Kindergarten - Gateway 1

The materials reviewed for Kindergarten meet the criteria for 1a.i. (K). 

The materials include ample explicit instruction in letter identification. There is a defined sequence for letter instruction to be completed in a reasonable time frame of 12 weeks. The materials introduce nine letters per unit in Units 1 and 2 and the remaining eight letters in Unit 3. In each unit, the first three modules introduce a new letter in the first three lessons of the module. Lessons four and five include a review of the previously-taught letters from within the module. Module 4 includes a review of the previously-taught letters from within the entire unit. The materials provide students with explicit instruction in uppercase and lowercase letter identification using Phoneme/Grapheme Cards, anchor charts, and alphabet books. 

Materials contain isolated, systematic and explicit instruction for all 26 letters (recognize and name uppercase and lowercase). For example: 

• Recognize and name all upper- and lowercase letters of the alphabet.

  • In Unit 1, Module 3, Lesson 2, the teacher introduces the letter o by showing students pictures of things that begin with the letter o. Students identify the letter Oo on the environmental print anchor chart. The teacher shows students the Phoneme/Grapheme Card Octopus and teaches the connection between the sound, the letter name, and the card image. Then the teacher models reading the Alphabet Book Oo. The teacher points out the uppercase and lowercase letters, and students discuss the similarities and differences between the uppercase and lowercase letters.

  • In Unit 2, Module 1, Lesson 1, the teacher models reading the Alphabet Book Hh, one page at a time, pointing out the upper- and lowercase Hh on each page.

  • In Unit 3, Module 2, Lesson 3, the teacher introduces the letter z by showing students pictures of things that begin with the letter z. Students identify the letter Zz on the environmental print anchor chart. The teacher shows students the Phoneme/Grapheme Card Zebra and teaches the connection between the sound, the letter name, and the card image. Then the teacher models reading the Alphabet Book Zz. The teacher points out the uppercase and lowercase letters, and students discuss the similarities and differences between the uppercase and lowercase letters.

There is a defined sequence for letter instruction to be completed in a reasonable time frame over the school year. For example:

• The Grade K Scope and Sequence indicates that instruction in all 26 letters occurs in Units 1–3. Instruction includes both uppercase and lowercase letter identification. Unit 1 introduces the letters n, a, p, i, m,t, d, o, and s. Unit 2 introduces the letters e, f, h, b, r, u, j, l, and w. Unit 3 introduces the letters k, v, y, q, x, z, c, and g. 

• In Program Guide, Research and Rationale, Alphabetic Principle, the materials indicate that the scope and sequence of letter instruction is based on the frequency with which the letters appear in CVC words and the relative ease or difficulty of the letter for student learning, with more frequency and easier letters introduced first. The pacing of two or three letters per week is designed to accelerate student readiness for segmenting and blending words, promoting equity of instruction for students who have not received an introduction to the alphabet before beginning kindergarten. The accelerated pace of letter introduction also increases opportunities for repeated exposure to letters and for reteaching as necessary. 

The materials reviewed for Kindergarten meet the criteria for 1a.ii (K).

The materials provide regular and varied practice in letter identification in Units 1–3. Practice routines include teacher-led practice, identifying letters in connected text, practice pages that include letters in different fonts, and fluency practice in letter naming, flashcards, and interactive digital games. Letter identification practice includes both lowercase and uppercase letters. 

Materials provide students with frequent opportunities to engage in practice identifying all 26 letters (uppercase and lowercase). For example: 

• In Unit 2, Module 3, Lesson 4, the teacher gives each student a Grapheme Card containing one of the following letters: a, e, i, j, l, o, u, w. The teacher writes one of the letters on the board in lowercase or uppercase. All students whose letter card matches the letter on the board stand up. Students name the letter and tell whether it is a consonant or a vowel. The teacher repeats the routine to practice all letters. 

• In Unit 3, Module 1, Lesson 3, students play the interactive online game Identify the Letter Y and Say its Sound. In the game, students hear the name of the letter y, then choose the matching letter. Students also hear the letter names y and n, then sort the letters Yy and Nn into the box matching the spoken letter name. 

• In Unit 3, Module 3, Lesson 3, students use the Letters in Different Fonts Practice Sheet C to identify the letters c, d, e, h, g in both upper and lower case letters on part 2 of the sheet. 

Materials provide opportunities to engage in practice locating all 26 letters (uppercase and lowercase). For example: 

• In Unit 1, Module 1, Lesson 3, the teacher and students read the Shared Reader, We Make Good Choices. Students identify the letters Aa, Nn, and Pp in the text. Students use the Letters in Different Fonts Practice Sheet Pp to locate and circle the upper and lower case letter p in part 4 of the sheet.

• In Unit 2, Module 1, Lesson 2, students use the Letters in Different Fonts Practice Sheet Ee to locate and circle the upper and lower case letter e in part 4 of the sheet.

• In Unit 3, Module 1, Lesson 1, students use the Letters in Different Fonts Practice Sheet Kk to practice locating the letter Kk. In part 4, students circle the letter Kk in a row containing the following letters in various fonts: R, K, l, k, n. 

Materials provide opportunities to engage in naming all 26 letters (uppercase and lowercase). For example: 

• In Unit 1, Module 4, Lesson 2, students use the Fluency Grid Practice Sheet to name uppercase and lowercase letters Mm, Ii, and Tt. The teacher instructs students to touch and name each letter in the 15-square grid. 

• In Unit 2, Module 1, Lesson 4, students use the Fluency Grid Practice Sheet to name uppercase and lowercase letters Ee, Ff, and Hh. The teacher points to a letter on the grid, and the students say the letter name.  

• In Unit 2, Module 4, Lesson 4, the teacher points to the following letters on the Phoneme/Grapheme Alphabet Chart: Hh, Ee, Ff, Bb, Uu, Rr, Ll, Ww, Jj. Students say the letter name and letter sound. 

The materials reviewed for Kindergarten meet the criteria for 1a.iii. (K).  

Materials provide letter identification practice in meaningful print, including environmental print to introduce each new letter, an alphabet book for each letter that includes examples on each page, uppercase letters in student names, and identifying letters in shared reading texts. Letter identification practice is included in Units 1–3, the units in which all 26 letters are introduced.

Materials contain a variety of tasks/activities that apply letter identification and naming of all 26 uppercase letters to meaningful print use (e.g., initial letter of a child’s name, environmental print, letter assortments, alphabet books, shared writing). For example: 

• In Unit 1, Module 3, Lesson 4, the teacher displays the Alphabet Chant Ss and distributes one to each student. The teacher reads the chant while students follow along. Students use three different colored crayons to color each letter students learned in the module (Ss, Oo, Dd).

• In Unit 2, Module 2, Lesson 2, the teacher models reading the Alphabet Book Uu. The teacher points out the uppercase and lowercase letters, and students discuss the similarities and differences between the uppercase and lowercase letters. Each page of the book includes the letters Uu in isolation and a word beginning with the letter u. Each word is printed twice under the picture, once beginning with an uppercase U and once beginning with a lowercase u. 

• In Unit 3, Module 2, Lesson 3, the teacher shows students examples of environmental print pictures that begin with the letters Cc and places the pictures with print next to the Cc on the alphabet anchor chart. If there are any students whose names begin with the letter C, the teacher also adds those names to the anchor chart.  

Materials contain a variety of tasks/activities that apply letter identification and naming of all 26 lowercase letters to meaningful print use (e.g. initial letter of a child’s name, environmental print, letter assortments, alphabet books, shared writing). For example: 

• In Unit 1, Module 4, Lesson 2, the teacher asks students to identify the lowercase letters i, t, and m on pages 4–5 of the Shared Reading book Stone Soup. The lowercase letters are found in the following words: will, first, big, said, water, pot, brought, make, some. 

• In Unit 2, Module 2, Lesson 4, the teacher holds up a letter card one at a time for the letters learned that week. Students state the name of the letter on the card. Each card contains the uppercase and lowercase letter along with a picture that starts with that letter.

• In Unit 3, Module 3, Lesson 1, the teacher models reading the Alphabet Book Gg. The teacher points out the uppercase and lowercase letters, and students discuss the similarities and differences between the uppercase and lowercase letters. Each page of the book includes the letters Gg in isolation and a word beginning with the letter g. Each word is printed twice under the picture, once beginning with an uppercase G and once beginning with a lowercase g. 

The materials reviewed for Kindergarten meet the criteria for 1a.iv. (K-1). 

Materials include daily explicit letter formation practice in Units 1–3, as all 26 letters are introduced. The materials include explicit instruction and modeling of stroke sequences, including teacher scripts. Students engage in regular practice using whiteboards, tracing practice sheets, and blank handwriting paper. The materials include suggestions for multisensory practice activities for the whole class and additional modes of practice designed for students who may need additional support in correct formation. Units 4–8 include regular opportunities for students to apply letter formation skills while writing words, phrases, and sentences. In these units, teachers use Observation checklists to monitor letter formation skills and instructions for providing corrective feedback and additional practice. 

Materials include clear directions for the teacher concerning how to explain and model how to correctly form each of the 26 letters (uppercase and lowercase). For example: 

• Print many upper- and lowercase letters.

  • In Unit 1, Module 2, Lesson 2, the teacher models the formation of lowercase I by air writing the letter, following the stroke sequence outlined in the lesson plan. The materials provide a sample script for teachers to describe the stroke sequence to students while demonstrating formation. The teacher repeats the process for lowercase i. Students follow the stroke sequence to write the letters on whiteboards. 

  • In Unit 1, Module 3, Lesson 3, the teacher models the formation of uppercase D by air writing the letter, following the stroke sequence outlined in the lesson plan. The materials provide a sample script for teachers to describe the stroke sequence to students while demonstrating formation. The teacher repeats the process for lowercase d. Students follow the stroke sequence to write the letters on whiteboards. 

  • In Unit 3, Module 2, Lesson 1, the teacher models the formation of uppercase Q by air writing the letter, following the stroke sequence outlined in the lesson plan. The materials provide a sample script for teachers to describe the stroke sequence to students while demonstrating formation. The teacher repeats the process for lowercase q. Students follow the stroke sequence to write the letters on whiteboards. 

Materials include frequent opportunities for students to practice forming all of the 26 letters (uppercase and lowercase). For example: 

• In Unit 1, Module 1, Lesson 2, students trace a line of each letter Aa with annotated formational numbers and arrows, then trace a line of the same letter without the arrows. Students circle their best formation of each letter, then underline their least favorite formation and retry it. 

• In Unit 2, Module 1, Lesson 4, students use handwriting paper to practice writing Hh, Ee, and Ff. The teacher models writing each letter on the board. Then students write the letters on their paper. 

• In Unit 2, Module 4, Lesson 2, students use handwriting paper to practice forming letters Bb, Uu, and Rr. The teacher models writing each letter on the board. Then students write the letters on their paper and check their work against the model letters.

• In Unit 3, Module 4, Lesson 4, students practice writing upper and lowercase letters Cc and Gg on their whiteboards.

Materials include frequent opportunities for students to practice forming letters using multimodal and/or multisensory methods. For example: 

• In Unit 2, Module 1, Lesson 1, students practice forming uppercase and lowercase Hh using whiteboards and handwriting paper. If students struggle to form the letters, the materials instruct the teacher to give students practice opportunities to trace shapes and patterns; write the letters using a highlighter; and have students trace the letters. The teacher should give students a starting point dot, or give students opportunities to trace, copy, and write the letters. 

• In Unit 3, Module 2, Lesson 2, the materials instruct the teacher to consider having students practice letter formation with a multisensory activity, such as writing letters in shaving cream or piles of salt.

The materials reviewed for Kindergarten meet the criteria for 1b. (K-early Grade 1). 

Materials include extensive instruction, modeling, and student practice in concepts of print. The materials include 32 Shared Reading texts, which are used for print concepts instruction. Lesson plans include explicit instruction for the teacher to model directionality, words as units made by a sequence of letters, and spacing between words. Cumulative review of print concepts occurs regularly, embedded in experiences with Shared Reading texts. The materials do not include physical books but do instruct teachers to print and fold paper versions of the books for use in teaching and practicing print concepts. Review of letter identification and letter formation occurs in the context of lessons and writing tasks, and lesson plans prompt teachers to observe student mastery of letter formation in the context of writing words, phrases, and sentences. 

Materials include sufficient and explicit instruction for all students about the organization of print concepts (e.g., follow words left to right, spoken words correlate sequences of letters, letter spacing). For example:

• Follow words from left to right, top to bottom, and page by page.

  • In Unit 1, Module 2, Lesson 2, the teacher displays the Shared Reading text, Caring for Earth, and distributes printed copies to students. The teacher tells students that words in a book are read from left to right, top to bottom, and page by page. The teacher reads the book aloud and models tracking the print with their finger. 

  • In Unit 2, Module 2, Lesson 4, the teacher displays page 5 of the Shared Reading text, I Hide, and reminds students of one-to-one correspondence by modeling reading the page and pointing to each word.

  • In Unit 5, Module 3, Lesson 2, the teacher holds up a printed copy of the Shared Reading text, Try, Try Again. The teacher guides students to observe the correct way to hold a book and turn the pages. The teacher gives students printed copies of the book, then projects pages 3–4 and models reading the book while tracking print with a finger or pointer. 

• Recognize that spoken words are represented in written language by specific sequences of letters.

  • In Unit 1, Module 2, Lesson 4, the teacher reminds students that words are made of letters in the Shared Reading text, Caring for Earth. The teacher states, “We know that words are made up of letters. We are learning both letters and words.”

  • In Unit 3, Module 1, Lesson 2, the teacher displays page 6 of the Shared Reading text, What Does the Wind Move?, and guides students to notice the letters within words. The teacher states, “As I read, I can tell that letters form words. . . I can see the letters b-a-g. I know that the letters b-a-g form the word bag.” 

  • In Unit 5, Module 2, Lesson 4, the teacher projects page 8 of the Shared Reading text, Hugs. The teacher tells students that letters go together in certain ways to make words and that words are separated by spaces. The teacher states, “When I read aloud, the words I say match the words on the page.” The teacher models reading the page and pointing under each word. 

• Understand that words are separated by spaces in print.

  • In Unit 2, Module 1, Lesson 2, the teacher explains that words are units, separated by spaces in a text, and models using the Shared Reading text, Who Wants to Play Basketball? 

  • In Unit 6, Module 3, Lesson 3, the teacher displays the Shared Reading text, Which Tree? The teacher reads the page aloud, modeling how to track the print and identify individual words in a sentence. The teacher tells students that each word is separated by a space in print. 

  • In Unit 7, Module 4, Lesson 4, the teacher displays the Shared Reading text, Many Roads, and distributes paper copies to students. The teacher reads the page aloud, drawing attention to the spaces between the words. The teacher displays and reads page 6 as students follow along, and a student volunteer points out the spaces between words. 

Materials include frequent and adequate lessons, tasks, and questions for all students about the organization of print concepts (e.g., follow words left to right, spoken words correlate sequences of letters, letter spacing). For example:

• The Kindergarten materials include 32 Shared Reading texts. For each Shared Reading text, the lesson plans include print concepts lessons and review. Materials indicate that the teacher should repeatedly model how to hold the book, turn the pages, and track the print correctly, pointing out that words are read from left to right, top to bottom, and page by page. 

• In Unit 3, Module 2, Lesson 4, using the Shared Reading text, Spring-Cleaning!, the teacher models identifying a word and saying the letters. The teacher asks pairs of students to find the word Dad on a page in the text. Each partner points to the word and says the letters, in order, that make up the word.

• In Unit 4, Module 3, Lesson 5, the teacher distributes copies of the Shared Reading text, My First Class Play, to students. The teacher instructs the students to track the print as they read page 9 aloud. Students raise their hands when they see the word am on a page.

Materials include a variety of physical books (teacher-guided, such as big books) that are suitable for the teaching of print concepts. For example:

• The Kindergarten materials include 32 Shared Reading texts for teaching print concepts. The books are projectible, digital versions, and can be printed and folded into paper books. Lesson plans indicate that a physical copy of the text should be used to practice print concepts. 

Materials include sufficient and explicit instruction about the organization of print concepts (e.g. follow words left to right, spoken words correlate sequences of letters, letter spacing) in the context of a book.

• In Unit 1, Module 1, Lesson 5, the teacher states, “When we pick up a book, we first see the cover of the book. Now let’s open to the first page of the book. The book opens on the right side. As I read a book, I begin with the page on the left. Once I read the words on the left, I read the words on the right page. After I have read all of the words, I turn the page on the right over, and again start reading the words from left to right.”

• In Unit 2, Module 2, Lesson 2, the teacher displays the front cover of the Shared Reading text,  I Hide, and explains how there are spaces between each word in the title.

• In Unit 2, Module 3, Lesson 4, using the Shared Reading text, Buddy the Bear, the teacher reminds students that words are made up of letters and points out the lowercase l in the word lost.

• In Unit 4, Module 2, Lesson 2, using Shared Reading text, The Woodsy Band Jam, the teacher reminds students that words on a page are read from left to right and top to bottom. The teacher points out the first word on the page and asks students to follow along as they read to the last word on the page. 

Materials consistently include opportunities for students to engage in authentic practice using print concepts in the context of student books. For example:

• In Unit 1, Module 1, Lesson 5, students reread  Alphabet book Aa and Alphabet book Pp. Students hold the book correctly, turning one page at a time from front to back and pointing to each word as they read.

• In Unit 2, Module 1, Lesson 2, the teacher displays the Shared Reading text, Who Wants to Play Basketball? The teacher reads the page aloud, modeling one-to-one correspondence. The teacher points out the wordplay on page 3 and explains that words are units separated by print. Students point to the wordplay and name the letters they know in the word. 

• In Unit 6, Module 2, Lesson 4, students practice one-to-one correspondence with a partner by reading the Shared Reading text,  Welcome Back, Butterflies. Then, students locate individual words on the page.

Materials contain periodic cumulative review opportunities during which the teacher reminds students about previously learned grade-level print concepts, letter identification, and letter formation. For example:

• In Unit 2, Module 2, Lesson 4, the teacher reminds students that words are units made up of a series of specific letters. The teacher points out the word Dad in the text and asks students to name the letters in the word and point out which letters are uppercase and lowercase.

• In Unit 8, Module 1, Lesson 4, the teacher uses the Shared Reading text,  The Weather, for students to practice and review one-to-one correspondence and correct print tracking while reading. 

Materials include students’ practice of previously learned print concepts, letter identification, and letter formation. For example:

• In Unit 2, Module 1, Lesson 5, students use Alphabet Chant Letter Ee either on the display or handout to point and identify letters in a word.

• In Unit 2, Module 4, Lesson 4, students review letters Hh, Ee, Ff, Bb, Uu, Rr, Ll, Ww, and Jj. The teacher points to each letter on the Phoneme/Grapheme Alphabet Chart, and students say the name and sound of the letter. The teacher reads aloud from the Shared Reading text, The Mitten, and students identify the words that begin with the letters f, w, h, and b. Students identify whether the letter in the text is lowercase or uppercase.  

• In Unit 3, Module 3, Lesson 5, students read or reread the Alphabet chant Cc with a partner. Students review pointing to the first and last words on the page and pointing to each word as their partner reads. Partners stop at certain points and ask their partner which letters make up an individual word.

• In Unit 8, Module 4, Lesson 3, students practice identifying lowercase and uppercase letters, words, and sentences when the teacher projects page 3 of the Shared Reading text, Wake Up, Bear! The teacher and students echo read page 4 of the text, then the teacher points to lowercase and uppercase letters, words, and sentences, and students identify them. Students identify the first and last words on the page. 

The materials reviewed for Kindergarten meet the criteria for 1c. 

Materials include a variety of phonological awareness activities, several of which contain routines that include movements. There are frequent opportunities for students to practice phonological awareness within all eight units of the program. Each unit consists of three modules, each containing five lessons, with the fifth lesson serving as a review. 

Materials include a variety of activities for phonological awareness. For example: 

• In Unit 1, Module 1, Lesson 1, students segment words in sentences. Students clap each word within a given sentence and build sentences orally by clapping and adding additional words to the sentence stem given. 

• In Unit 3, Module 3, Lesson 3, students delete initial sounds in CVC words to produce new words. Within the lesson, students produce medial sounds in CVC words. The teacher models how to isolate the medial sound by using hand motions. The teacher models how to stretch out the sounds in the word as students slide their arm across their chest and punch their arm up when they say the medial sound to emphasize it. 

• In Unit 5, Module 2, Lesson 3, students blend phonemes in words with initial and final sh. The teacher uses their fingers to tap out each phoneme and then make a fist once they have blended the sounds and students say the word. 

There are frequent opportunities for students to practice phonological awareness. For example: 

• Phonological awareness activities are included in every daily lesson as an introduction, application, practice activity, or review. 

• In Unit 6, Module 2, Lessons 1 and 2, students practice adding additional sounds to word parts with digraphs. In Lessons 3 and 4, students practice substituting the initial sound of words with consonant digraphs. 

The materials reviewed for Kindergarten meet the criteria for 1d. 

Materials provide explicit instruction in all grade-level phonological awareness skills through systematic modeling. Daily lessons include explicit modeling of movements and instructions for teachers to use with students to teach phonological and phonemic awareness skills. 

Materials provide the teacher with systematic, explicit modeling for instruction in syllables, sounds (phonemes), and spoken words. For example: 

• Recognize and produce rhyming words.

  • In Unit 1, Module 1, Lesson 3, the teacher introduces the concept of rhyming words. Explicit instruction includes, “A rhyme is two or more words that have the same ending sound. Let’s work on an example together. Listen: big, jig. The words big and jig rhyme because they have the same ending sounds at the end, /ig/.” 

  • In Unit 2, Module 1, Lesson 3, the teacher reviews that rhyming words contain the same sounds at the end of each word or rime and uses the example of mad and bad being rhyming words because they have/ad/ at the end of both words. The teacher guides students to produce rhyming words with the /ad/ phonogram, like the words pad, lad, and fad. Teacher dialogue is provided in the lesson, which includes, “Now it is your turn to give me a word that rhymes with mad. Remember, it needs the same sound at the end of the word.”

• Count, pronounce, blend, and segment syllables in spoken words.

  • In Unit 2, Module 2, Lesson 1, the teacher models counting and segmenting syllables with the word football. Explicit instruction includes the following, “Watch and listen as I count the syllables in the word football. How many times did I pause in between word parts or syllables? Let’s clap the word parts in football. Foot (clap)...ball (clap). How many times did you clap? (two)”

  • In Unit 2, Module 3, Lesson 1, the teacher reviews the concept of syllables and blending and segmenting syllables in the word buddy. Modeling with hand motions is provided along with explicit instruction, which includes, “I will say the syllables in a word, and we will blend the syllables to make a whole word. I’ll model the first one. Listen as I say the syllables and blend them together; bud•dy, buddy. What is the word? Yes, that’s right, buddy, Buddy the bear.”

  • In Unit 3, Module 2, Lesson 5, the teacher reviews deletion using two-syllable words. The teacher shares that a word can be broken into syllables and that when the first syllable is deleted, the second syllable can still be spoken. The teacher models clapping the syllables in the word basket, then deletes the first syllable (bas), saying/pronouncing the remaining syllable (ket).

  • In Unit 5, Module 1, Lesson 1, the teacher reviews the concept of syllables. Explicit instruction is provided using bell as an example, “What is the vowel sound in bell? (/e/) Which letter spells this sound? (e) How many syllables does bell have? (one) How do you know? (Every syllable has one vowel sound. Bell has one vowel sound, /e/, so there is only one syllable.) The word bell has a closed syllable because it ends with a consonant sound /l/. Closed syllables usually have short vowel sounds.”

• Blend and segment onsets and rimes of single-syllable spoken words.

  • In Unit 2, Module 3, Lesson 3, the teacher explains that you can segment and blend two parts of a word and models segmenting and blending words job and bed using onset and rime with hand motions. Explicit instruction includes, “We can separate words into two sound parts called onset and rime. The onset is the beginning sound before the vowel, and the rime is the vowel and remaining sounds. Listen as I say a word separated into two parts: /j/ /ob/. Can you say the two parts? That’s great! Now let’s blend the parts together to say this word: /b/ /ed/, bed.”

  • In Unit 3, Module 2, Lesson 3, the teacher reviews the concept of blending onset and rime and introduces segmenting onset and rime with hand motions provided. Explicit instruction includes, “I’m going to give you the word this time, and I want you to tell me the first and last sounds. We’re going to chop the word apart. Let’s try one together first. The word is tab. What is the very first sound you hear in tab? (/t/) The first sound /t/, is the word part that we call the onset. Chop the onset /t/ sound from the word. What sound is left after the /t/ in tab? (/ab/) The last part in the word is called the rime. /ab/ is the rime in the word tab.”  

• Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

  • In Unit 2, Module 3, Lesson 5, the teacher models how to identify and produce the final sounds in the words. The teacher models isolating and producing the final sound in the words hut and jet using hand motions. The teacher uses the left arm and slides the first part of the word across the body, then punches the arm straight up into the air at the final sound. The teacher guides students in identifying the final sound in the following words: nut, set, win, and bus.

  • In Unit 3, Module 3, Lesson 5, the teacher reviews the production of medial vowel sounds in words. The teacher says a word and has students repeat it. Then the teacher has students say the middle vowel sound. The teacher models with the word gum using hand motions, stretching out the sounds in the word, and sliding the arm across the chest. The teacher emphasizes the middle vowel sound and punches their arm up when they say the word.

  • In Unit 4, Module 1, Lesson 1, the teacher identifies the sounds in the word cub. Explicit instruction includes, “We can hear the beginning, middle, and ending sounds in words. We have already practiced listening to these sounds in words. Today I am going to say a word, and you are going to tell me the beginning, middle vowel, and final sound: cap, /k/ /a/ /p/. The first sound is /k/, the middle vowel sound is /a/, and the final sound is /p/.”

  • In Unit 4, Module 2, Lesson 2, the teacher segments the word jam using hand motions. Explicit instruction includes, “Let’s chop the word jam. I will do it first: jam. Make a chopping motion with palms together and say /j/. /j/ is the first sound in jam. Make another chopping motion and say /a/. /a/ is the middle sound in jam. Chop again and say /m/. /m/ is the last sound in jam.”

• Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

  • In Unit 4, Module 2, Lesson 4, the teacher models adding sounds to make new words. Explicit instruction includes, “I will say a word part and then add a sound before the word part to make a new word. The word part is /ĭn/. I will add /t/ in front of  /ĭn/: /t/-/ĭn/, /tĭn/. The word is tin.”

  • In Unit 7, Module 1, Lesson 4, the teacher reviews phoneme substitution with final sounds to make a new word. Explicit instruction is provided, “Listen as I say the word: gate(fists together). I will say the word in parts: /gā/ (hold out right fist) /t/ (hold out left fist). I am going to change the /t/ to /m/:  /gā/ pull away left fist then bring it back with a new sound) /gām/ (tap fists together), game. What’s the word? Game.”

Materials provide the teacher with examples for instruction in syllables, sounds (phonemes), and spoken words called for in grade-level standards. For example: 

• In Unit 3, Module 1, Lesson 3, the teacher models segmenting and counting syllables using the words yearbook and yardstick. Explicit instruction includes, “We have learned that words are made up of word parts, or syllables. Clapping is a great way to count the syllables in a word. Watch and listen as I count the syllables in the word yearbook. (Say yearbook and clap two times, one for each syllable.) How many times did I clap? (two) Now you clap the syllables with me: year book. Great, we clapped two times, once for each syllable.” 

• In Unit 8, Module 2, Lesson 2, the teacher models blending sounds to create the word flag. The teacher is to remind students that sounds can blend together to say words. Explicit instruction includes, “We know that words are made from individual sounds that can be blended together. I will say four sounds then blend them together to say a word: /f/ /l/ /ă/ /g/, /flăg/, flag.”

The materials reviewed for Kindergarten meet the criteria for 1e.

Materials provide ample opportunities for students to practice each new sound and sound pattern. Lessons include guided practice and independent practice of new sounds and sound patterns, along with time built in to review previously learned sounds and patterns. Students have the opportunity to learn and practice the sounds and sound patterns in various multimodal and multisensory ways throughout all units through the use of image cards, hand motions, and independent digital activities. The You Do: Independent Practice section of each lesson contains games, videos, and digital books for students to practice the skills they are learning. 

Materials provide ample opportunities for students to practice each new sound and sound pattern. For example:

• Recognize and produce rhyming words.

  • In Unit 1, Module 2, Lesson 3, students complete the interactive game Identify Rhyming Words. In the game, students listen to the following set of word pairs and identify which pairs rhyme: ten/hop, hat/mat, hip/zip, tug/pop. Students also listen to the names of three pictures, fox, tag, and bag, and drag the two rhyming words into a box. 

  • In Unit 1, Module 4, Lesson 1, students sit in a circle and repeat the phrase, “I’m going to the playground, and I’m taking a. . . “ adding a different rhyming word to the end of the sentence each turn. For example,“. . . I’m taking a mat, a cat, and a bat.” When students run out of rhyming words, the teacher begins a new round with a different word family. 

  • In Unit 2, Module 4, Lesson 1, students generate rhyming words together. The teacher provides students with a word, such as hot, and partners work together to think of rhyming words. Pairs share the rhyming words with the class.

• Count, pronounce, blend, and segment syllables in spoken words.

  • In Unit 1, Module 3, Lesson 1, students practice blending spoken syllables to form the words backpack, doorbell, and sunset. 

  • In Unit 2, Module 2, Lesson 1, students complete the interactive game Count Word Parts. In the game, students listen to the words snowman, cupcake, and snowball and identify the number of syllables. 

  • In Unit 2, Module 2, Lesson 5, students work in pairs to discover more two-syllable words. One partner says a multisyllabic word, and the other partner claps and counts the syllables. Then partners switch roles.

  • In Unit 3, Module 4, Lesson 1, students clap as they repeat the words popcorn, butterfly, rowboat, and grasshopper, segmenting them into syllables.

• Blend and segment onsets and rimes of single-syllable spoken words.

  • In Unit 2, Module 3, Lesson 3, the teacher says the onset and rime for the following words, making a chopping motion with one hand for the onset and the other hand for the rime: mat, cat, bag, jam, fan. Students copy the motions and repeat the onset and rime, then slide their hands together and orally blend the onset and rime into the word. 

  • In Unit 3, Module 2, Lesson 2, students complete the interactive game Say Words in Two Parts. Using picture cues and audio options, students segment the words mix, fox, and six into onset and time.  

  • In Unit 3, Module 4, Lesson 2, students use hand motions to segment the words hen, quit, zip, sip, duck into the onset and rime.

• Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

  • In Unit 1, Module 1, Lesson 4, students produce the initial sound of the words the teacher says: net, pen, act, pig, add, and nut.

  • In Unit 2, Module 1, Lesson 1, students repeat the following words: ham, leg, hat, sun, hip, hop. If the word begins with the /h/ sound, students give a thumbs up and say /h/. If the word does not begin with /h/, students shake their heads. 

  • In Unit 3, Module 1, Lesson 5, students identify and produce the final sounds in words such as dog, jet, cot, and zip by moving their arms across their bodies as they say the word and then punching up when they hear the final sound.

  • In Unit 4, Module 1, Lesson 1, students practice identifying the first, middle, and final sounds in the words fix, fun, can, bun, dot, and bed after the teacher reviews how to identify each sound.

  • In Unit 6, Module 1, Lesson 1, students identify the initial or final sound in the words shop, bath, chin, and fish. If students struggle to isolate and name the initial or final sound, the teacher guides students to hold up a finger for each phoneme and segment the word aloud, then point to the finger representing the initial or final phoneme. 

• Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

  • In Unit 4, Module 2, Lesson 5, students say the word peg and take turns changing the initial phoneme. Students are allowed to create nonsense words. After a minute or two, the teacher changes the starting word to bog and repeats.

  • In Unit 4, Module 4, Lesson 3, students complete the interactive game Add and Take Away Sounds in Words. In the game, students listen to a word part and instructions to add a sound to the beginning of the word part. Students record themselves saying the new word. Students also listen to audio that names a word and gives instructions to remove the initial sound. Students choose the correct answer from three audio options. 

  • In Unit 6, Module 2, Lesson 3, students practice substituting the initial sound in words, identifying what sound changed, and identifying the new word using the word pairs, chip/ship, dash/mash, phone/shone, and bath/math. Later in the lesson, students also have the opportunity to play games where they substitute individual sounds. 

  • In Unit 7, Module 4, Lesson 2, students use a three-sound box work mat and colored chips to add and substitute final sounds. Students build the word parts /fā/, /rā/, /lā/, and /mā/using the same color chip for the two phonemes. Students orally add a final phoneme to the word part using a different colored chip. Students continue to swap out the final sound, using a different colored chip each time they change the final sound. 

Materials include a variety of multimodal/multisensory activities for student practice of phonological awareness. For example: 

• In Unit 2, Module 1, Lesson 1, students practice the initial /h/ sound. The materials direct teachers to “tell students to put their hand in front of their mouth, and they should feel air coming out. But when they put their hand on their throat, they shouldn’t feel any vibrations. When listening to the students say the sound, remind them the sound is /h/ and not /huh/ with a schwa.”

• In Unit 3, Module 3, Lesson 5, the teacher reviews producing the medial vowel sound in words. The teacher models with the word gum, sliding their arm along their chest while stretching out the sounds, emphasizing the middle vowel sound, and punching their arm up when saying the medial sound. Students repeat the process with the words cat, cut, and gym. 

• In Unit 5, Module 1, Lesson 4, students segment the words yell, hill, puff, boss, and buzz into phonemes and count the number of phonemes in each word. Students use a chopping motion with their hands as they segment. If students struggle to segment and count the sounds, the teacher says each phoneme as students move a bingo chip and repeat the phoneme. 

• In Unit 7, Module 3, Lesson 2, students use image cards to segment and blend the picture names with a partner. 

The materials reviewed for Kindergarten meet the criteria for 1f.

Materials provide explicit instruction in phonics through systematic and repeated modeling within daily lessons over the course of the year. The phonics lessons provide teachers with systematic and repeated instruction for students to hear, say, encode, and read each newly taught grade-level phonics pattern.

Materials contain explicit instructions for systematic and repeated teacher modeling of all grade-level phonics standards. For example: 

• Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

  • The Grade K Scope and Sequence provides the following information on when consonant letters and sounds are taught: 

    • Unit 1: n, p, m, t,  d, s

    • Unit 2: f, h, b, r, j, l, w

    • Unit 3: k, v, y, y as a consonant or vowel, q(u), x, z, c, g, review of consonants. 

  • In Unit 1, Module 2, Lesson 1, the teacher shows environmental print pictures with the letter Mm. The teacher displays the phoneme/grapheme card with the image of a moon and the upper- and lowercase letter on the card. Next, the teacher reviews the letter sound, letter name, and associated image using the card and models reading the Alphabet book Mm. 

  • In Unit 2, Module 2, Lesson 1, the teacher shows students environmental print pictures with the letter Bb. Explicit instruction includes: “Here is the letter that spells /b/. Bb is a consonant. Remember that the alphabet has vowels (a, e, i, o, u) and consonants (all the other letters). What is this letter? The name of this letter is Bb, and it is a consonant. Say the letter name with me, Bb. Let’s look at the Bb card again. What is this a picture of? Yes, a bee. Remember Bb spells the /b/ in bee.”

• Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

  • The Grade K Scope and Sequence provides the following information on when vowel letters and sounds are taught:

    • Unit 1: a, i, o

    • Unit 2:  e, u

    • Unit 3: y as a consonant or vowel,  review of vowels

    • Unit 7: VCe long a, VCe long o

    • Unit 8: VCe long i, VCe long u, one-syllable words with VCe pattern. 

  • In Unit 7, Module 2, Lesson 1, the teacher models comparing the short and long sounds of the vowel a. The teacher says: “We know that the letter a makes a short sound, /ă/. The first word I have written on the board has the short /ă/ sound: /h/ /ă/ /t/, hat. Now, let’s look at the second word I have written. This word looks just like hat, except it has an e at the end. Now, I will read this word aloud: /h/ /ā/ /t/, hate. This word sounds different from the word hat. The a in the word hate spells its long vowel sound: /ā/. That is because this word has the vowel-consonant-silent e pattern.”

  • In Unit 8, Module 1, Lesson 1, the teacher models comparing the short and long sounds of the vowel i. The teacher reviews that the letter i spells a short sound, /ĭ/, and a long sound, /ī/. The teacher writes the words fin and fine on the board. The teacher says, “This word looks just like fin, except it has an e at the end. This word sounds different from the word fin. The i in the word fine spells its long-vowel sound: /ī/. That’s because this word has the vowel-consonant-silent e pattern.”

• Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

  • In Unit 1, Module 4, Lesson 2, the teacher models reading words with phonograms -an and ap. The teacher projects the Phonogram cards reviewing each as they point out the letter sounds. Explicit instruction includes, “Today, you will read and write words with two phonograms: - an and - ap. I will model the first one. I am going to hold up the phonogram -an. When I place the grapheme, or letter, p in front of -an, I make the word pan. I will sound out the word. What is this word again? The vowel sound in the word pan is /ă/. Which letter makes that sound? (a).” The teacher then builds nonsense words with the phonograms and points out the difference between real and nonsense words.  

  • In Unit 5, Module 1, Lesson 3, the teacher models reading words with phonograms -ill and -ell. The teacher places the Phonogram cards on the board, reviewing the pronunciation of each phonogram while pointing out the final double ll consonant. Explicit instruction includes, “You have learned that words have patterns. Today, you will practice reading words with two patterns you have already learned: -ill and -ell. Let’s say the sounds in the first phonogram -ill and “I am going to place the b in front of the phonogram -ill. Let’s say the sounds, What word did we make?” The teacher is to place letters in front of the phonograms to make the words: bill, fill, hill, till, bell, fell, sell, yell.

  • In Unit 6, Module 2, Lesson 3, the teacher reviews the digraph ph, th, ch, and sh using the phoneme/grapheme consonant digraphs and trigraphs chart. The teacher models building and reading the word graph using chips, grapheme cards, and a workmat. Together the teacher and students practice this procedure building real words and nonsense words.  

Lessons provide teachers with systematic and repeated instruction for students to hear, say, encode, and read each newly taught grade-level phonics pattern. For example:

• In Unit 3, Module 3, Lesson 3, the teacher models letter name identification and recognition of the letter Cc in print. The teacher states, “Here is a letter that makes the /k/ sound. Cc is a consonant. Remember that the alphabet has vowels and consonants. What is this letter? The name of this letter is Cc, and it is a consonant. Say the letter name with me, Cc. Cc stands for the /k/ sound in cat.” Additional explicit instruction is provided for the soft c sound as well. Modeling is provided for reading the Alphabet Book Cc, which includes, “Point out the uppercase C and lowercase c on the front cover and allow students to turn and discuss the similarities and differences between the upper- and lowercase letters with a partner and whether Cc is a consonant or a vowel.” 

• In Unit 4, Module 2, Lesson 3, teacher modeling and scripting is provided for building and reading CVC words with short vowels a, e, i, and o with the use of bingo chips, grapheme cards, and three-sound box workmats. Explicit instruction includes the following, “We will build some words that follow the consonant-vowel-consonant pattern. I will do one for you. The first word is hat. I will place a chip on the sound box workmat for each sound as I say it: hat, /h/ /ă/ /t/. How many sounds in hat? Next, I will spell each sound by replacing the chip with a letter card. I will find the letter card that spells that sound as I say each sound. Then I can read the word hat. What is the vowel sound in the word hat? What letter spells that sound? (a).” The Fluency section of the lesson also provides modeling and  explicit instruction for introducing the decodable book Max is Sad. The modeling includes “Explicitly teach and model. Examples follow knowledge (a spells /ă/), a skill (blending or segmenting words), a strategy (stretching sounds to read a word).”

The materials reviewed for Kindergarten meet the criteria for 1g.

Materials provide students with frequent opportunities to decode phonetically spelled words and read new words that contain the newly taught phonics skills. Lessons are intentionally designed to provide review opportunities and build on what has been previously taught. The review is embedded in the lesson structure, as Lesson 5 of each module and Module 4 of each unit function as a structured review of previously taught phonics skills. Practice occurs in teacher-led activities during lessons, in partner practice work, and in independent practice using interactive practice games. 

Lessons provide students with frequent opportunities to decode (phonemes, onset and rime, and/or syllables) phonetically spelled words. For example: 

• In Unit 2, Module 4, Lesson 3, students practice reading CVC words using sound-by-sound blending. Students practice reading words that contain previously introduced letters, like wet, lot, and jet.

• In Unit 4, Module 2, Lesson 3, students play the interactive game Read Words. During the game, students blend sounds to read the following words: pen, peg, lug, log, leg, can, pot, six, Meg. The game asks students to match words to pictures and to record themselves reading a word. 

• In Unit 5, Module 1, Lesson 2, students read and sort words with phonograms -ill and -ell. The teacher models decoding the word bell using onset and rime, then sorting the word into the correct category on a pocket chart. Students practice with the words bill, fell, fill, hill, sell, will, and yell. 

• In Unit 7, Module 3, Lesson 2, students decode VCe long vowel /ō/ words, including vote, hose, tone, rose, and chose. Later in the lesson, students continue to practice decoding words, phrases, and sentences with a partner.

Lessons provide students with frequent opportunities to read complete words by saying the entire word as a unit using newly taught phonics skills. For example:

• In Unit 4, Module 1, Lesson 2, students learn how to read closed-syllable words with short vowel sounds. Students practice what they learned by reading the word and naming the vowel sounds in the word using the words bun, men, pin, and lot.

• In Unit 6, Module 3, Lesson 2, students read the following words containing the newly taught digraphs sh, ch, and th with a partner: chin, shed, that, them, thin, thud. Partners choral read the words, then take turns reading them individually. 

• In Unit 7, Module 3, Lesson 3, students play the interactive game Read Words with Long O. During the game, students record themselves reading the following words: zone, role, hope. 

Materials contain opportunities for students to review previously learned grade-level phonics. For example:

• In Unit 1, Module 4, Lesson 3, students review how to read words with Ss, Oo, and Dd using the phoneme/grapheme cards and sound/symbol book for those sounds. The teacher reviews how to read words using sound-by-sound blending, then students practice with the words pot, sit, and dot.

• In Unit 4, Module 1, Lesson 5, students review the short vowel sounds of the letters a and i by building the following words on a three-sound box work mat: map, bat, tug, pin, bet. Students first place a chip for each sound in the word, then replace each chip with a grapheme card that matches the sound, then practice decoding the word. 

• In Unit 8, Module 4, Lesson 3, students review short and long vowel sounds by playing the interactive game Read Words with Short and Long Vowel Sounds. During the game, students read the following words: robe, rack, rake, hop, hope, cut, cute, pin, pine, cap, and cape. 

Materials contain a variety of methods to promote students’ practice of previously taught grade-level phonics. For example:

• In Unit 2, Module 4, Lesson 2, students review the letter names and sound for Bb using the sound/symbol book Bb. As the teacher reads aloud, students point to each word and differentiate between the consonants and vowels. Students then practice reading CV words using sound-by-sound blending.

• In Unit 2, Module 4, Lesson 4, students play the interactive game Read Words. During the game, students record themselves reading the words that contain previously taught sounds: pot, jet, hum, web. Students also read the words nut and not and match the word to the correct picture. 

• In Unit 5, Module 3, Lesson 5, the teacher reviews the phonograms -ip and -op. The teacher models saying and blending the sounds to read the word, writing the word’s letters in the air, then placing the word under the correct heading in a pocket chart. Students practice by repeating the procedure with the following words: chip, clip, cop, drop, hop, mop, rip, ship. 

• In Unit 6, Module 4, Lesson 3, students review previously taught consonant digraphs using phoneme/grapheme cards and image cards. Students use the card to name the image, read the word, and sort by the final sounds.

The materials reviewed for Kindergarten meet the criteria for 1h.

Materials provide explicit instruction and student practice opportunities for decoding in context. During instruction, the teacher uses the Decodable book and Shared reader to connect to the newly learned phonics skill. As the lesson transitions to guided practice, the teacher uses pages from the texts to model decoding words in sentences. Students use the Words, phrases, and sentences practice sheet when working with a partner to practice decoding words, phrases, and sentences that contain newly and previously learned phonics patterns.  

Materials provide explicit, systematic practice for decoding phonetically regular words in a sentence.

• In Unit 5, Module 3, Lesson 4, students practice decoding words with the ch digraph in the connected text, Chad Gets Mad. Students whisper read the connected text after the teacher models decoding the word Chad and telling students to stretch the sounds and use what they know about the ch digraph letter sounds as they read the text. The reader includes the sentence: Chip was such a pal to Chad and Shep. 

• In Unit 7, Module 3, Lesson 4, students practice decoding words with sh in the shared reader Tiny Tugboat. After the teacher models decoding the word ship within the sentence, “Tiny Tugboat pulls out a cruise ship,” student pairs partner read the sentences on pages 9 and 10 in the reader. 

• In Unit 8, Module 3, Lesson 4, the teacher reads a page of the decodable book, What Time Is It?, and students follow along and repeat it. Where applicable, the teacher draws students’ attention to VCe words and models how to stretch and sound out words that contain the spelling pattern. 

Lessons provide students with frequent opportunities to decode words in a sentence. For example: 

• In Unit 4, Module 2, Lesson 4, students practice decoding CVC words in the decodable connected text Max is Sad. Students echo read with the teacher and then whisper read the text. The decodable reader includes the sentence: “Dan Dog, Meg, Peg, and Bob are a lot of fun too!”

• In Unit 5, Module 2, Lesson 2, students form partner groups and choral read the Words, phrases, and sentences practice sheet to practice decoding CCVC words with final double consonants. After reading new words and phrases that contain final ff and ss and previously learned final double consonants, as well as new high-frequency words, students read the following sentences: “Tell him not to fuss. I will fill it up well.” 

• In Unit 6, Module 3, Lesson 4, students practice decoding words with ending digraphs -ck and -ng in the decodable connected text, A Visit from Bick. Students echo read with the teacher and then whisper read the text. The decodable reader includes the sentence: “Bick rang the bell and sang.”

The materials reviewed for Kindergarten meet the criteria for 1i. 

Materials include regular teacher modeling and student practice opportunities in building, manipulating, and encoding phonemes and words. The materials provide detailed sample scripts for teachers to use when modeling. Teacher-led activities include building words with workmats, word chaining, and spelling and encoding words in the air and using Phoneme/Grapheme Mapping Paper. Teacher modeling transitions into guided student practice opportunities during which students use various methods and hands-on chips, letter cards, and workmats to practice. Spelling practice also takes place in interactive practice games. 

The materials contain teacher-level instruction/modeling for building/manipulating/spelling and encoding words using common and newly-taught sound and spelling patterns of phonics. For example: 

• In Unit 4, Module 2, Lesson 3, the teacher models building the word hat using a Three-Sound Box Workmat. The teacher says each phoneme in the word, placing a bingo chip on the workmat for each sound, then replacing each bingo chip with the matching grapheme card. 

• In Unit 6, Module 3, Lesson 4, the teacher models making a word chain with the digraphs -ng and -ck. The teacher explains how to use the Sound Box Chaining Workmat and models building the word sang with grapheme cards. The teacher demonstrates how to turn the word sang into sing, then guides students to make the word sick, then build other -ng or -ck words. 

• In Unit 7, Module 2, Lesson 3, the teacher guides students to encode the word safe. The materials provide a script for the teacher to guide students to encode the word, letter by letter, first writing each letter in the air, then recording the letter on Phoneme/Grapheme Mapping Paper. 

Lessons provide students with frequent opportunities to build/manipulate/spell and encode words using common and newly-taught sound and spelling patterns of phonics. For example: 

• In Unit 5, Module 1, Lesson 1, students build the words yell, dill, dull, and hill using a Three-Sound Box Workmat. Students say each word and stretch the phonemes, placing a bingo chip on the workmat for each sound. Students then replace each bingo chip with the grapheme card that matches the sound. 

• In Unit 7, Module 1, Lesson 4, students work in pairs to make a word chain for the word shack, using a Sound Box Chaining Workmat and the following grapheme cards: a, ck, d, i, ng, o, p, r, s, sh, t, th. 

In Unit 8, Module 1, Lesson 3, students use Phoneme/Grapheme Mapping Paper to encode the words bike, vine, life, and chime.

The materials reviewed for Kindergarten meet the criteria for 1j.

Materials contain explicit, systematic teacher-level instruction of teacher modeling that demonstrates the use of phonics to encode sounds to letters and words in writing tasks with teacher modeling and teacher sample dialogue within Build Words activities. The materials also provide students with frequent activities and tasks to promote application of phonics as they encode words in sentences based on common and newly taught phonics patterns through Encode Sound, Word, and Sentence Dictation activity sentences. 

Materials include explicit, systematic teacher-level instruction of teacher modeling that demonstrates the use of phonics to encode sounds to letters and words in writing tasks. For example: 

• In Unit 5, Module 4, Lesson 4, the teacher writes the module’s high-frequency words, as well as four to six words from the Decodable book, A Home for Jazz, that are exemplars of the module’s phonics skills, on the board. The teacher displays the first page of the Wordless decodable book: A Home for Jazz and models how to write one or two sentences while thinking aloud. Lesson guidance directs the teacher to include one of the phonics exemplar words in their writing. “... If I want to make my words rhyme, I need to look at the ending sound of the last word in my sentence. For example, my sentence says: Jazz heard a pop. I will look at the last word in the sentence: pop, /p/ /ŏ/ /p/. In order to find a rhyming word with pop, I will change the beginning sound, /p/, but keep the ending sound /ŏp/ to make a new word. Let’s try the sound /t/: /t/ /ŏ/ /p/, top. Now I will write my next sentence with the word top as the last word. I can write: Jazz looked on top. Since pop and top rhyme and I have used these words as the last word in each of my sentences, I have made my sentences rhyme.”

• In Unit 7, Module 4, Lesson 4, the teacher writes the module’s high-frequency words, as well as four to six words from the Decodable book, King Thane, that are exemplars of the module’s phonics skills, on the board. The teacher displays the first page of the Wordless decodable book: King Thane and models how to write one or two sentences while thinking aloud. Lesson guidance directs the teacher to include one of the phonics exemplar words in their writing. “As I write my text, I am going to remember to start each sentence with a capital letter, place spaces between my words, spell the words using sounds, and end my sentences with punctuation. I’ll include words from the board in my writing.”

• In Unit 8, Module 3, Lesson 5, the teacher writes the module’s high-frequency words, as well as four to six words from the Decodable book, What Time Is It?, that are exemplars of the module’s phonics skills, on the board. The teacher displays the first page of the Wordless decodable book: What Time Is It? and models how to write one or two sentences while thinking aloud. Lesson guidance directs the teacher to include one of the phonics exemplar words in their writing. “Before I write, I am going to think about or plan my story. The first sentences should introduce our story. It is important to choose these words carefully. I’ll include words from the board in my sentences ... I will also use what I know about letters, patterns, and sounds to spell words. Let’s get started!”

Lessons provide students with frequent activities and tasks to promote application of phonics as they encode words in sentences or in phrases based on common and newly taught phonics patterns.

• In Unit 4, Module 1, Lesson 4, students apply their learning to spell CVC words. After students write a series of teacher-dictated CVC words, the teacher dictates a sentence that includes words that follow the same phonics pattern: “Tim is six.” Students repeat the sentence, draw a line for each word on their Handwriting paper, and write the sentence.

• In Unit 5, Module 2, Lesson 4, students encode words with current phonics patterns taught, which include words with initial or final consonant digraph sh with the dictation sentence: “Look at his big fish.”

• In Unit 7, Module 2, Lesson 4, students encode words with current phonics patterns taught, which include long a VCe words with the dictation sentence: “We ate the cake Pete made.”

The materials reviewed for Kindergarten meet the criteria for 1k.

Materials include systematic and explicit instruction in reading common high-frequency words by sight within the High-frequency Words lessons found throughout all units and modules. The materials include frequent opportunities for the teacher to model the spelling and reading of high-frequency words in isolation. Students practice identifying and reading high-frequency words in isolation. The Kindergarten materials introduce 100 high-frequency words within all eight units and modules, a sufficient quantity of grade-appropriate high-frequency words for students to make reading progress.

Materials include systematic and explicit instruction of high-frequency words. For example:

• Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

  • In Unit 2, Module 1, Lesson 1, the teacher introduces high-frequency words using flash cards by saying the word, giving the meaning of the word, using the word in a sentence, and spelling the word aloud. 

  • In Unit 3, Module 1, Lesson 3, the teacher introduces the high-frequency word said by using High-frequency word flash cards. The teacher says, “We are going to learn a new high-frequency word today. These are words that we see a lot when we are reading. We need to learn today’s word by heart because we can’t sound it out. The word is said. Repeat the word said with me: said.”

  • In Unit 6, Module 1, Lesson 3, the teacher introduces the high-frequency words: than, that, and then. The teacher explains that this week’s high-frequency words can be sounded out. The  sample dialogue includes, “Listen as I stretch out our first word: /th/ /ă/ /n/. Repeat it after me: than.” 

Materials include frequent opportunities for the teacher to model the spelling and reading of high-frequency words in isolation. For example:

• In Unit 2, Module 2, the teacher introduces the new high-frequency words using High-frequency word flash cards. The teacher says, “We are going to learn new high-frequency words today. These are words that we see a lot when we are reading. We need to learn today’s words by heart because we can’t sound them out. The first word is are. Repeat the word are with me: are. We are friends. Now let’s spell the word aloud, saying the name of each letter: a, r, e.” 

• In Unit 3, Module 1, Lesson 1, the teacher models decoding and encoding the words can and ran using high-frequency word cards. The teacher uses the three-sound box workmat and grapheme cards to produce each sound within the given words and practice blending those sounds to read the word aloud. Teachers spell the targeted high-frequency words using the same materials. 

• In Unit 5, Module 3, Lesson 3, the teacher introduces the new high-frequency words using High-frequency word flash cards. The teacher says, “We are going to learn three new words today. These are words that we see a lot when we are reading. We have to learn these words by heart because we can’t sound them out. The first word is he. Repeat the word he with me: he. We use this word when we are talking about a boy or a man. He is the tallest boy in the class. Now let’s spell the word aloud, saying the name of each letter: h, e.”

Students practice identifying and reading high-frequency words in isolation. For example: 

• In Unit 1, Module 1, Lesson 4, students practice reading the high-frequency word an using the Fluency grid practice sheet, which includes letters and the high-frequency word an.

• In Unit 4, Module 1, Lesson 3, students use their high-frequency word cards to locate the word look and practice decoding and encoding that word in isolation. Students use the three-sound box workmat to say each sound in the word while touching one sound box for each sound. Students then use the grapheme cards and three-sound box workmat to spell look. Students then write look on their whiteboard with a partner.

• In Unit 5, Module 1, Lesson 3, students practice identifying and reading the high-frequency word all, call, and fall. Students find their all high-frequency word flash card from within their high-frequency word bags. Students say the word several times as the teacher makes sure they pronounce the word correctly. The teacher repeats the process for call and fall.

Materials include a sufficient quantity of grade-appropriate high-frequency words for students to make reading progress. For example:

• In the Program Guide, the Research and Rationale for High-Frequency Words provides a chart indicating that the Kindergarten Scope and Sequence includes 100 high-frequency words.  

• In the Program Guide, Research and Rationale, the materials state, “consideration was placed on when the HFWs selected from the Dolch and Fry lists are taught. Grade K students learn the most frequent words as they learn the letters in the alphabet and phoneme-grapheme correspondences. The rest of the words chosen for grades K–2 are sequenced by frequency and whether their spellings are entirely regular (decodable), temporarily irregular because students have not learned the spelling pattern yet, or permanently irregular.”

The Grade K Scope and Sequence provides the following high-frequency words taught and listed in each unit: Unit 1: a, an, am, at, map, in,  it; Unit 2: on, sit, the, are, I, run, if, of, put, up; Unit 3: can, ran, said, and, hot, not, top, you, as, is, us, was; Unit 4: big, but, cut, look, six, do, set, to, too, did, had, has, him, sun; Unit 5: all, call, fall, tell, well, will, full, his, off, pull, he, much, she, wash, wish; Unit 6: fish, such, than, that, then, ship, they, when, which, who, back, black, bring, pick, sing; Unit 7: king, long, them, this, what, ate, came, made, same, game, here, make, take, with; Unit 8: gave, give, have, live, five, life, like, mile, ride, line, side, time, while, white.

The materials reviewed for Kindergarten meet the criteria for 1l.

Materials include lessons that provide students with frequent opportunities to read grade-level high-frequency words in a sentence using the Words, phrases, and sentences practice sheets. The materials also provide students with frequent opportunities to write grade-level high-frequency words in tasks within dictation sentences to promote automaticity in writing grade-appropriate high-frequency words. The materials provide repeated, explicit instruction on how to use the student-friendly reference materials and resources, the High-frequency word flash cards and the Word, phrases, and sentences practice sheet, to support students with reading and writing high-frequency words in sentences.  

Lessons provide students with frequent opportunities to read grade-level high-frequency words in a sentence. For example: 

• In Unit 6, Module 2, Lesson 2, students practice reading the high-frequency word when, initially taught in Lesson 1, using the Words, phrases, and sentences practice sheet, which contains the sentence: “I will chat with Phil when I can.” Students chorally read the practice sheet with a partner and then independently read the practice sheet to a partner for a minute with automaticity. 

• In Unit 7, Module 2, Lesson 2, students practice reading the high-frequency word came, initially taught in Lesson 1, using the Words, phrases, and sentences practice sheet, which contains the sentence: “Pete came too late.” Students chorally read the practice sheet with a partner and then independently read the practice sheet to a partner for a minute to practice automaticity. 

Lessons provide students with frequent opportunities to write grade-level high-frequency words in tasks (such as sentences) in order to promote automaticity in writing grade appropriate high-frequency words. For example:

• In Unit 5, Module 3, Lesson 4, students write a dictated sentence with the high-frequency word she, initially taught in Lesson 3. Students repeat the dictated sentence, make a line for each word, then complete writing the sentence on the lines. The dictated sentence is “She can chop.”

• In Unit 7, Module 3, Lesson 4, students write a dictated sentence with the high-frequency word take, initially taught in Lesson 1. Students repeat the dictated sentence, make a line for each word, then complete writing the sentence on the lines. The dictated sentence is “Take me home.”

Materials provide repeated, explicit instruction in how to use student-friendly reference materials and resources and reading high-frequency words (e.g., word cards, word lists, word ladders, student dictionaries). For example: 

• In Unit 6, Module 3, Lesson 2, the teacher models how to use Grapheme cards and the Three-sound box workmat to build words with final -ck. The teacher “[models] segmenting, creating, and blending the word pack” using set 1 of the Grapheme cards and the workmat. Students practice segmenting, creating, and reading the words tack, lock, shock, sick, sock, and luck. 

• In Unit 8, Module 2, Lesson 1, the teacher models how to use the High-frequency word flash cards for five and life. The teacher “[introduces] each word by saying it, explaining the word’s meaning, using it in a sentence, and spelling the word aloud.” The teacher also says each phoneme and writes the grapheme that represents the phoneme, pointing out the -igh pattern in both words. Afterwards, “Students practice reading and writing the high-frequency words on a whiteboard with a partner.” Guidance directs the teacher to “Encourage students to review their partner’s spelling and help fix any errors, using High-frequency word flash cards. Encourage students to construct oral sentences using high-frequency words from the lesson.”

The materials reviewed for Kindergarten meet the criteria for 1m.

Materials include regular explicit instruction and modeling of word analysis strategies through teacher scripts and teacher modeling. Lessons include frequent instruction in phoneme/grapheme recognition and matching using word building and decoding of word cards. Student practice occurs in the context of teacher-guided lessons, in decodable text with teacher support, and using interactive digital games. 

Materials contain frequent explicit instruction of word analysis strategies (e.g., phoneme/grapheme recognition, syllabication, morpheme analysis). For example:

• In Unit 4, Module 1, Lesson 1, the teacher displays the Phoneme/Grapheme Alphabet chart and reviews short vowel sounds. The teacher writes the word map on the board and tells students the first letter of a word on the left. The teacher points to each letter, and students say the letter’s sound. The teacher models how to blend the letter sounds into a word, holding up a fist, raising a finger for each sound, then blending the sounds together. The teacher tells students that in the word map, the vowel sound is in the middle and tells students that every syllable has one vowel sound. 

• In Unit 6, Module 1, Lesson 1, the teacher displays the Phoneme/grapheme card singular thumb to teach the connection between the phoneme and the grapheme. The focus is on the consonant digraph th, and the materials direct teachers to “Write the word thin on the board and underline the th digraph. Point to each letter and have students call out each sound. Then, guide the blending of the whole word by saying the sounds more smoothly together, running your finger slowly under the word. Remind students that every syllable has one vowel sound.”

• In Unit 6, Module 3, Lesson 2, the teacher introduces the phonogram -ack. The teacher uses the phonogram cards -ack, b, h, J, l, p, r, and s to model building and reading -ack words. The teacher builds a word, reads the word with students, and guides students to write the words in the air. 

Materials contain frequent explicit instruction of word solving strategies to decode unfamiliar words. For example:

• In Unit 7, Module 2, Lesson 2, the teacher uses the word cards cap/cape, fat/fate, mad/made, man/mane, pet/Pete, Sam/same, and them/theme to guide students to decode VCe words. The teacher models how to stretch the letter sounds in the word, then blend them to read the word. The teacher points out the final e in the VCe words and reminds students that the silent e changes the vowel sound from short to long. 

• In Unit 8, Module 1, Lesson 3, the teacher invites students to whisper read the decodable book, What is the Weather Like?, and prompts students to use their letter-sound knowledge to read. As students read, the teacher provides self-correction strategies for decoding, fixing language or vocabulary. The prompts to self-correct for decoding include:

  • Look at the word: Show students how to connect the graphemes to the phonemes.

  • Slide through the word: Show students how to decode grapheme by grapheme.

  • Flip the sound: Many vowels can represent more than one sound, so show students how to be flexible and flip the sound. This is called vowel flexing.

  • Break words into parts: Show students how to break words into smaller parts, such as the two smaller words in a compound word or into affixes and base or root words.

• In Unit 8, Module 3, Lesson 3, the teacher models the word analysis strategies students will use to read the decodable book What Time Is It? The teacher writes the word chime on the board and models how to apply knowledge of the digraph ch and of final e to decode the unfamiliar word. 

Multiple and varied opportunities are provided over the course of the year for students to learn, practice, and apply word analysis strategies. For example:

• In Unit 5, Module 2, Lesson 2, students practice decoding words, phrases, and sentences. Students chorally read the practice sheet with a partner and then read the practice sheet with automaticity to their partner.

• In Unit 5, Module 2, Lesson 3, students play the independent practice game Identify and Read Words with Phonograms -ish or -ash. During the game, students identify the letters that make the word parts -ash and -ish and record themselves reading the words cash and dish. 

• In Unit 6, Module 1, Lesson 4, students read the decodable book Beth on the Path. The teacher reminds students to use letter sounds to read the words. 

The materials reviewed for Kindergarten meet the criteria for 1n.  (K-1)

Materials provide systematic and explicit instruction and practice in fluency, focusing on automaticity in decoding through the use of Fluency grid practice sheets as they read letter names, sounds, and high-frequency words. The materials also provide opportunities to focus on accuracy in decoding with the use of Fluency Mini-Lessons and Routines, which include accuracy and self-correction mini-lessons; however, the use of the mini-lessons is optional and the routines are not explicitly labeled in lessons. The materials provide opportunities to engage in decoding practice focused on accuracy as students are encouraged to make self-corrections as they read connected text decodable readers and work on automaticity with timed readings of the Words, phrases, and sentences practice sheet.  

Materials provide systematic and explicit instruction and practice in fluency by focusing on accuracy and automaticity in decoding. For example:

• In Unit 2, Module 4, Lesson 1, the teacher models how to use a Fluency grid practice sheet and read letter names, sounds, and high-frequency words as fast as they can. The sample dialogue provided includes, “Today, we are going to practice reading letters, saying their sounds, and reading high-frequency words as quickly as we can. I will show you what to do first, and then it will be your turn. (Point to the projected grid.) I will put my finger on the first letter and touch each letter as I say its name.” The teacher models pointing to and saying letter sounds and, finally, to each high-frequency word. 

• In Unit 4, Module 1, Lesson 1, the teacher uses the Fluency Mini-Lessons and Routines to teach students about accuracy and self-correction. The teacher explains the concepts of accuracy and self-correction along with their importance when silent reading and reading aloud. The teacher models for students using a text with the students as they read two sentences and has the students raise a hand when they hear an error. The teacher then pretends to mistake one word for another, “For example, I like to match (instead of watch) baseball games. Or, Please /klōs/ (instead of /klōz/) the door.” The teacher then works with students as they identify the error and rereads the sentence with the correct word confirming it makes sense. The teacher repeats the process with a challenge word and finally reads the entire section of the text accurately. Because this mini-lesson is optional, all students may not receive this instruction.  

• In Unit 5, Module 2, Lesson 3, the teacher introduces the decodable text I Am a Pal. The teacher displays the story’s focus words from the book’s Instructional Focus Chart. Focus words include sound-spelling patterns that have not been taught. The teacher reviews the target sound-spelling that occurs in the text and tells students if they encounter an unfamiliar word, they should use what they know about syllables and vowel sounds and stretch out the sounds. The teacher models this process with the word mash.

Materials provide opportunities for students in Kindergarten and Grade 1 to engage in decoding practice focused on accuracy and automaticity. For example: 

• In Unit 5, Module 1, Lesson 3, during the Fluency Mini-Lessons and Routines lesson, students practice accuracy and self-correction strategies while reading the decodable book Yes or No. Because this mini-lesson is optional, all students may not participate in this practice opportunity. 

• In Unit 6, Module 2, Lesson 2, students work in partner groups to chorally read the Words, phrases, and sentences practice sheet together, which contains consonant digraphs. Students continue to work in partner groups as each student reads the practice sheet for a minute with automaticity.  

In Unit 7, Module 1, Lesson 5, students practice fluency skills as they whisper read the connected text decodable reader, Are We Lost? Students are encouraged to make self-corrections as they read.

The materials reviewed for Kindergarten meet the criteria for 1q.

Materials provide guidance for teachers to support students as they self-correct while reading and to help them read for purpose and understanding. The materials frame each module with a content question related to the module’s text and emphasize setting a purpose for reading using the module question. Materials contain explicit directions and/or think-alouds for the teacher to model how to engage with a text to emphasize reading for purpose and understanding through the use of shared read.

Multiple opportunities are provided over the course of the year for students to read emergent-reader texts (K) for purpose and understanding. For example: 

• Read emergent-reader texts with purpose and understanding.

  • In Unit 5, Module 1, Lesson 3, students read the decodable text Yes or No? After they finish, the teacher asks questions about the text to check comprehension. The materials provide three sample questions. Students retell the story with a partner. 

  • In Unit 7, Module 2, Lesson 4, students read the decodable text What Is This Place? After they finish, the teacher asks questions about the text to check comprehension. The materials provide three sample questions. Students retell the story with a partner. 

  • In Unit 8, Module 4, Lesson 3, students read the decodable book Fun All the Time. After they finish, the teacher asks questions about the text to check comprehension. The materials provide sample questions. Students retell the story with a partner.

Materials contain explicit directions and/or think-alouds for the teacher to model how to engage with a text to emphasize reading for purpose and understanding. For example: 

• In Unit 3, Module 4, Lesson 2, before the teacher reads the shared reader Doing Work, the teacher reviews the module question “How can simple machines change the movement of an object?” and has students think of questions they have about how machines work while listening to the story. The teacher reminds the students that questions begin with the words who, what, where, when, why, how.

• In Unit 6, Module 3, Lesson 4, the materials include a sample script for teachers to set a phonics purpose for their reading of the decodable text A Visit From Bick. The Teacher Tip box also includes the instructions, “Remind students that, like Bick, everyone has been to a new place that they weren’t familiar with at some point, like their first day in a new class.” After students read the story, the materials provide five sample questions for the teacher to use to engage students in a comprehension check. 

• In Unit 8, Module 4, Lesson 1, the materials provide the following script for teachers to set a purpose for reading the shared text Wake Up Bear: “Our module question is why do we have seasons? While reading the story, be thinking about the purpose, or reason for, the four different seasons. Specifically, we will read to find out how seasons affect bears and their behavior.”