds to ensure all students can access grade-level authentic or transadapted Spanish texts while maintaining rigor and provide opportunities for proficient students to engage in additional text analysis.
• 7.4 Analysis of Text Complexity: Materials include quantitative and qualitative analysis of each Spanish core text, with a rationale for its educational purpose and grade-level placement, ensuring that core texts have the appropriate level of complexity for the grade according to their analysis and relationship to student tasks.
• 7.5 Read-Aloud, Shared Reading, and Independent Reading: Materials include authentic or transadapted texts for read-aloud and shared reading that are at or above grade-level complexity with appropriate scaffolds, independent reading texts with a range of complexity levels, and a plan for students to self-select high-quality Spanish texts, read independently, and achieve reading goals.
• 8.A.1 Use of Text Evidence: Materials include text-dependent questions and tasks in Spanish that require students to use evidence from the text to demonstrate comprehension, justify their thinking, and support claims, while evaluating language, key ideas, and text structure through various strategies at different levels of cognitive complexity.
• 8.A.2 Teacher Guidance for the Use of Text Evidence: Materials include guidance for teachers in Spanish on effectively modeling the use of text evidence to generate evidence-based claims and construct text-based responses, and on structuring opportunities for students to engage in evidence-based discussions using Spanish academic vocabulary and syntax.
• 8.B.1 Genre Characteristics and Craft to Compose Multiple Texts: Materials include authentic or transadapted Spanish mentor texts as models, and provide opportunities for students to compose literary, informational, argumentative (3rd grade only), and correspondence texts in Spanish for multiple purposes and audiences, each with genre-specific characteristics and craft.
• 8.B.2 Writing Process: Materials support students' coherent use of the writing process elements—planning, drafting, revising, conferring, editing, and sharing/publishing—to compose texts in Spanish with age-appropriate conventions, and provide guidance for teachers to explicitly model and support each element of the writing process through instruction, conferencing, and revising.
• 8.B.3 Explicit (Direct) and Systematic Writing Instruction: Materials include guidance for teachers to provide explicit instruction in Spanish on sentence-level writing, focusing on structure, syntax, and vocabulary, and offer systematic instruction that progresses from sentence-level writing to full compositions, with opportunities for students to engage in increasingly complex writing, revising, and editing.
• 8.B.4 Grade-Level Standard Spanish Conventions: Materials include opportunities for practice and application of Spanish academic language conventions, such as sentence structure, verb tenses, and grammar, both in and out of context, and provide systematic practice for writing grammatically correct sentences and paragraphs with proper capitalization and punctuation according to grade-level Spanish TEKS.

Challenges

• 1.1 Course-Level Design: Materials do not include suggested pacing, explanations for the rationale of unit order, or resources to support administrators and instructional coaches.
• 5.D.1 Phonological Awareness: Materials do not include direct and explicit instruction authentic to Spanish for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors.
• 5.D.2 Phonemic Awareness: Materials do not include do not include direct and explicit instruction authentic to Spanish for teaching phonemic awareness with recommended explanatory feedback for students based on common errors.

Summary

Texas MiVision Lectura is a Spanish phonics and Spanish language arts K–5 program that offers meaningful learning and high-quality instruction materials that align with Texas standards. It offers a comprehensive and structured approach to literacy and phonics instruction, integrating phonemic awareness, fluency, vocabulary, and comprehension into every lesson. The program includes diverse texts that incorporate different cultures, promoting students' language use and connecting to their culture and experiences. Additionally, the program includes resources for family engagement.

Campus and district instructional leaders should consider the following:

• The program offers teachers a variety of resources and tools to collect data on student's progress toward the standards. It also supports teachers' planning, learning, and understanding of the standards, as evidenced by the "Tema de Destrezas." The materials include connections to lesson objectives and specific citations for locating these resources. 
• The program incorporates the effective use of technology to enhance student learning through the Texas MiVision Digital Savvas website, which provides teachers with guidance on how to use the online tools. The online resources are user-friendly, and teachers can assign reading materials, mini-lessons, and assessments as they see fit for their students. 

Grade 2 Quality Review Summary

Strengths

• 1.2 Unit-Level Design: Materials include comprehensive unit overviews with background content knowledge and academic vocabulary, along with family support suggestions in both Spanish and English.
• 1.3 Lesson-Level Design: Materials include comprehensive, structured lesson plans with daily objectives, questions, tasks, required materials, instructional assessments, suggested timing, a list of necessary teacher and student materials, and guidance for extended practice.
• 2.1 Instructional Assessments: Materials include a variety of instructional assessments at the unit and lesson levels, with defined purposes, teacher guidance for consistent administration, alignment to TEKS and objectives, and standards-aligned items at varying levels of complexity.
• 2.2 Data Analysis and Progress Monitoring: Materials include instructional assessments with scoring guidance, provide strategies for responding to student performance trends, and offer tools for students to track their own progress and growth.
• 3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction, scaffolded lessons for students below proficiency, pre-teaching supports for unfamiliar vocabulary, and enrichment activities for students who have demonstrated proficiency.
• 3.2 Instructional Methods: Materials include prompts and guidance for explicit modeling and communication of concepts, recommendations for effective lesson delivery using various instructional approaches, and support for multiple types of practice with guidance on implementation structures.
• 3.3 Support for Emergent Bilingual Students: Materials include implementation guidance for state-approved bilingual/ESL programs, embedded teacher support for developing academic vocabulary and comprehension, and opportunities for metalinguistic transfer in dual language immersion programs.
• 4.1 Explicit (Direct) and Systematic Phonics Instruction: Materials include systematic, sequenced phonics instruction, daily opportunities for explicit practice, phonics skills practiced in isolation and through decodable texts, and cumulative review of previously taught skills.
• 4.2 Daily Instructional Sequence and Routines: Materials include daily lessons with explicit instruction and teacher modeling, opportunities for guided instruction with immediate corrective feedback, and varied opportunities for collaborative learning and independent practice.
• 4.3 Ongoing Practice Opportunities: Materials include intentional cumulative review and practice activities, focusing on explicitly taught phonics skills, with decodable texts incorporating cumulative practice and opportunities for practice in both isolation and connected text.
• 4.4 Assessment: Materials include a variety of developmentally appropriate assessment tools with clear directions for accurate administration, progress monitoring tools that measure students' acquisition of grade-level phonics skills, and assessment opportunities aligned to these tools throughout the school year.
• 4.5 Progress Monitoring and Student Support: Materials include data-management tools for tracking individual and whole-class progress, with specific guidance on determining progress monitoring frequency and accelerating learning based on data to reach mastery of concepts.
• 5.B.1 Oral Language Development: Materials include explicit and systematic instructional guidance on developing oral language through various methods, opportunities for social and academic communication, and authentic opportunities in Spanish for active listening, discussion, and idea-sharing.
• 5.C.2 Letter-Sound Correspondence: Materials explicitly and systematically introduce letter-sound relationships in Spanish, provide guidance for explicit instruction with feedback on common errors, and offer a variety of activities to practice and reinforce decoding skills in both isolated and connected text.
• 5.E.1 Sound-Spelling Patterns: Materials include a systematic sequence for introducing grade-level sound-spelling patterns, provide explicit instruction guidance, and offer a variety of activities in Spanish to develop, practice, and reinforce these patterns, supporting decoding and encoding both in isolation and connected text.
• 5.E.2 Decoding and Encoding One-Syllable or Multisyllabic Words including Diphthongs, Hiatus, and Word Types: Materials include a systematic sequence for decoding and encoding multisyllabic words, provide explicit instruction guidance in Spanish on syllable division principles, and offer a variety of activities to practice and reinforce these skills in both isolation and connected text.
• 5.E.3 Morphological Awareness: Materials include a systematic sequence for introducing grade-level morphemes, provide explicit instruction guidance in Spanish for recognizing and using morphemes to support decoding, encoding, and comprehension, and offer a variety of activities to practice and reinforce these skills in both isolation and connected text.
• 5.F.1 Vocabulary Development: Materials support students in determining the meaning of unfamiliar Spanish words through illustrations, texts, and context; provide guidance for explicit instruction on the use of print and digital resources; and include activities for students to use these resources to determine word meanings and pronunciations.
• 5.G.1 Reading Fluency: Materials include lessons, activities, and tasks for modeling and practicing fluent reading skills in Spanish with teacher feedback, embedded practice with authentic word lists and decodable texts, and practice activities in various settings to build accuracy, fluency, prosody, and comprehension.
• 5.H.1 Handwriting Development: Materials include explicit instruction in Spanish on teaching handwriting skills appropriate for each grade level and provide frequent opportunities, resources, and activities for students to authentically practice and develop these skills.
• 6.A.1 Connected Knowledge-Building Units and Lessons: Materials include units designed to build knowledge in science, history, literature, and the arts, with a connected scope and sequence across grade levels, extended time on knowledge-building topics, and lessons anchored by Spanish texts that integrate grammar, vocabulary, discussion, and writing activities.
• 6.A.2 Context and Student Background Knowledge: Materials activate or supply background knowledge by connecting to previously learned content, making connections across units within a grade level, and providing relevant context in Spanish to enhance student engagement with the text.
• 6.A.3 Developing Student Comprehension with Connected Topics, Questions, and Tasks: Materials include questions and tasks designed in Spanish that require students to engage with big ideas, synthesize knowledge across texts, and complete culminating tasks that demonstrate their understanding of unit topics, with opportunities to apply new understanding beyond the classroom.
• 6.A.4 Key Academic Vocabulary and Grade-Level Concepts: Materials include a year-long scope and sequence for building tier 2 and 3 Spanish academic vocabulary, with practice opportunities, scaffolds for differentiation, tasks for purposeful vocabulary use, and nonverbal techniques like images and visualization to support vocabulary acquisition.
• 6.B.1 Recursive Inquiry Process: Materials support instruction for students to ask and generate questions in Spanish, create and follow a research plan, gather relevant information from various sources, and differentiate between primary and secondary sources through guided activities and tasks.
• 7.1 High-Quality Grade-Level Texts: Materials include text types and genres required by the grade-level Spanish language arts TEKS, with core texts that are authentic or appropriate transadaptations written at grade level, well-crafted, and of publishable quality, encompassing traditional, contemporary, classical, and diverse texts that reflect students' backgrounds and experiences.
• 7.2 Interaction with Grade-Level Text: Materials include opportunities in each lesson for students to interact with, listen to, think about, and critically respond to grade-level authentic or transadapted Spanish texts; discuss specific aspects of the texts; and engage in a variety of reading skills such as questioning, predicting, inferencing, analyzing, evaluating, and synthesizing.
• 7.3 Supporting Access to Grade-Level Text: Materials include teacher guidance and embedded scaffolds to ensure all students can access grade-level authentic or transadapted Spanish texts while maintaining rigor, and provide opportunities for proficient students to engage in additional text analysis.
• 7.4 Analysis of Text Complexity: Materials include quantitative and qualitative analysis of each Spanish core text, with a rationale for its educational purpose and grade-level placement, ensuring that core texts have the appropriate level of complexity for the grade according to their analysis and relationship to student tasks.
• 7.5 Read-Aloud, Shared Reading, and Independent Reading: Materials include authentic or transadapted texts for read-aloud and shared reading that are at or above grade-level complexity with appropriate scaffolds, independent reading texts with a range of complexity levels, and a plan for students to self-select high-quality Spanish texts, read independently, and achieve reading goals.
• 8.A.1 Use of Text Evidence: Materials include text-dependent questions and tasks in Spanish that require students to use evidence from the text to demonstrate comprehension, justify their thinking, and support claims, while evaluating language, key ideas, and text structure through various strategies at different levels of cognitive complexity.
• 8.A.2 Teacher Guidance for the Use of Text Evidence: Materials include guidance for teachers in Spanish on effectively modeling the use of text evidence to generate evidence-based claims and construct text-based responses, and on structuring opportunities for students to engage in evidence-based discussions using Spanish academic vocabulary and syntax.
• 8.B.1 Genre Characteristics and Craft to Compose Multiple Texts: Materials include authentic or transadapted Spanish mentor texts as models, and provide opportunities for students to compose literary, informational, argumentative (3rd grade only), and correspondence texts in Spanish for multiple purposes and audiences, each with genre-specific characteristics and craft.
• 8.B.2 Writing Process: Materials support students' coherent use of the writing process elements—planning, drafting, revising, conferring, editing, and sharing/publishing—to compose texts in Spanish with age-appropriate conventions, and provide guidance for teachers to explicitly model and support each element of the writing process through instruction, conferencing, and revising.
• 8.B.3 Explicit (Direct) and Systematic Writing Instruction: Materials include guidance for teachers to provide explicit instruction in Spanish on sentence-level writing, focusing on structure, syntax, and vocabulary, and offer systematic instruction that progresses from sentence-level writing to full compositions, with opportunities for students to engage in increasingly complex writing, revising, and editing.
• 8.B.4 Grade-Level Standard Spanish Conventions: Materials include opportunities for practice and application of Spanish academic language conventions, such as sentence structure, verb tenses, and grammar, both in and out of context, and provide systematic practice for writing grammatically correct sentences and paragraphs with proper capitalization and punctuation according to grade-level Spanish TEKS.

Challenges

• 1.1 Course-Level Design: Materials do not include suggested pacing, explanations for the rationale of unit order, or resources to support administrators and instructional coaches.

Summary

Texas MiVision Lectura is a Spanish phonics and Spanish language arts K–5 program. It offers a comprehensive and structured approach to literacy and phonics instruction, integrating phonemic awareness, fluency, vocabulary, and comprehension into every lesson. The curriculum provides specific daily instructional guidance, sequences, and routines, including modeling, guided practice, and reading and writing applications. Additionally, the program includes resources designated to enhance family engagement, such as take-home flyers with activities they can perform at home that align with each lesson plan, extension activities, and teacher resources.

Campus and district instructional leaders should consider the following:

• The program provides daily explicit instruction in phonological awareness, phonics, and word study, which are critical components of reading success outlined in state literacy standards. This systematic approach ensures students develop a strong foundation in essential reading skills.
• The program incorporates evidence-based reading and writing instruction, aligning with state requirements for effective literacy programs. It utilizes a consistent five-day routine for vocabulary and comprehension, allowing for deep engagement with excellent literature.

Grade 3 Quality Review Summary

Strengths

• 1.2 Unit-Level Design: Materials include comprehensive unit overviews with background content knowledge and academic vocabulary, along with family support suggestions in both Spanish and English.
• 1.3 Lesson-Level Design: Materials include comprehensive, structured lesson plans with daily objectives, questions, tasks, required materials, instructional assessments, suggested timing, a list of necessary teacher and student materials, and guidance for extended practice.
• 2.1 Instructional Assessments: Materials include a variety of instructional assessments at the unit and lesson levels, with defined purposes, teacher guidance for consistent administration, alignment to TEKS and objectives, and standards-aligned items at varying levels of complexity.
• 2.2 Data Analysis and Progress Monitoring: Materials include instructional assessments with scoring guidance, provide strategies for responding to student performance trends, and offer tools for students to track their own progress and growth.
• 3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction, scaffolded lessons for students below proficiency, pre-teaching supports for unfamiliar vocabulary, and enrichment activities for students who have demonstrated proficiency.
• 3.2 Instructional Methods: Materials include prompts and guidance for explicit modeling and communication of concepts, recommendations for effective lesson delivery using various instructional approaches, and support for multiple types of practice with guidance on implementation structures.
• 3.3 Support for Emergent Bilingual Students: Materials include implementation guidance for state-approved bilingual/ESL programs, embedded teacher support for developing academic vocabulary and comprehension, and opportunities for metalinguistic transfer in dual language immersion programs.
• 4.1 Explicit (Direct) and Systematic Phonics Instruction: Materials include systematic, sequenced phonics instruction, daily opportunities for explicit practice, phonics skills practiced in isolation and through decodable texts, and cumulative review of previously taught skills.
• 4.2 Daily Instructional Sequence and Routines: Materials include daily lessons with explicit instruction and teacher modeling, opportunities for guided instruction with immediate corrective feedback, and varied opportunities for collaborative learning and independent practice.
• 4.3 Ongoing Practice Opportunities: Materials include intentional cumulative review and practice activities, focusing on explicitly taught phonics skills, with decodable texts incorporating cumulative practice and opportunities for practice in both isolation and connected text.
• 4.4 Assessment: Materials include a variety of developmentally appropriate assessment tools with clear directions for accurate administration, progress monitoring tools that measure students' acquisition of grade-level phonics skills, and assessment opportunities aligned to these tools throughout the school year.
• 4.5 Progress Monitoring and Student Support: Materials include data-management tools for tracking individual and whole-class progress, with specific guidance on determining progress monitoring frequency and accelerating learning based on data to reach mastery of concepts.
• 5.B.1 Oral Language Development: Materials include explicit and systematic instructional guidance on developing oral language through various methods, opportunities for social and academic communication, and authentic opportunities in Spanish for active listening, discussion, and idea-sharing.
• 5.C.2 Letter-Sound Correspondence: Materials explicitly and systematically introduce letter-sound relationships in Spanish, provide guidance for explicit instruction with feedback on common errors, and offer a variety of activities to practice and reinforce decoding skills in both isolated and connected text.
• 5.E.1 Sound-Spelling Patterns: Materials include a systematic sequence for introducing grade-level sound-spelling patterns, provide explicit instruction guidance, and offer a variety of activities in Spanish to develop, practice, and reinforce these patterns, supporting decoding and encoding both in isolation and connected text.
• 5.E.2 Decoding and Encoding One-Syllable or Multisyllabic Words including Diphthongs, Hiatus, and Word Types: Materials include a systematic sequence for decoding and encoding multisyllabic words, provide explicit instruction guidance in Spanish on syllable division principles, and offer a variety of activities to practice and reinforce these skills in both isolation and connected text.
• 5.E.3 Morphological Awareness: Materials include a systematic sequence for introducing grade-level morphemes, provide explicit instruction guidance in Spanish for recognizing and using morphemes to support decoding, encoding, and comprehension, and offer a variety of activities to practice and reinforce these skills in both isolation and connected text.
• 5.F.1 Vocabulary Development: Materials support students in determining the meaning of unfamiliar Spanish words through illustrations, texts, and context; provide guidance for explicit instruction on the use of print and digital resources; and include activities for students to use these resources to determine word meanings, pronunciation, and syllabication.
• 5.G.1 Reading Fluency: Materials include lessons, activities, and tasks for modeling and practicing fluent reading skills in Spanish with teacher feedback, embedded practice with authentic word lists and decodable texts, and practice activities in various settings to build accuracy, fluency, prosody, and comprehension.
• 5.H.1 Handwriting Development: Materials include explicit instruction in Spanish on teaching handwriting skills appropriate for each grade level and provide frequent opportunities, resources, and activities for students to authentically practice and develop these skills.
• 6.A.1 Connected Knowledge-Building Units and Lessons: Materials include units designed to build knowledge in science, history, literature, and the arts, with a connected scope and sequence across grade levels, extended time on knowledge-building topics, and lessons anchored by Spanish texts that integrate grammar, vocabulary, discussion, and writing activities.
• 6.A.2 Context and Student Background Knowledge: Materials activate or supply background knowledge by connecting to previously learned content, making connections across units within a grade level, and providing relevant context in Spanish to enhance student engagement with the text.
• 6.A.3 Developing Student Comprehension with Connected Topics, Questions, and Tasks: Materials include questions and tasks designed in Spanish that require students to engage with big ideas, synthesize knowledge across texts, and complete culminating tasks that demonstrate their understanding of unit topics, with opportunities to apply new understanding beyond the classroom.
• 6.A.4 Key Academic Vocabulary and Grade-Level Concepts: Materials include a year-long scope and sequence for building tier 2 and 3 Spanish academic vocabulary, with practice opportunities, scaffolds for differentiation, tasks for purposeful vocabulary use, and nonverbal techniques like images and visualization to support vocabulary acquisition.
• 6.B.1 Recursive Inquiry Process: Materials support instruction for students to ask and generate questions in Spanish, create and follow a research plan, gather relevant information from various sources, and differentiate between primary and secondary sources through guided activities and tasks.
• 7.1 High-Quality Grade-Level Texts: Materials include text types and genres required by the grade-level Spanish language arts TEKS, with core texts that are authentic or appropriate transadaptations written at grade level, well-crafted, and of publishable quality, encompassing traditional, contemporary, classical, and diverse texts that reflect students’ backgrounds and experiences.
• 7.2 Interaction with Grade-Level Text: Materials include opportunities in each lesson for students to interact with, listen to, think about, and critically respond to grade-level authentic or transadapted Spanish texts; discuss specific aspects of the texts; and engage in a variety of reading skills such as questioning, predicting, inferencing, analyzing, evaluating, and synthesizing.
• 7.3 Supporting Access to Grade-Level Text: Materials include teacher guidance and embedded scaffolds to ensure all students can access grade-level authentic or transadapted Spanish texts while maintaining rigor, and provide opportunities for proficient students to engage in additional text analysis.
• 7.4 Analysis of Text Complexity: Materials include quantitative and qualitative analysis of each Spanish core text, with a rationale for its educational purpose and grade-level placement, ensuring that core texts have the appropriate level of complexity for the grade according to their analysis and relationship to student tasks.
• 7.5 Read-Aloud, Shared Reading, and Independent Reading: Materials include authentic or transadapted texts for read-aloud and shared reading that are at or above grade-level complexity with appropriate scaffolds, independent reading texts with a range of complexity levels, and a plan for students to self-select high-quality Spanish texts, read independently, and achieve reading goals.
• 8.A.1 Use of Text Evidence: Materials include text-dependent questions and tasks in Spanish that require students to use evidence from the text to demonstrate comprehension, justify their thinking, and support claims, while evaluating language, key ideas, and text structure through various strategies at different levels of cognitive complexity.
• 8.A.2 Teacher Guidance for the Use of Text Evidence: Materials include guidance for teachers in Spanish on effectively modeling the use of text evidence to generate evidence-based claims and construct text-based responses, and on structuring opportunities for students to engage in evidence-based discussions using Spanish academic vocabulary and syntax.
• 8.B.1 Genre Characteristics and Craft to Compose Multiple Texts: Materials include authentic or transadapted Spanish mentor texts as models, and provide opportunities for students to compose literary, informational, argumentative (3rd grade only), and correspondence texts in Spanish for multiple purposes and audiences, each with genre-specific characteristics and craft.
• 8.B.2 Writing Process: Materials support students’ coherent use of the writing process elements—planning, drafting, revising, conferring, editing, and sharing/publishing—to compose texts in Spanish with age-appropriate conventions, and provide guidance for teachers to explicitly model and support each element of the writing process through instruction, conferencing, and revising.
• 8.B.3 Explicit (Direct) and Systematic Writing Instruction: Materials include guidance for teachers to provide explicit instruction in Spanish on sentence-level writing, focusing on structure, syntax, and vocabulary, and offer systematic instruction that progresses from sentence-level writing to full compositions, with opportunities for students to engage in increasingly complex writing, revising, and editing.
• 8.B.4 Grade-Level Standard Spanish Conventions: Materials include opportunities for practice and application of Spanish academic language conventions, such as sentence structure, verb tenses, and grammar, both in and out of context, and provide systematic practice for writing grammatically correct sentences and paragraphs with proper capitalization and punctuation according to grade-level Spanish TEKS.

Challenges

• 1.1 Course-Level Design: Materials do not include suggested pacing, explanations for the rationale of unit order, or resources to support administrators and instructional coaches.

Summary

Texas MiVision Lectura is a Spanish phonics and Spanish language arts K–5 program. It offers a comprehensive and structured approach to literacy and phonics instruction, integrating phonemic awareness, fluency, vocabulary, and comprehension into every lesson. The curriculum provides specific daily instructional guidance, sequences, and routines, including modeling, guided practice, and reading and writing applications. Additionally, the program includes resources designated to enhance family engagement, such as take-home flyers with activities they can perform at home that align with each lesson plan, extension activities, and teacher resources.

Campus and district instructional leaders should consider the following:

• The program provides daily explicit instruction in phonological awareness, phonics, and word study, which are critical components of reading success outlined in state literacy standards. This systematic approach ensures students develop a strong foundation in essential reading skills.
• The program incorporates evidence-based reading and writing instruction, aligning with state requirements for effective literacy programs. It utilizes a consistent five-day routine for vocabulary and comprehension, allowing for deep engagement with excellent literature.

Grade 4 Quality Review Summary

Strengths

• 1.2 Unit-Level Design: Materials include comprehensive unit overviews that provide background content knowledge and academic vocabulary necessary for effective teaching and contain supports for families in both Spanish and English with suggestions for supporting student progress.
• 1.3 Lesson-Level Design: Materials include comprehensive, structured lesson plans with daily objectives, questions, tasks, required materials, and instructional assessments; a lesson overview outlining suggested timing and listing necessary materials; and guidance on using lesson materials for extended practice.
• 2.1 Instructional Assessments: Materials include a variety of instructional assessments at the unit and lesson levels with varying tasks and questions, definitions and purposes of assessments, teacher guidance for consistent administration, alignment to TEKS and objectives, and standards-aligned items at different levels of complexity.
• 2.2 Data Analysis and Progress Monitoring: Materials include instructional assessments and scoring information that provide guidance for interpreting and responding to student performance, offer guidance for using tasks and activities to address student performance trends, and include tools for students to track their own progress and growth.
• 3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction and scaffolded lessons for students who have not yet reached proficiency, pre-teaching or embedded supports for unfamiliar vocabulary, and guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency.
• 3.2 Instructional Methods: Materials include prompts and guidance to support teachers in modeling and explaining concepts explicitly, provide teacher guidance and recommendations for effective lesson delivery using various instructional approaches, and support multiple types of practice with guidance on recommended structures for effective implementation.
• 3.3 Support for Emergent Bilingual Students: Materials include implementation guidance for teachers to effectively use in state-approved bilingual/ESL programs, embedded guidance to support emergent bilingual students in developing academic vocabulary and comprehension, and resources for dual language immersion programs to address metalinguistic transfer from English to the partner language.
• 4.A.1 Oral Language Development: Materials include guidance for teachers in Spanish to support students in expressing opinions, organizing presentations, following and giving oral instructions, and providing authentic opportunities for active listening, questioning, discussion, and sharing information according to grade-level Spanish language arts TEKS.
• 4.B.2 Decoding and Encoding Multisyllabic Words including Diphthongs, Hiatus, and Word Types: Materials include a systematic sequence for decoding and encoding multisyllabic words based on syllable stress, diphthongs, hiatus, word types, and accent marks as outlined in the Spanish TEKS, provide guidance for explicit Spanish instruction on syllable division principles, and offer a variety of activities and resources for practicing these skills in isolation and connected text.
• 4.B.3 Morphological Awareness: Materials include a systematic sequence for introducing grade-level morphemes as outlined in the Spanish TEKS, provide guidance for explicit instruction in recognizing and using morphemes to support decoding, encoding, and comprehension, and offer a variety of activities and resources for practicing these skills both in isolation and connected text.
• 4.C.1 Vocabulary Development: Materials include guidance for teachers in Spanish to provide explicit instruction on the use of print and digital resources, offer these resources to support students in determining meaning, syllabication, pronunciation, word origin, and part of speech, and support students in using context to determine the meaning of unfamiliar words according to grade-level Spanish TEKS.
• 4.D.1 Reading Fluency: Materials include a variety of grade-level authentic or transadapted Spanish texts to support fluent reading, practice activities for developing word reading fluency in various settings, tools and strategies for teachers to support self-sustained reading, and texts at different levels of complexity to build accuracy, fluency, prosody, and comprehension.
• 4.E.1 Handwriting Development: Materials include explicit instruction in Spanish on teaching handwriting skills appropriate for each grade level, connected to current student learning, and provide frequent opportunities, resources, activities, and tasks in Spanish for students to authentically practice and develop these skills.
• 5.A.1 Connected Knowledge-Building Units and Lessons: Materials include units designed to build knowledge in science, history, literature, and the arts, with a connected scope and sequence across grade levels, extended time on knowledge-building topics, lessons anchored by Spanish texts to build background knowledge, and grammar, vocabulary, discussion, and writing activities connected to the lesson's knowledge-building topic.
• 5.A.2 Context and Student Background Knowledge: Materials activate or supply background knowledge by making connections to previously learned content from prior grade levels, making connections across units within a grade level in Spanish, and providing relevant context to enhance student engagement with the text.
• 5.A.3 Developing Student Comprehension with Connected Topics, Questions, and Tasks: Materials include questions and tasks designed in Spanish that require students to engage with big ideas, synthesize knowledge across texts within and across lessons and units, complete culminating tasks that demonstrate their knowledge by making connections across related texts, and apply new understanding to contexts beyond the classroom.
• 5.A.4 Key Academic Vocabulary and Grade-Level Concepts: Materials include a year-long scope and sequence for building tier 2 and 3 Spanish academic vocabulary in the context of knowledge-building, with practice opportunities, scaffolds for differentiation, tasks for purposeful vocabulary use, and nonverbal techniques like images and visualization to support vocabulary acquisition.
• 5.B.1 Recursive Inquiry Process: Materials include opportunities in Spanish for students to engage in critical inquiry as part of the research process, including generating questions, developing a plan, identifying and gathering information from various sources, and synthesizing it. Materials also provide guidance and opportunities for differentiating between primary and secondary sources and for learning to differentiate between paraphrasing and plagiarism.
• 6.1 High-Quality Grade-Level Texts: Materials include text types and genres required by the grade-level Spanish TEKS, with core texts that are authentic or appropriate transadaptations, written at grade level, well-crafted, and of publishable quality. They encompass traditional, contemporary, classical, and diverse texts across multiple content areas, with content that is relevant, engaging, and reflective of students’ backgrounds and experiences.
• 6.2 Interaction with Grade-Level Text: Materials include opportunities in each lesson for students to interact with grade-level authentic or transadapted Spanish texts, listen to, think about, and critically respond to them, and justify their thinking orally and in writing. Students are provided opportunities to discuss specific aspects of the text and engage in a variety of reading skills such as questioning, predicting, inferencing, analyzing, evaluating, and synthesizing.
• 6.3 Supporting Access to Grade-Level Text: Materials include teacher guidance and supports with embedded scaffolds, such as vocabulary support, questioning, think-alouds, and sentence frames, to ensure all students can access grade-level authentic or transadapted Spanish texts while maintaining rigor. Additionally, materials provide opportunities for proficient students to engage in further analysis of these texts.
• 6.4 Analysis of Text Complexity: Materials include quantitative and qualitative analysis of each Spanish core text, with a rationale for its educational purpose and grade-level placement. Core texts are appropriately complex for the grade level according to their analysis and their relationship to student tasks.
• 6.5 Self-Sustained Independent Reading: Materials include explicit guidance for teachers in Spanish on how to monitor students' comprehension and hold them accountable during independent reading. Texts designated for independent reading are authentic or transadapted Spanish texts with a range of complexity levels, and materials include a plan for students to self-select high-quality texts and read independently for a sustained period, with planning and accountability for achieving reading goals.
• 7.A.1 Use of Text Evidence: Materials include text-dependent questions and tasks in Spanish that require students to use evidence from the text to demonstrate comprehension, justify their thinking, and support claims. These questions and tasks prompt students to evaluate language, key ideas, details, craft, and structure, support their claims through various strategies like comparing sources and summarizing, and engage in text analysis at different levels of cognitive complexity.
• 7.A.2 Teacher Guidance for the Use of Text Evidence: Materials include guidance for teachers in Spanish on effectively modeling the use of text evidence to generate evidence-based claims and construct text-based responses, as well as guidance on creating structured opportunities for students to engage in evidence-based discussions using Spanish academic vocabulary and syntax.
• 7.B.1 Genre Characteristics and Craft to Compose Multiple Texts: Materials include authentic or transadapted Spanish mentor texts that serve as models for students to compose a variety of texts according to grade-level Spanish TEKS. They provide opportunities for students to compose literary, informational, argumentative, and correspondence texts in Spanish for multiple purposes and audiences, each with genre-specific characteristics and craft.
• 7.B.2 Writing Process: Materials support students' use of the elements of the writing process—planning, drafting, revising, conferring, editing, and sharing/publishing—to compose texts in Spanish, with an age-appropriate progression in writing conventions. They also include guidance for teachers to provide explicit instruction in Spanish, modeling each element of the writing process and supporting students through conferencing and revising.
• 7.B.3 Explicit (Direct) and Systematic Writing Instruction: Materials include guidance for teachers to provide explicit instruction in Spanish on sentence-level writing, focusing on structure, syntax, and vocabulary. They offer systematic and explicit instruction that progresses from sentence-level writing to full compositions according to grade-level Spanish TEKS, with opportunities for students to engage in increasingly complex writing, revising, and editing in Spanish.
• 7.B.4 Grade-Level Standard Spanish Conventions: Materials include opportunities for practice and application of Spanish academic language conventions, such as subject-verb agreement, verb tenses, nouns, adjectives, adverbs, and other parts of speech, both in and out of context, according to grade-level Spanish TEKS. They also provide opportunities for students to write grammatically correct sentences and short paragraphs using proper capitalization and punctuation, with systematic practice of Spanish grammar, punctuation, and usage.

Challenges

• 1.1 Course-Level Design: Materials do not include suggested pacing, explanations for the rationale of unit order, or resources to support administrators and instructional coaches.

Summary

Texas MiVision Lectura is a Spanish phonics and Spanish language arts K–5 program. It offers a comprehensive and structured approach to literacy and phonics instruction, integrating phonemic awareness, fluency, vocabulary, and comprehension into every lesson. The curriculum provides specific daily instructional guidance, sequences, and routines, including modeling, guided practice, and reading and writing applications. Additionally, the program includes resources designated to enhance family engagement, such as take-home flyers with activities they can perform at home that align with each lesson plan, extension activities, and teacher resources.

Campus and district instructional leaders should consider the following:

• The product and lesson plans feature structured activities- such as phonics review, guided reading practice, independent reading opportunities, reading review, and writing application exercises. 
• The program incorporates the effective use of technology to enhance student learning through the miVision Digital Savvas website, which provides teachers with guidance on how to use the online tools. The online resources are user-friendly, and teachers can assign reading materials, mini-lessons, and assessments as they see fit for their students.

Grade 5 Quality Review Summary

Strengths

• 1.2 Unit-Level Design: Materials include comprehensive unit overviews that provide background content knowledge and academic vocabulary necessary for effective teaching and contain supports for families in both Spanish and English with suggestions for supporting student progress.
• 1.3 Lesson-Level Design: Materials include comprehensive, structured lesson plans with daily objectives, questions, tasks, required materials, and instructional assessments; a lesson overview outlining suggested timing and listing necessary materials; and guidance on using lesson materials for extended practice.
• 2.1 Instructional Assessments: Materials include a variety of instructional assessments at the unit and lesson levels with varying tasks and questions, definitions and purposes of assessments, teacher guidance for consistent administration, alignment to TEKS and objectives, and standards-aligned items at different levels of complexity.
• 2.2 Data Analysis and Progress Monitoring: Materials include instructional assessments and scoring information that provide guidance for interpreting and responding to student performance, offer guidance for using tasks and activities to address student performance trends, and include tools for students to track their own progress and growth.
• 3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction and scaffolded lessons for students who have not yet reached proficiency, pre-teaching or embedded supports for unfamiliar vocabulary, and guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency.
• 3.2 Instructional Methods: Materials include prompts and guidance to support teachers in modeling and explaining concepts explicitly, provide teacher guidance and recommendations for effective lesson delivery using various instructional approaches, and support multiple types of practice with guidance on recommended structures for effective implementation.
• 3.3 Support for Emergent Bilingual Students: Materials include implementation guidance for teachers to effectively use in state-approved bilingual/ESL programs, embedded guidance to support emergent bilingual students in developing academic vocabulary and comprehension, and resources for dual language immersion programs to address metalinguistic transfer from English to the partner language.
• 4.A.1 Oral Language Development: Materials include guidance for teachers in Spanish to support students in expressing opinions, organizing presentations, following and giving oral instructions, and providing authentic opportunities for active listening, questioning, discussion, and sharing information according to grade-level Spanish language arts TEKS.
• 4.B.2 Decoding and Encoding Multisyllabic Words including Diphthongs, Hiatus, and Word Types: Materials include a systematic sequence for decoding and encoding multisyllabic words based on syllable stress, diphthongs, hiatus, word types, and accent marks as outlined in the Spanish TEKS, provide guidance for explicit Spanish instruction on syllable division principles, and offer a variety of activities and resources for practicing these skills in isolation and connected text.
• 4.B.3 Morphological Awareness: Materials include a systematic sequence for introducing grade-level morphemes as outlined in the Spanish TEKS, provide guidance for explicit instruction in recognizing and using morphemes to support decoding, encoding, and comprehension, and offer a variety of activities and resources for practicing these skills both in isolation and connected text.
• 4.C.1 Vocabulary Development: Materials include guidance for teachers in Spanish to provide explicit instruction on the use of print and digital resources, offer these resources to support students in determining meaning, syllabication, pronunciation, word origin, and part of speech, and support students in using context to determine the meaning of unfamiliar words according to grade-level Spanish TEKS.
• 4.D.1 Reading Fluency: Materials include a variety of grade-level authentic or transadapted Spanish texts to support fluent reading, practice activities for developing word reading fluency in various settings, tools and strategies for teachers to support self-sustained reading, and texts at different levels of complexity to build accuracy, fluency, prosody, and comprehension.
• 4.E.1 Handwriting Development: Materials include explicit instruction in Spanish on teaching handwriting skills appropriate for each grade level, connected to current student learning, and provide frequent opportunities, resources, activities, and tasks in Spanish for students to authentically practice and develop these skills.
• 5.A.1 Connected Knowledge-Building Units and Lessons: Materials include units designed to build knowledge in science, history, literature, and the arts, with a connected scope and sequence across grade levels, extended time on knowledge-building topics, lessons anchored by Spanish texts to build background knowledge, and grammar, vocabulary, discussion, and writing activities connected to the lesson's knowledge-building topic.
• 5.A.2 Context and Student Background Knowledge: Materials activate or supply background knowledge by making connections to previously learned content from prior grade levels, making connections across units within a grade level in Spanish, and providing relevant context to enhance student engagement with the text.
• 5.A.3 Developing Student Comprehension with Connected Topics, Questions, and Tasks: Materials include questions and tasks designed in Spanish that require students to engage with big ideas, synthesize knowledge across texts within and across lessons and units, complete culminating tasks that demonstrate their knowledge by making connections across related texts, and apply new understanding to contexts beyond the classroom.
• 5.A.4 Key Academic Vocabulary and Grade-Level Concepts: Materials include a year-long scope and sequence for building tier 2 and 3 Spanish academic vocabulary in the context of knowledge-building, with practice opportunities, scaffolds for differentiation, tasks for purposeful vocabulary use, and nonverbal techniques like images and visualization to support vocabulary acquisition.
• 5.B.1 Recursive Inquiry Process: Materials include opportunities in Spanish for students to engage in critical inquiry as part of the research process, including generating questions, developing a plan, identifying and gathering information from various sources, and synthesizing it. Materials also provide guidance and opportunities for differentiating between primary and secondary sources and for learning to differentiate between paraphrasing and plagiarism.
• 6.1 High-Quality Grade-Level Texts: Materials include text types and genres required by the grade-level Spanish TEKS, with core texts that are authentic or appropriate transadaptations, written at grade level, well-crafted, and of publishable quality. They encompass traditional, contemporary, classical, and diverse texts across multiple content areas, with content that is relevant, engaging, and reflective of students’ backgrounds and experiences.
• 6.2 Interaction with Grade-Level Text: Materials include opportunities in each lesson for students to interact with grade-level authentic or transadapted Spanish texts, listen to, think about, and critically respond to them, and justify their thinking orally and in writing. Students are provided opportunities to discuss specific aspects of the text and engage in a variety of reading skills such as questioning, predicting, inferencing, analyzing, evaluating, and synthesizing.
• 6.3 Supporting Access to Grade-Level Text: Materials include teacher guidance and supports with embedded scaffolds, such as vocabulary support, questioning, think-alouds, and sentence frames, to ensure all students can access grade-level authentic or transadapted Spanish texts while maintaining rigor. Additionally, materials provide opportunities for proficient students to engage in further analysis of these texts.
• 6.4 Analysis of Text Complexity: Materials include quantitative and qualitative analysis of each Spanish core text, with a rationale for its educational purpose and grade-level placement. Core texts are appropriately complex for the grade level according to their analysis and their relationship to student tasks.
• 6.5 Self-Sustained Independent Reading: Materials include explicit guidance for teachers in Spanish on how to monitor students' comprehension and hold them accountable during independent reading. Texts designated for independent reading are authentic or transadapted Spanish texts with a range of complexity levels, and materials include a plan for students to self-select high-quality texts and read independently for a sustained period, with planning and accountability for achieving reading goals.
• 7.A.1 Use of Text Evidence: Materials include text-dependent questions and tasks in Spanish that require students to use evidence from the text to demonstrate comprehension, justify their thinking, and support claims. These questions and tasks prompt students to evaluate language, key ideas, details, craft, and structure, support their claims through various strategies like comparing sources and summarizing, and engage in text analysis at different levels of cognitive complexity.
• 7.A.2 Teacher Guidance for the Use of Text Evidence: Materials include guidance for teachers in Spanish on effectively modeling the use of text evidence to generate evidence-based claims and construct text-based responses, as well as guidance on creating structured opportunities for students to engage in evidence-based discussions using Spanish academic vocabulary and syntax.
• 7.B.1 Genre Characteristics and Craft to Compose Multiple Texts: Materials include authentic or transadapted Spanish mentor texts that serve as models for students to compose a variety of texts according to grade-level Spanish TEKS. They provide opportunities for students to compose literary, informational, argumentative, and correspondence texts in Spanish for multiple purposes and audiences, each with genre-specific characteristics and craft.
• 7.B.2 Writing Process: Materials support students' use of the elements of the writing process—planning, drafting, revising, conferring, editing, and sharing/publishing—to compose texts in Spanish, with an age-appropriate progression in writing conventions. They also include guidance for teachers to provide explicit instruction in Spanish, modeling each element of the writing process and supporting students through conferencing and revising.
• 7.B.3 Explicit (Direct) and Systematic Writing Instruction: Materials include guidance for teachers to provide explicit instruction in Spanish on sentence-level writing, focusing on structure, syntax, and vocabulary. They offer systematic and explicit instruction that progresses from sentence-level writing to full compositions according to grade-level Spanish TEKS, with opportunities for students to engage in increasingly complex writing, revising, and editing in Spanish.
• 7.B.4 Grade-Level Standard Spanish Conventions: Materials include opportunities for practice and application of Spanish academic language conventions, such as subject-verb agreement, verb tenses, nouns, adjectives, adverbs, and other parts of speech, both in and out of context, according to grade-level Spanish TEKS. They also provide opportunities for students to write grammatically correct sentences and short paragraphs using proper capitalization and punctuation, with systematic practice of Spanish grammar, punctuation, and usage.

Challenges

• 1.1 Course-Level Design: Materials do not include suggested pacing, explanations for the rationale of unit order, or resources to support administrators and instructional coaches.

Summary

Texas MiVision Lectura is a Spanish phonics and Spanish language arts K-5 program. It offers a comprehensive and structured approach to literacy and phonics instruction, integrating phonemic awareness, fluency, vocabulary, and comprehension into every lesson. The curriculum provides specific daily instructional guidance, sequences, and routines, including modeling, guided practice, and reading and writing applications. Additionally, the program includes resources designated to enhance family engagement, such as take-home flyers with activities they can perform at home that align with each lesson plan, extension activities, and teacher resources.

Campus and district instructional leaders should consider the following:

• The product and lesson plans feature structured activities- such as phonics review, guided reading practice, independent reading opportunities, reading review, and writing application exercises. 
• The program includes a variety of tasks designed to engage students in evidence-based discussions and text-based responses, but novice teachers might need additional guidance to ensure all students, including those needing differentiated instruction, can fully access and benefit from these materials.
• The program incorporates the effective use of technology to enhance student learning through the miVision Digital Savvas website, which provides teachers with guidance on how to use the online tools. The online resources are user-friendly, and teachers can assign reading materials, mini-lessons, and assessments as they see fit for their students.