Texas myView Literacy, Grade 5

Overview

Grade K Quality Review Summary

Strengths

• 1.2 Unit-Level Design: Materials include comprehensive unit overview, provide content knowledge and academic vocabulary for effective teaching, and suggestions to support families in their students’ success.
• 1.3 Lesson-Level Design: Material support educators in effective implementation through intentional lesson-level design.
• 2.1 Instructional Assessments: Materials include appropriate and defined instructional assessments aligned to TEKS at varying levels of complexity and offer guidance to educators on consistent administration of assessments.
• 2.2 Data Analysis and Progress Monitoring: Materials include guidance to interpret student performance and tools for students to interpret track their progress and growth.
• 3.1 Differentiation and Scaffolds: Materials provide educators with guidance to pre-teach unfamiliar vocabulary and references and implement differentiated instruction.
• 3.2 Instructional Methods: Materials guide educators in effectively modeling, delivering, and facilitating lessons through explicit instructional approaches and varied practice opportunities.
• 3.3 Support for Emergent Bilingual Students: Materials provide educators with guidance on linguistic accommodations, bilingual/ESL program implementation, and support for emergent bilingual students, including resources for dual language immersion programs and metalinguistic transfer.
• 4.1 Explicit (Direct) and Systematic Phonics Instruction: Materials offer systematic and sequenced instruction in phonics and foundational skills, with explicit daily opportunities for practice, including isolated exercises, decodable texts, and cumulative review.
• 4.2 Daily Instructional Sequence and Routines: Materials ensure daily lessons provide explicit instruction with teacher modeling, guided practice with immediate feedback, and diverse opportunities for collaborative and independent student practice.
• 4.3 Ongoing Practice Opportunities: Materials incorporate intentional cumulative review and practice of explicitly taught phonics skills, using decodable texts and providing opportunities for isolated and connected practice.
• 4.4 Assessment: Materials provide developmentally appropriate assessment tools with clear administration guidelines, systematic progress monitoring, and year-long assessment opportunities aligned to grade-level phonics skills.
• 4.5 Progress Monitoring and Student Support: Materials offer data-management tools for tracking individual and whole-class progress, with guidance on progress monitoring frequency and strategies to accelerate learning toward mastery based on data analysis.
• 5.B.1 Oral Language Development: Materials provide explicit and systematic guidance for developing oral language through diverse methods, with opportunities for social and academic communication, active listening, discussion, and idea-sharing for various purposes and audiences.
• 5.A.1 Print Awareness K-1: Materials provide guidance for explicit, systematic instruction in print awareness, including regular review of print concepts, with frequent opportunities for students to apply this knowledge across various text formats.
• 5.C.1 Alphabet Knowledge: Materials provide a systematic sequence for introducing letter names and sounds, with explicit instruction for letter identification and formation. They include activities and resources for students to develop, practice, and reinforce alphabet knowledge both in isolation and within meaningful print.
• 5.D.1 Phonological Awareness: Materials provide a systematic sequence for introducing phonological awareness, starting with simple skills and progressing to complex ones, offering explicit instruction with corrective feedback and diverse activities for practice and reinforcement aligned to grade-level TEKS.
• 5.D.2 Phonemic Awareness: Materials follow a systematic sequence for phonemic awareness, progressing from basic to complex skills, with explicit instruction and feedback, connecting phonemic awareness to the alphabetic principle, and providing varied activities for cumulative practice and reinforcement.
• 5.E.1 Sound-Spelling Patterns: Materials provide a systematic sequence for introducing grade-level sound-spelling patterns, offering explicit instructional guidance and diverse activities for students to develop, practice, and reinforce these patterns in both isolated words and decodable connected text.
• 5.E.2 Regular and Irregular High-Frequency Words: Materials systematically introduce and provide explicit instruction for regular and irregular high-frequency words, with varied activities for decoding, encoding, and practicing these words in both isolation and connected text.
• 5.E.3 Decoding and Encoding One-Syllable or Multisyllabic Words: Materials systematically introduce syllable types and division principles, with explicit instruction and varied activities for decoding and encoding one-syllable and multisyllabic words in both isolation and connected text.
• 5.F.1 Vocabulary Development: Materials support students in understanding unfamiliar words using illustrations, texts, and context, with explicit teacher guidance on utilizing print and digital resources like dictionaries and glossaries.
• 5.H.1 Handwriting Development: Materials offer explicit instruction on grade-level handwriting skills and provide frequent, authentic practice opportunities to develop these skills in alignment with current learning.6.A.2 Context and Student Background Knowledge: Materials activate background knowledge by linking to prior grade-level content, connecting across units, and providing relevant context to enhance student engagement with the text.
• 6.B.1 Recursive Inquiry Process: Materials support students in asking and generating inquiry questions, creating and following research plans, identifying relevant sources, and organizing and communicating ideas using multiple media for effective research.
• 7.1 High-Quality Grade-Level Texts: Materials include grade-level TEKS-required text types and genres, with complex, high-quality core texts and a range of traditional, contemporary, and diverse texts that reflect students' backgrounds and experiences.
• 7.2 Interaction with Grade-Level Text: Materials provide opportunities in each lesson for students to interact with, respond to, and discuss grade-level texts, engaging in various reading skills such as questioning, predicting, inferring, analyzing, and synthesizing.
• 7.3 Supporting Access to Grade-Level Text: Materials include teacher guidance and scaffolds to ensure all students access grade-level texts while maintaining rigor and offer opportunities for proficient students to engage in further text analysis.
• 7.4 Analysis of Text Complexity: Materials include both quantitative and qualitative analyses of core texts, with a rationale for their educational purpose and grade-level placement, ensuring they match the required complexity for student tasks.
• 7.5 Read-Aloud, Shared Reading, and Independent Reading: Materials include complex, age-appropriate read-aloud texts with scaffolds, a range of independent reading texts, and a plan for students to self-select and read high-quality texts independently with goal setting and accountability.
• 8.A.1 Use of Text Evidence: Materials include text-dependent questions and tasks that require students to use evidence to demonstrate comprehension, justify thinking, and support claims, evaluating text elements at various cognitive levels.
• 8.A.2 Teacher Guidance for the Use of Text Evidence: Materials guide teachers in modeling text evidence for claims and responses and in structuring evidence-based discussions with academic vocabulary.
• 8.B.1 Genre Characteristics and Craft to Compose Multiple Texts: Materials include mentor texts for modeling various text types, with opportunities for students to compose literary, informational, and correspondence texts, each with genre-specific characteristics and craft.
• 8.B.2 Writing Process: Materials support the writing process with age-appropriate conventions and provide teacher guidance for modeling and supporting each stage, including conferencing and revising.
• 8.B.3 Explicit (Direct) and Systematic Writing Instruction: Materials offer guidance for explicit instruction in sentence-level writing, focusing on structure, syntax, and vocabulary, and provide systematic opportunities for students to develop, revise, and edit sentences into compositions.
• 8.B.4 Grade-Level Standard English Conventions: Materials provide opportunities for practicing academic language conventions, including sentence structure and grammar, in and out of context, and for writing grammatically correct sentences and paragraphs with proper capitalization and punctuation.

Challenges

• 1.1 Course-Level Design: Materials do not include various instructional calendars, an explanation for the rationale of unit order or concepts to be learned, and resources and guidance to support administrators.
• 5.C.2 Letter-Sound Correspondence: Materials do not include guidance for the teacher to provide explicit instruction with focus on connecting phonemes to letters within words with recommended explanatory feedback for students.
• 6.A.1 Connected Knowledge-Building Units: Materials do not include grammar, vocabulary, discussion, and writing activities connected to the knowledge-building topic of the lesson.
• 6.A.3 Developing Student Comprehension with Connected Topics, Questions, and Tasks: Materials do not provide questions and tasks prompting students to synthesize knowledge and concepts across texts across units.
• 6.A.4 Key Academic Vocabulary and Grade-Level Concepts: Materials do not include a year-long scope and sequence for building tier 2 and 3 academic vocabulary in the context of knowledge-building.

Summary

Texas myView Literacy is an English Language Arts and Reading program for grades K–5. It utilizes a reading and writing workshop model with explicit instructional guidance. In the reading workshop, students practice foundational skills such as phonological awareness, phonics, and fluency daily. Each week, they explore new topics, including a question, theme, and genre introduction, and they engage in shared and close reading as well as text comparison. The writing workshop features mini-lessons, independent writing time, and opportunities for students to share their work. The program also provides guidance for small group instruction, a reading-writing workshop bridge, and project-based learning. The Reading Routines Companion offers structured phonics instruction, while the Language Awareness Handbook supports the workshop model with scaffolded instruction and strategies.

Campus and district instructional leaders should consider the following: 

• Texas myView Literacy aligns to grade-level TEKS and ELPS-and provide embedded supports for all learners, including. differentiated instruction, activities, and resources. The materials follow a workshop model for reading and writing instruction. To provide a systematic, structured literacy approach to phonics, teachers may need additional guidance to utilize the supplementary Reading Routines Companion, as it is not mentioned in the Teacher’s Edition. 
• Teachers will benefit from guidance and resources for whole group, small group, and project-based instruction. Novice teachers may benefit from additional coaching and support to implement the range of materials with fidelity.

Grade 1 Quality Review Summary

Strengths

• 1.2 Unit-Level Design: Materials include comprehensive unit overview, provide content knowledge and academic vocabular for effective teaching, and suggestions to support families in their students’ success.
• 1.3 Lesson-Level Design: Material support educators in effective implementation through intentional lesson-level design.
• 2.1 Instructional Assessments: Materials include appropriate and defined instructional assessments aligned to TEKS at varying levels of complexity and offer guidance to educators on consistent administration of assessments.
• 2.2 Data analysis and Progress Monitoring: Materials include guidance to interpret student performance and tools for students to interpret track their growth.
• 3.1 Differentiation and Scaffolds: Materials provide educators with guidance to pre-teach unfamiliar vocabular and references and implement differentiated instruction.
• 3.2 Instructional Methods: Materials guide educators in effectively modeling, delivering, and facilitating lessons through explicit instructional approaches and varied practice opportunities.
• 3.3 Support for Emergent Bilingual Students: Materials provide educators with guidance on linguistic accommodations, bilingual/ESL program implementation, and support for emergent bilingual students, including resources for dual language immersion programs and metalinguistic transfer.
• 4.1 Explicit (Direct) and Systematic Phonics Instruction: Materials offer systematic and sequenced instruction in phonics and foundational skills, with explicit daily opportunities for practice, including isolated exercises, decodable texts, and cumulative review.
• 4.2 Daily Instructional Sequence and Routines: Materials ensure daily lessons provide explicit instruction with teacher modeling, guided practice with immediate feedback, and diverse opportunities for collaborative and independent student practice.
• 4.3 Ongoing Practice Opportunities: Materials incorporate intentional cumulative review and practice of explicitly taught phonics skills, using decodable texts and providing opportunities for isolated and connected practice.
• 4.4 Assessment: Materials provide developmentally appropriate assessment tools with clear administration guidelines, systematic progress monitoring, and year-long assessment opportunities aligned to grade-level phonics skills.
• 4.5 Progress Monitoring and Student Support: Materials offer data-management tools for tracking individual and whole-class progress, with guidance on progress monitoring frequency and strategies to accelerate learning toward mastery based on data analysis.
• 5.B.1 Oral Language Development: Materials provide explicit and systematic guidance for developing oral language through diverse methods, with opportunities for social and academic communication, active listening, discussion, and idea-sharing for various purposes and audiences.
•  5.D.1 Phonological Awareness: Materials provide a systematic sequence for introducing phonological awareness, starting with simple skills and progressing to complex ones, offering explicit instruction with corrective feedback and diverse activities for practice and reinforcement aligned to grade-level TEKS.
• 5.D.2 Phonemic Awareness: Materials follow a systematic sequence for phonemic awareness, progressing from basic to complex skills, with explicit instruction and feedback, connecting phonemic awareness to the alphabetic principle, and providing varied activities for cumulative practice and reinforcement.
• 5.E.1 Sound-Spelling Patterns: Materials provide a systematic sequence for introducing grade-level sound-spelling patterns, offering explicit instructional guidance and diverse activities for students to develop, practice, and reinforce these patterns in both isolated words and decodable connected text.
• 5.E.2 Regular and Irregular High-Frequency Words: Materials systematically introduce and provide explicit instruction for regular and irregular high-frequency words, with varied activities for decoding, encoding, and practicing these words in both isolation and connected text.
• 5.E.3 Decoding and Encoding One-Syllable or Multisyllabic Words: Materials systematically introduce syllable types and division principles, with explicit instruction and varied activities for decoding and encoding one-syllable and multisyllabic words in both isolation and connected text.
• 5.E.4 Morphological Awareness: Materials systematically introduce grade-level morphemes, with explicit instruction and varied activities for recognizing, decoding, encoding, and comprehending words with morphemes in both isolation and connected text.
• 5.F.1 Vocabulary Development: Materials support students in understanding unfamiliar words using illustrations, texts, and context, with explicit teacher guidance on utilizing print and digital resources like dictionaries and glossaries.
• 5.G.1 Reading Fluency: Materials provide lessons, activities, and tasks for modeling and practicing fluent reading skills with suggested teacher feedback, including word lists, decodable texts, and various practice settings to develop accuracy, fluency, prosody, and comprehension.
• 5.H.1 Handwriting Development: Materials offer explicit instruction on grade-level handwriting skills and provide frequent, authentic practice opportunities to develop these skills in alignment with current learning.
• 6.A.2 Context and Student Background Knowledge: Materials activate background knowledge by linking to prior grade-level content, connecting across units, and providing relevant context to enhance student engagement with the text.
• 6.B.1 Recursive Inquiry Process: Materials support students in asking and generating inquiry questions, creating and following research plans, identifying relevant sources, and organizing and communicating ideas using multiple media for effective research.
• 7.1 High-Quality Grade-Level Texts: Materials include grade-level TEKS-required text types and genres, with complex, high-quality core texts and a range of traditional, contemporary, and diverse texts that reflect students' backgrounds and experiences.
• 7.2 Interaction with Grade-Level Text: Materials provide opportunities in each lesson for students to interact with, respond to, and discuss grade-level texts, engaging in various reading skills such as questioning, predicting, inferring, analyzing, and synthesizing.
• 7.3 Supporting Access to Grade-Level Text: Materials include teacher guidance and scaffolds to ensure all students access grade-level texts while maintaining rigor and offer opportunities for proficient students to engage in further text analysis.
• 7.4 Analysis of Text Complexity: Materials include both quantitative and qualitative analyses of core texts, with a rationale for their educational purpose and grade-level placement, ensuring they match the required complexity for student tasks.
• 7.5 Read-Aloud, Shared Reading, and Independent Reading: Materials include complex, age-appropriate read-aloud texts with scaffolds, a range of independent reading texts, and a plan for students to self-select and read high-quality texts independently with goal setting and accountability.
• 8.A.1 Use of Text Evidence: Materials include text-dependent questions and tasks that require students to use evidence to demonstrate comprehension, justify thinking, and support claims, evaluating text elements at various cognitive levels.
• 8.A.2 Teacher Guidance for the Use of Text Evidence: Materials guide teachers in modeling text evidence for claims and responses and in structuring evidence-based discussions with academic vocabulary.
• 8.B.1 Genre Characteristics and Craft to Compose Multiple Texts: Materials include mentor texts for modeling various text types, with opportunities for students to compose literary, informational, and correspondence texts, each with genre-specific characteristics and craft.
• 8.B.2 Writing Process: Materials support the writing process with age-appropriate conventions and provide teacher guidance for modeling and supporting each stage, including conferencing and revising.
• 8.B.3 Explicit (Direct) and Systematic Writing Instruction: Materials offer guidance for explicit instruction in sentence-level writing, focusing on structure, syntax, and vocabulary, and provide systematic opportunities for students to develop, revise, and edit sentences into compositions.
• 8.B.4 Grade-Level Standard English Conventions: Materials provide opportunities for practicing academic language conventions, including sentence structure and grammar, in and out of context, and for writing grammatically correct sentences and paragraphs with proper capitalization and punctuation.

Challenges

• 1.1 Course-Level Design: Materials lack pacing guidance for various instructional calendars, an explanation for the rationale of unit order or concepts to be learned, and resources and guidance to support administrators.
• 5.A.1 Print Awareness K-1: Materials do not include opportunities for regular review of print concepts.
• 5.C.2 Letter-Sound Correspondence: Materials do not include guidance for the teacher to provide explicit instruction with focus on connecting phonemes to letters within words with recommended explanatory feedback for students.
• 6.A.1 Connected Knowledge-Building Units: Materials do not connect grammar activities to knowledge-building topics in lessons.
• 6.A.3 Developing Student Comprehension with Connected Topics, Questions, and Tasks: Questions and tasks do not prompt students to synthesize knowledge and concepts across texts across units.
• 6.A.4 Key Academic Vocabulary and Grade-Level Concepts: Materials do not include a year-long scope and sequence for building tier 2 and 3 academic vocabulary in the context of knowledge-building.

Summary

Texas myView Literacy is an English Language Arts and Reading program for grades K–5. It utilizes a reading and writing workshop model with explicit instructional guidance. In the reading workshop, students practice foundational skills such as phonological awareness, phonics, and fluency daily. Each week, they explore new topics, including a question, theme, and genre introduction, and they engage in shared and close reading as well as text comparison. The writing workshop features mini-lessons, independent writing time, and opportunities for students to share their work. The program also provides guidance for small group instruction, a reading-writing workshop bridge, and project-based learning. The Reading Routines Companion offers structured phonics instruction, while the Language Awareness Handbook supports the workshop model with scaffolded instruction and strategies.

Campus and district instructional leaders should consider the following:

• Texas myView Literacy aligns to grade-level TEKS and ELPS-and provide embedded supports for all learners, including. differentiated instruction, activities, and resources. The materials follow a workshop model for reading and writing instruction. To provide a systematic, structured literacy approach to phonics, teachers may need additional guidance to utilize the supplementary Reading Routines Companion, as it is not mentioned in the Teacher’s Edition. 
• Teachers will benefit from guidance and resources for whole group, small group, and project-based instruction. Novice teachers may benefit from additional coaching and support to implement the range of materials with fidelity.

Grade 2 Quality Review Summary

Strengths

• 1.2 Unit-Level Design: Materials include comprehensive unit overview, provide content knowledge and academic vocabular for effective teaching, and suggestions to support families in their students’ success.
• 1.3 Lesson-Level Design: Material support educators in effective implementation through intentional lesson-level design.
• 2.1 Instructional Assessments: Materials include appropriate and defined instructional assessments aligned to TEKS at varying levels of complexity and offer guidance to educators on consistent administration of assessments.
• 2.2 Data analysis and Progress Monitoring: Materials include guidance to interpret student performance and tools for students to interpret track their growth.
• 3.1 Differentiation and Scaffolds: Materials provide educators with guidance to pre-teach unfamiliar vocabular and references and implement differentiated instruction.
• 3.2 Instructional Methods: Materials guide educators in effectively modeling, delivering, and facilitating lessons through explicit instructional approaches and varied practice opportunities.
• 3.3 Support for Emergent Bilingual Students: Materials provide educators with guidance on linguistic accommodations, bilingual/ESL program implementation, and support for emergent bilingual students, including resources for dual language immersion programs and metalinguistic transfer.
• 4.1 Explicit (Direct) and Systematic Phonics Instruction: Materials offer systematic and sequenced instruction in phonics and foundational skills, with explicit daily opportunities for practice, including isolated exercises, decodable texts, and cumulative review.
• 4.2 Daily Instructional Sequence and Routines: Materials ensure daily lessons provide explicit instruction with teacher modeling, guided practice with immediate feedback, and diverse opportunities for collaborative and independent student practice.
• 4.3 Ongoing Practice Opportunities: Materials offer cumulative review and practice of taught phonics skills, with opportunities in both isolation and connected text.
• 4.4 Assessment: Materials provide developmentally appropriate assessment tools with clear administration guidelines, systematic progress monitoring, and year-long assessment opportunities aligned to grade-level phonics skills.
• 4.5 Progress Monitoring and Student Support: Materials offer data-management tools for tracking individual and whole-class progress, with guidance on progress monitoring frequency and strategies to accelerate learning toward mastery based on data analysis
• 5.B.1 Oral Language Development: Materials provide explicit and systematic guidance for developing oral language through diverse methods, with opportunities for social and academic communication, active listening, discussion, and idea-sharing for various purposes and audiences.
• 5.D.1 Phonological Awareness: Materials provide a systematic sequence for introducing phonological awareness, starting with simple skills and progressing to complex ones, offering explicit instruction with corrective feedback and diverse activities for practice and reinforcement aligned to grade-level TEKS.
• 5.D.2 Phonemic Awareness: Materials follow a systematic sequence for phonemic awareness, progressing from basic to complex skills, with explicit instruction and feedback, connecting phonemic awareness to the alphabetic principle, and providing varied activities for cumulative practice and reinforcement.
• 5.E.1 Sound-Spelling Patterns: Materials provide a systematic sequence for introducing grade-level sound-spelling patterns, offering explicit instructional guidance and diverse activities for students to develop, practice, and reinforce these patterns in both isolated words and decodable connected text.
• 5.E.2 Regular and Irregular High-Frequency Words: Materials systematically introduce and provide explicit instruction for regular and irregular high-frequency words, with varied activities for decoding, encoding, and practicing these words in both isolation and connected text.
• 5.E.3 Decoding and Encoding One-Syllable or Multisyllabic Words: Materials systematically introduce syllable types and division principles, with explicit instruction and varied activities for decoding and encoding one-syllable and multisyllabic words in both isolation and connected text.
• 5.E.4 Morphological Awareness: Materials systematically introduce grade-level morphemes, with explicit instruction and varied activities for recognizing, decoding, encoding, and comprehending words with morphemes in both isolation and connected text.
• 5.F.1 Vocabulary Development: Materials support students in determining the meaning of unfamiliar words using illustrations, context, and print or digital resources, with teacher guidance for explicit instruction and activities that encourage resource use for word meanings and pronunciations.
• 5.G.1 Reading Fluency: Materials provide lessons, activities, and tasks for modeling and practicing fluent reading skills with suggested teacher feedback, including word lists, decodable texts, and various practice settings to develop accuracy, fluency, prosody, and comprehension.
• 5.H.1 Handwriting Development: Materials offer explicit instruction on grade-level handwriting skills and provide frequent, authentic practice opportunities to develop these skills in alignment with current learning.
• 6.A.1 Connected Knowledge-Building Units and Lessons: Materials design units to build knowledge in various fields with a structured scope and sequence, focusing on extended topics and integrating grammar, vocabulary, discussion, and writing activities with the knowledge theme.
• 6.A.2 Context and Student Background Knowledge: Materials activate background knowledge by linking to prior grade-level content, connecting across units, and providing relevant context to enhance student engagement with the text.
• 6.A.4 Key Academic Vocabulary and Grade-Level Concepts: Materials provide a year-long scope and sequence for building tier 2 and 3 academic vocabulary within knowledge-building contexts, with differentiated practice opportunities, purposeful tasks, and nonverbal techniques like images and visualization to support vocabulary acquisition.
• 6.B.1 Recursive Inquiry Process: Materials support students in asking questions, generating research plans, gathering information from various sources, and distinguishing between primary and secondary sources through guided activities and tasks.
• 7.1 High-Quality Grade-Level Texts: Materials include grade-level TEKS-required text types and genres, with complex, high-quality core texts and a range of traditional, contemporary, and diverse texts that reflect students' backgrounds and experiences.
• 7.2 High-Quality Grade-Level Texts: Materials include grade-level TEKS-required text types and genres, with complex, high-quality core texts and a range of traditional, contemporary, and diverse texts that reflect students' backgrounds and experiences.
• 7.3 Supporting Access to Grade-Level Text: Materials include teacher guidance and scaffolds to ensure all students access grade-level texts while maintaining rigor, and offer opportunities for proficient students to engage in further text analysis.
• 7.4 Analysis of Text Complexity: Materials include both quantitative and qualitative analyses of core texts, with a rationale for their educational purpose and grade-level placement, ensuring they match the required complexity for student tasks.
• 7.5 Read-Aloud, Shared Reading, and Independent Reading: Materials include complex, age-appropriate read-aloud texts with scaffolds, a range of independent reading texts, and a plan for students to self-select and read high-quality texts independently with goal setting and accountability.
• 8.A.1 Use of Text Evidence: Materials include text-dependent questions and tasks that require students to use evidence to demonstrate comprehension, justify thinking, and support claims, evaluating text elements at various cognitive levels.
• 8.A.2 Teacher Guidance for the Use of Text Evidence: Materials guide teachers in modeling text evidence for claims and responses and in structuring evidence-based discussions with academic vocabulary.
• 8.B.2 Writing Process: Materials support the writing process with age-appropriate conventions and provide teacher guidance for modeling and supporting each stage, including conferencing and revising.
• 8.B.3 Explicit (Direct) and Systematic Writing Instruction: Materials offer guidance for explicit instruction in sentence-level writing, focusing on structure, syntax, and vocabulary, and provide systematic opportunities for students to develop, revise, and edit sentences into compositions.
• 8.B.4 Explicit (Direct) and Systematic Writing Instruction: Materials offer guidance for explicit instruction in sentence-level writing, focusing on structure, syntax, and vocabulary, and provide systematic opportunities for students to develop, revise, and edit sentences into compositions.

Challenges

• 1.1 Course-Level Design: Materials lack pacing guidance for various instructional calendars, a rationale for unit order, and supports for instructional coaches.
• 5.C.2 Letter-Sound Correspondence: Materials lack explicit instruction on connecting phonemes to letters and feedback for common student errors. Materials do not include various ways to practice decoding multisyllable words.
• 6.A.3 Context and Student Background Knowledge: Questions and tasks do not prompt students to synthesize knowledge and concepts across texts across units.
• 8.B.1 Genre Characteristics and Craft to Compose Multiple Texts: Materials do not include mentor texts that serve as models to compose a variety of texts..

Summary

Texas myView Literacy is an English Language Arts and Reading K–5 program by Savvas Learning Company LLC. It offers a comprehensive and structured approach to reading, writing, and phonics instruction through its reading and writing workshop models. The curriculum provides specific daily instructional guidance and routines, including modeling and guided practice through gradual release. Additionally, the product includes various supplemental materials to assist teachers in small group instruction, assessment, and intervention.

Campus and district instructional leaders should consider the following:

• Texas myView Literacy aligns to grade-level TEKS and ELPS-and provide embedded supports for all learners, including. differentiated instruction, activities, and resources. The materials follow a workshop model for reading and writing instruction. To provide a systematic, structured literacy approach to phonics, teachers may need additional guidance to utilize the supplementary Reading Routines Companion, as it is not mentioned in the Teacher’s Edition. 
• Teachers will benefit from guidance and resources for whole group, small group, and project-based instruction. Novice teachers may benefit from additional coaching and support to implement the range of materials with fidelity.

Grade 3 Quality Review Summary

Strengths

• 1.2 Unit-Level Design: Materials include comprehensive unit overview, provide content knowledge and academic vocabular for effective teaching, and suggestions to support families in their students’ success.
• 1.3 Lesson-Level Design: Material support educators in effective implementation through intentional lesson-level design.
• 2.1 Instructional Assessments: Materials include appropriate and defined instructional assessments aligned to TEKS at varying levels of complexity and offer guidance to educators on consistent administration of assessments.
• 2.2 Data analysis and Progress Monitoring: Materials include guidance to interpret student performance and tools for students to interpret track their growth.
• 3.1 Differentiation and Scaffolds: Materials provide educators with guidance to pre-teach unfamiliar vocabular and references and implement differentiated instruction.
• 3.2 Instructional Methods: Materials guide educators in effectively modeling, delivering, and facilitating lessons through explicit instructional approaches and varied practice opportunities.
• 3.3 Support for Emergent Bilingual Students: Materials provide educators with guidance on linguistic accommodations, bilingual/ESL program implementation, and support for emergent bilingual students, including resources for dual language immersion programs and metalinguistic transfer.
• 4.2 Daily Instructional Sequence and Routines: Materials ensure daily lessons provide explicit instruction with teacher modeling, guided practice with immediate feedback, and diverse opportunities for collaborative and independent student practice.
• 4.3 Ongoing Practice Opportunities: Materials incorporate intentional cumulative review and practice of explicitly taught phonics skills, using decodable texts and providing opportunities for isolated and connected practice.
• 4.4 Assessment: Materials include a variety of assessment tools that are developmentally appropriate as well as assessment opportunities across the span of the school year aligned to progress monitoring tools. 
• 4.5 Progress Monitoring and Student Support: Materials offer data-management tools for tracking individual and whole-class progress, with guidance on progress monitoring frequency and strategies to accelerate learning toward mastery based on data analysis.
• 5.B.1 Oral Language Development: Materials provide explicit and systematic guidance for developing oral language through diverse methods, with opportunities for social and academic communication, active listening, discussion, and idea-sharing for various purposes and audiences.
• 5.E.1 Sound-Spelling Patterns: Materials provide a systematic sequence for introducing grade-level sound-spelling patterns, offering explicit instructional guidance and diverse activities for students to develop, practice, and reinforce these patterns in both isolated words and decodable connected text.
• 5.E.2 Regular and Irregular High-Frequency Words: Materials systematically introduce and provide explicit instruction for regular and irregular high-frequency words, with varied activities for decoding, encoding, and practicing these words in both isolation and connected text.
• 5.E.3 Decoding and Encoding One-Syllable or Multisyllabic Words: Materials systematically introduce syllable types and division principles, with explicit instruction and varied activities for decoding and encoding one-syllable and multisyllabic words in both isolation and connected text.
• 5.E.4 Morphological Awareness: Materials systematically introduce grade-level morphemes, with explicit instruction and varied activities for recognizing, decoding, encoding, and comprehending words with morphemes in both isolation and connected text.
• 5.F.1 Vocabulary Development: Materials help students determine the meaning of unfamiliar words using illustrations, context, and print or digital resources. They include teacher guidance for explicit instruction and tasks for students to use these resources to find word meanings, pronunciation, and syllabication.
• 5.G.1 Reading Fluency: Materials provide lessons, activities, and tasks for modeling and practicing fluent reading skills with suggested teacher feedback, including word lists, decodable texts, and various practice settings to develop accuracy, fluency, prosody, and comprehension.
• 5.H.1 Handwriting Development: Materials offer explicit instruction on grade-level handwriting skills and provide frequent, authentic practice opportunities to develop these skills in alignment with current learning.
• 6.A.1 Connected Knowledge-Building Units and Lessons: Materials design units to build knowledge in various fields with a structured scope and sequence, focusing on extended topics and integrating grammar, vocabulary, discussion, and writing activities with the knowledge theme.
• 6.A.2 Context and Student Background Knowledge: Materials activate background knowledge by linking to prior grade-level content, connecting across units, and providing relevant context to enhance student engagement with the text.
• 6.A.4 Key Academic Vocabulary and Grade-Level Concepts: Materials provide a year-long scope and sequence for building tier 2 and 3 academic vocabulary within knowledge-building contexts, with differentiated practice opportunities, purposeful tasks, and nonverbal techniques like images and visualization to support vocabulary acquisition.
• 6.B.1 Recursive Inquiry Process: Materials support students in asking questions, generating research plans, gathering information from various sources, and distinguishing between primary and secondary sources through guided activities and tasks.
• 7.1 High-Quality Grade-Level Texts: Materials include grade-level TEKS-required text types and genres, with complex, high-quality core texts and a range of traditional, contemporary, and diverse texts that reflect students' backgrounds and experiences.
• 7.2 High-Quality Grade-Level Texts: Materials include grade-level TEKS-required text types and genres, with complex, high-quality core texts and a range of traditional, contemporary, and diverse texts that reflect students' backgrounds and experiences.
• 7.3 Supporting Access to Grade-Level Text: Materials include teacher guidance and scaffolds to ensure all students access grade-level texts while maintaining rigor and offer opportunities for proficient students to engage in further text analysis.
• 7.4 Analysis of Text Complexity: Materials include both quantitative and qualitative analyses of core texts, with a rationale for their educational purpose and grade-level placement, ensuring they match the required complexity for student tasks.
• 7.5 Read-Aloud, Shared Reading, and Independent Reading: Materials include complex, age-appropriate read-aloud texts with scaffolds, a range of independent reading texts, and a plan for students to self-select and read high-quality texts independently with goal setting and accountability.
• 8.A.1 Use of Text Evidence: Materials include text-dependent questions and tasks that require students to use evidence to demonstrate comprehension, justify thinking, and support claims, evaluating text elements at various cognitive levels.
• 8.A.2 Teacher Guidance for the Use of Text Evidence: Materials guide teachers in modeling text evidence for claims and responses and in structuring evidence-based discussions with academic vocabulary.
• 8.B.2 Writing Process: Materials support the writing process with age-appropriate conventions and provide teacher guidance for modeling and supporting each stage, including conferencing and revising.
• 8.B.3 Explicit (Direct) and Systematic Writing Instruction: Materials offer guidance for explicit instruction in sentence-level writing, focusing on structure, syntax, and vocabulary, and provide systematic opportunities for students to develop, revise, and edit sentences into compositions.
• 8.B.4 Grade-Level Standard English Conventions: The materials offer practice in academic language conventions, grammar, and punctuation, both in and out of context, aligned with grade-level TEKS.

Challenges

• 1.1 Course-Level Design: Materials do not include course-level scope and sequence documents, ELPS at the course-level, rationale of unit order and concepts to be taught through the course, or support for instructional coaches.
• 4.1 Explicit (Direct) and Systematic Phonics Instruction: Materials do not include explicit (direct) and intentional daily opportunities for phonics (sound-symbol correspondence) and foundational skills.
• 5.C.2 Letter-Sound Correspondence: Materials do not 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.
• 6.A.3 Context and Student Background Knowledge: Materials do not include questions and tasks that prompt students to synthesize knowledge and content across texts across units.
• 8.B.1 Genre Characteristics and Craft to Compose Multiple Texts: Materials do not include mentor texts that serve as models to compose a variety of texts.

Summary

Texas myView Literacy is an English Language Arts and Reading K–5 program by Savvas Learning Company LLC. It offers a comprehensive and structured approach to reading, writing, and phonics instruction through its reading and writing workshop models. The curriculum provides specific daily instructional guidance and routines, including modeling and guided practice through the gradual release of responsibility instructional model. Additionally, the product includes various supplemental materials to assist teachers in small group instruction, assessment, and intervention.

Campus and district instructional leaders should consider the following:

• Texas myView Literacy aligns to grade-level TEKS and ELPS-and provide embedded supports for all learners, including. differentiated instruction, activities, and resources. The materials follow a workshop model for reading and writing instruction. To provide a systematic, structured literacy approach to phonics, teachers may need additional guidance to utilize the supplementary Reading Routines Companion, as it is not mentioned in the Teacher’s Edition. 
• Teachers will benefit from guidance and resources for whole group, small group, and project-based instruction. Novice teachers may benefit from additional coaching and support to implement the range of materials with fidelity.

Grade 4 Quality Review Summary

Strengths

• 1.3 Lesson-Level Design: Materials include detailed lesson plans with objectives, tasks, assessments, timing, necessary materials, and guidance for extended practice to meet content and language standards.
• 2.1 Instructional Assessments: Materials include a variety of instructional assessments (diagnostic, formative, and summative) with clear purposes, teacher guidance for consistent administration, and alignment to TEKS and varying levels of complexity.
• 2.2 Data Analysis and Progress Monitoring: Materials include guidance for interpreting student performance, responding to trends, and tools for students to track their own progress and growth.
• 3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction, pre-teaching supports for unfamiliar vocabulary, and enrichment activities for students at different proficiency levels.
• 3.2 Instructional Methods: Materials provide prompts, guidance for explicit teaching, recommendations for lesson delivery, and support for various instructional approaches and practice structures.
• 3.3 Support for Emergent Bilingual Students: Materials include guidance on linguistic accommodations, bilingual/ESL program implementation, support for emergent bilingual students, and resources for dual language immersion programs.
• 4.A.1 Oral Language Development: Materials include guidance for supporting opinion expression and presentations, following and giving oral instructions, and engaging in active listening, questioning, and discussion.
• 4.B.1 Sound-Spelling Patterns (4-5): Materials include a systematic sequence for introducing grade-level sound-spelling patterns, with explicit teacher guidance for instruction and various activities for students to practice and reinforce these patterns.
• 4.B.3 Decoding and Encoding Multisyllabic Words: Materials include a systematic sequence for introducing syllable types and division principles, guidance for explicit instruction, and varied activities for students to practice decoding and encoding multisyllabic words both in isolation and connected text.
• 4.B.4 Morphological Awareness: Materials include a systematic sequence for introducing grade-level morphemes, guidance for explicit instruction on using morphemes for decoding and comprehension, and various activities for students to practice and reinforce morphological skills both in isolation and connected text.
• 4.C.1 Vocabulary Development: Materials include guidance for explicit instruction on using print and digital resources like dictionaries and glossaries, provide resources for students to determine vocabulary meaning and pronunciation, and support the use of context to understand unfamiliar words.
• 4.D.1 Reading Fluency: Materials include a variety of grade-level texts to support fluent reading, practice activities for word reading fluency in different settings, tools and strategies for teachers to support self-sustained reading, and texts of varying complexity for developing accuracy, fluency, and comprehension.
• 4.E.1 Handwriting Development: Materials include explicit instruction or practice on the teaching of handwriting skills appropriate for each grade level and connected to current student learning.
• 5.A.1 Connected Knowledge-Building Units and Lessons: Materials include units that build knowledge across subjects with a clear scope and sequence, extended focus on related topics, and lessons connected by anchoring texts, integrating grammar, vocabulary, and writing activities.
• 5.A.4 Key Academic Vocabulary and Grade-Level Concepts: Materials provide a year-long scope and sequence for tier 2 and 3 vocabulary development, include differentiated practice with appropriate supports, engage students in purposeful use of academic vocabulary, and incorporate nonverbal teaching techniques like images and visualization.
• 5.B.1 Recursive Inquiry Process: Materials provide opportunities for critical inquiry, including generating questions, planning, gathering and synthesizing information, differentiate between primary and secondary sources, and understand paraphrasing versus plagiarism.
• 6.1 High-Quality Grade-Level Texts: Materials include a variety of well-crafted texts that meet grade-level TEKS requirements, featuring diverse and engaging content that reflects students' backgrounds and experiences.
• 6.2 Interaction with Grade-Level Text: Materials ensure each lesson includes opportunities for students to interact with, critically respond to, discuss, and engage in various reading skills with grade-level texts.
• 6.3 Supporting Access to Grade-Level Text: Materials provide teacher guidance and support with scaffolds for accessing grade-level texts and offer opportunities for proficient students to engage in deeper analysis.
• 6.4 Analysis of Text Complexity: Materials include analysis and rationale for each core text’s educational purpose and complexity, ensuring they align with grade-level expectations and student tasks.
• 6.5 Self-Sustained Independent Reading: Materials provide explicit guidance for monitoring comprehension and accountability during independent reading, offer texts of varying complexity for practice, and include a plan for students to self-select and read high-quality texts independently with set goals.
• 7.A.1 Use of Text Evidence: Materials include text-dependent questions and tasks requiring students to use evidence from texts to demonstrate comprehension, evaluate language and structure, and support claims through various strategies, with tasks designed at multiple cognitive levels.
• 7.A.2 Teacher Guidance for the Use of Text Evidence: Materials provide guidance for teachers on modeling the use of text evidence for claims and responses, and on structuring opportunities for evidence-based discussions using academic vocabulary and syntax.
• 7.B.1 Genre Characteristics and Craft to Compose Multiple Texts: Materials provide mentor texts for various text types, and opportunities for students to compose literary, informational, argumentative, and correspondence texts with genre-specific characteristics and craft.
• 7.B.2 Writing Process: Materials support students through the writing process with guidance on planning, drafting, revising, editing, and publishing, including explicit instruction and teacher support for each stage.
• 7.B.3 Explicit (Direct) and Systematic Writing Instruction: Materials include guidance for teachers on explicit instruction in sentence-level writing, focusing on structure, syntax, and vocabulary, and provide systematic opportunities for students to build sentence-level skills into full compositions.
• 7.B.4 Grade-Level Standard English Conventions: Materials include opportunities for practicing academic language conventions, including sentence structure and grammar, both in and out of context, with a focus on correct capitalization, punctuation, and usage according to grade-level TEKS.

Challenges

• 1.1 Course-Level Design: Materials do not include pacing for various instructional calendars, an explanation for the rationale of unit order, or resources and guidance to support instructional coaches.
• 1.2 Unit-Level Design: Materials do not include comprehensive unit overviews that provide the background content knowledge necessary to effectively teach the concepts in the unit. 
• 5.A.2 Context and Student Background Knowledge: Materials do not include background knowledge by making connections to previously learned content or across units.
• 5.A.3 Developing Student Comprehension with Connected Topics, Questions, and Tasks: Materials do not include questions and tasks prompting students to synthesize knowledge and concepts across units.

Summary

Texas myView Literacy is an English Language Arts and Reading K–5 program by Savvas Learning Company LLC. It offers a comprehensive and structured approach to reading, writing, and phonics instruction through its reading and writing workshop instructional model. The curriculum provides specific daily instructional guidance, sequences, and routines, including modeling, guided practice, and reading and writing applications. The workshop instructional model provides structured opportunities for students to collaboratively and independently engage in the lesson goals and content. Materials provide a variety of supplemental resources to assist teachers in small group instruction, assessment, and intervention.

Campus and district instructional leaders should consider the following:

• While the materials provide implementation guidance and instructional support for teachers and provide resources for administrators to support implementation. The materials do not include resources or guidance to support instructional coaches in implementing the materials as designed. 
• The Assessment Guide provides "Family-School Connection" resources in English and Spanish for each unit to enhance family engagement by explaining the unit focus, reading and writing goals, skills addressed in the unit, and suggestions on ways to help their child be successful. 
• The units provide engaging, cohesive, and scaffolded instruction that builds on skills developed within the unit. The materials provide a scope and sequence chart that delineates TEKS-related skills and the grade level at which they are addressed. However, the materials do not explicitly connect skills and knowledge across units or grade levels. 

Grade 5 Quality Review Summary

Strengths

• 1.3 Lesson-Level Design: Materials include detailed lesson plans with objectives, tasks, assessments, timing, necessary materials, and guidance for extended practice to meet content and language standards.
• 2.1 Instructional Assessments: Materials include a variety of instructional assessments (diagnostic, formative, and summative) with clear purposes, teacher guidance for consistent administration, and alignment to TEKS and varying levels of complexity.
• 2.2 Data Analysis and Progress Monitoring: Materials include guidance for interpreting student performance, responding to trends, and tools for students to track their own progress and growth.
• 3.1 Differentiation and Scaffolds: Materials include teacher guidance for differentiated instruction, pre-teaching supports for unfamiliar vocabulary, and enrichment activities for students at different proficiency levels.
• 3.2 Instructional Methods: Materials provide prompts, guidance for explicit teaching, recommendations for lesson delivery, and support for various instructional approaches and practice structures.
• 3.3 Support for Emergent Bilingual Students: Materials include guidance on linguistic accommodations, bilingual/ESL program implementation, support for emergent bilingual students, and resources for dual language immersion programs.
• 4.A.1 Oral Language Development: Materials include guidance for supporting opinion expression and presentations, following and giving oral instructions, and engaging in active listening, questioning, and discussion.
• 4.B.1 Sound-Spelling Patterns (4-5): Materials include a systematic sequence for introducing grade-level sound-spelling patterns, with explicit teacher guidance for instruction and various activities for students to practice and reinforce these patterns.
• 4.B.3 Decoding and Encoding Multisyllabic Words: Materials include a systematic sequence for introducing syllable types and division principles, guidance for explicit instruction, and varied activities for students to practice decoding and encoding multisyllabic words both in isolation and connected text.
• 4.B.4 Morphological Awareness: Materials include a systematic sequence for introducing grade-level morphemes, guidance for explicit instruction on using morphemes for decoding and comprehension, and various activities for students to practice and reinforce morphological skills both in isolation and connected text.
• 4.C.1 Vocabulary Development: Materials include guidance for explicit instruction on using print and digital resources like dictionaries and glossaries, provide resources for students to determine vocabulary meaning and pronunciation, and support the use of context to understand unfamiliar words.
• 4.D.1 Reading Fluency: Materials include a variety of grade-level texts to support fluent reading, practice activities for word reading fluency in different settings, tools and strategies for teachers to support self-sustained reading, and texts of varying complexity for developing accuracy, fluency, and comprehension.
• 4.E.1 Handwriting Development: Materials do not include explicit instruction or practice on the teaching of handwriting skills appropriate for each grade level and connected to current student learning.
• 5.A.1 Connected Knowledge-Building Units and Lessons: Materials include units that build knowledge across subjects with a clear scope and sequence, extended focus on related topics, and lessons connected by anchoring texts, integrating grammar, vocabulary, and writing activities.
• 5.A.4 Key Academic Vocabulary and Grade-Level Concepts: Materials provide a year-long scope and sequence for tier 2 and 3 vocabulary development, include differentiated practice with appropriate supports, engage students in purposeful use of academic vocabulary, and incorporate nonverbal teaching techniques like images and visualization.
• 5.B.1 Recursive Inquiry Process: Materials provide opportunities for critical inquiry, including generating questions, planning, gathering and synthesizing information, differentiate between primary and secondary sources, and understand paraphrasing versus plagiarism.
• 6.1 High-Quality Grade-Level Texts: Materials include a variety of well-crafted texts that meet grade-level TEKS requirements, featuring diverse and engaging content that reflects students' backgrounds and experiences.
• 6.2 Interaction with Grade-Level Text: Materials ensure each lesson includes opportunities for students to interact with, critically respond to, discuss, and engage in various reading skills with grade-level texts.
• 6.3 Supporting Access to Grade-Level Text: Materials provide teacher guidance and support with scaffolds for accessing grade-level texts and offer opportunities for proficient students to engage in deeper analysis.
• 6.4 Analysis of Text Complexity: Materials include analysis and rationale for each core text’s educational purpose and complexity, ensuring they align with grade-level expectations and student tasks.
• 6.5 Self-Sustained Independent Reading: Materials provide explicit guidance for monitoring comprehension and accountability during independent reading, offer texts of varying complexity for practice, and include a plan for students to self-select and read high-quality texts independently with set goals.
• 7.A.1 Use of Text Evidence: Materials include text-dependent questions and tasks requiring students to use evidence from texts to demonstrate comprehension, evaluate language and structure, and support claims through various strategies, with tasks designed at multiple cognitive levels.
• 7.A.2 Teacher Guidance for the Use of Text Evidence: Materials provide guidance for teachers on modeling the use of text evidence for claims and responses, and on structuring opportunities for evidence-based discussions using academic vocabulary and syntax.
• 7.B.1 Genre Characteristics and Craft to Compose Multiple Texts: Materials provide mentor texts for various text types, and opportunities for students to compose literary, informational, argumentative, and correspondence texts with genre-specific characteristics and craft.
• 7.B.2 Writing Process: Materials support students through the writing process with guidance on planning, drafting, revising, editing, and publishing, including explicit instruction and teacher support for each stage.
• 7.B.3 Explicit (Direct) and Systematic Writing Instruction: Materials include guidance for teachers on explicit instruction in sentence-level writing, focusing on structure, syntax, and vocabulary, and provide systematic opportunities for students to build sentence-level skills into full compositions.
• 7.B.4 Grade-Level Standard English Conventions: Materials include opportunities for practicing academic language conventions, including sentence structure and grammar, both in and out of context, with a focus on correct capitalization, punctuation, and usage according to grade-level TEKS.

Challenges

• 1.1 Course-Level Design: Materials do not include pacing for various instructional calendars, an explanation for the rationale of unit order, or resources and guidance to support instructional coaches.
• 1.2 Unit-Level Design: Materials do not include comprehensive unit overviews that provide the background content knowledge necessary to effectively teach the concepts in the unit.
• 5.A.2 Context and Student Background Knowledge: Materials do not include background knowledge by making connections to previously learned content or across units.
• 5.A.3 Developing Student Comprehension with Connected Topics, Questions, and Tasks: Materials do not include questions and tasks prompting students to synthesize knowledge and concepts across units.

Summary

Texas myView Literacy is an English Language Arts and Reading K–5 program by Savvas Learning Company LLC. It offers a comprehensive and structured approach to reading, writing, and phonics instruction through its reading and writing workshop instructional model. The curriculum provides specific daily instructional guidance, sequences, and routines, including modeling, guided practice, and reading and writing applications. The workshop instructional model provides structured opportunities for students to collaboratively and independently engage in the lesson goals and content. Materials provide a variety of supplemental resources to assist teachers in small group instruction, assessment, and intervention.

Campus and district instructional leaders should consider the following:

• While the materials provide implementation guidance and instructional support for teachers and provide resources for administrators to support implementation. The materials do not include resources or guidance to support instructional coaches in implementing the materials as designed. 
• The Assessment Guide provides "Family-School Connection" resources in English and Spanish for each unit to enhance family engagement by explaining the unit focus, reading and writing goals, skills addressed in the unit, and suggestions on ways to help their child be successful. 
• The units provide engaging, cohesive, and scaffolded instruction that builds on skills developed within the unit. The materials provide a scope and sequence chart that delineates TEKS-related skills and the grade level at which they are addressed. However, the materials do not explicitly connect skills and knowledge across units or grade levels.