The materials include a clear scope and sequence of phonics skills with explanations for the order of the phonics sequence. The materials cite their own research and study groups as the basis for the explanation of the order of the phonics sequence, as well as research from David Kilpatrick. The scope and sequence includes a cohesive, intentional sequence of phonics instruction, from simple to more complex skills, and practice to build toward the application of skills. Phonics instruction is based on high utility patterns as well as specific phonics generalizations.

Materials have a clear research-based explanation for the order of the phonics sequence. Examples include, but are not limited to, the following:

• In the Teacher’s Edition, Introduction, Alignment with the Science of Reading, the materials state that the guiding principles of the curriculum are based on the studies cited in David Kilpatrick’s 2015 book Essentials of Assessing, Preventing, and Overcoming Reading Difficulties. One of these principles is that “effective phonics instruction follows a prescribed sequence that progresses from simple to complex.” The materials indicate that the phonics skills progression is designed so that each lesson builds on earlier mastered concepts. 

• In the Teacher’s Edition, Introduction, it states, “Effective phonics instruction follows a prescribed sequence that progresses from simple to complex. Our phonics products follow a skills progression that is defined by 95 Percent Group’s phonics continuum so that each lesson builds on earlier mastered concepts.” 

Materials clearly delineate a scope and sequence with a cohesive, intentional sequence of phonics instruction, from simpler to more complex skills, and practice to build toward the application of skills. Examples include, but are not limited to, the following:

• In Introduction, Scope and Sequence, the materials include a scope and sequence that outlines the following progression in phonics instruction:

  • Lesson 1 - 5 Review of Grade 1 skills such as initial blends, digraphs, the Floss Rule, phonograms, long vowel silent-e patterns, and inflected endings. 

  • Lesson 6 - 9 Predictable vowel teams

    • Lesson 6 igh, oa

    • Lesson 7 ee, oe 

    • Lesson 8 ai, ay, oi, oy 

    • Lesson 9 au, aw 

  • Lesson 11 - 16 Unpredictable vowel teams

    • 2 sounds for ie 

    • 2 sounds for ow 

    • 2 sounds for ea 

    • 2 sounds for oo 

    • 2 sounds for ou 

    • 2 sounds for ew

  • Lesson 18 - 20 Vowel-r

    • Lesson 18 ar, or, w+ar, w+or

    • Lesson 19 er, ur, ir 

    • Lesson 20 air/are, oar,/ore, ear/ere 

  • Lesson 22 - 24 Complex consonants

    • Lesson 22 Silent letters gn, kn, mb, wr

    • Lesson 23 Complex consonants ck/k, tch/ch, dge/ge 

    • Lesson 24 Hard and soft c/g 

  • Lesson 26 - 29  Introduction to Grade 3 skills 

    • Lesson 26 Consonant-le syllable type

    • Lesson 27 Closed and long vowel silent-e syllable types 

    • Lesson 28 Open and vowel team syllable types 

    • Lesson 29 Vowel-r syllable type

Phonics instruction is based in high utility patterns and/or specific phonics generalizations. Examples include, but are not limited to, the following:

• In the Teacher’s Edition, Introduction, Scope and Sequence, the materials show that the program is organized using high utility patterns and specific phonics generalizations. Lessons 1-5 review Grade 1 skills. Lessons 6-10 introduce predictable vowel teams. Lessons 11-17 introduce unpredictable vowel teams. Lessons 18-21 introduce vowel-r. Lessons 22-25 introduce complex consonants. Lessons 26-30 introduce Grade 3 skills, such as the six syllable types.

• In Lesson 5, Day 1, the teacher is provided with a list and instruction for spelling rules for word endings.

  • Rule 1- Verbs spelled with a vowel team or with y, x, z, or 2 or more consonants at the end, add -ing, -es, -ed

  • Rule 2- Verbs spelled with the silent-e pattern drop the last e before adding -ing, -es, -ed

  • Rule 3- Verbs spelled with 1 vowel followed by 1 consonant, double the final consonant before adding -ing, ed. When adding -s don’t double the consonant.

  • Rule 4- Verbs spelled with a consonant followed by y at the end, drop the y and add i before -es, -ed. When adding -ing don’t drop the y

• In Lesson 6, Day 2, the teacher is provided with instruction for vowel teams oa, igh. The teacher guides students to repeat the rule: “2 or more letters side by side that are pronounced as 1 vowel sound.” The teacher guides students to pronounce and read words with the oa vowel pattern.

Materials do not contain elements of instruction that are based on the three-cueing system for teaching decoding.

• Materials do not contain lessons or resources that include the three-cueing system.

The materials use reasonable research-based pacing for the introduction of phonics skills over the year. The materials indicate that each lesson is designed to be taught in 20 minutes, and the teacher’s edition includes specific timing for each portion of the lesson. Each lesson contains ample and varied opportunities for student to practice newly-taught phonics skills. Materials include periodic cumulative review lessons, including a beginning-of-the-year first-grade skills review. 

Materials include reasonable pacing of newly taught phonics skills. Examples include, but are not limited to, the following:

• According to the Scope and Sequence, pacing of newly taught phonics skills includes:

  • In Lessons 1-5 (5 weeks), the materials review first-grade skills, including blends, digraphs, phonograms, long vowel silent -e, open syllables, and inflected endings. 

  • Lessons 6-10 (5 weeks), the materials introduce predictable vowel teams igh, oa, ee, oe, ai, ay, oi, oy, au, and aw. 

  • Lessons 11-17 (7 weeks), the materials introduce unpredictable vowel teams ie, ow, ea, oo, ou, and ew. 

  • Lessons 18-21 (4 weeks), the materials introduce r-controlled vowels and phonograms ar, or, er, ur, ir, air, are, oar, ore, ear, and ere. 

  • Lessons 22-25 (4 weeks), the materials introduce complex consonants, including silent letters gn, kn, mb, wr, complex consonants ck/k, tch/ch, dge/ge, and hard and soft c/g. 

  • Lessons 26-30 (5 weeks), the materials introduce syllable types, including consonant -le, closed and long vowels silent -e, open, vowel team, and r-controlled. 

The lesson plan design allots time to include sufficient student practice to work towards automaticity. Examples include, but are not limited to, the following:

• In Lesson 22, Day 1, the learning objective for the week is for students to “demonstrate understanding of the silent letters gn, kn, mb, and wr by correctly identifying, reading, and writing pattern words in isolation and passages.” In the Word Sort portion of the lesson, students practice in the Student Workbook by sorting the words limb, kneel, crumb, wrap, numb, gnaw, wrong, knead, gnarl, and know into columns labeled with silent letter spellings. In the Sound-Spelling Mapping portion of the lesson, students use sound mapping boxes to segment and then spell words. In the Passage Reading portion of the lesson, students scan the passage Gnomes and Knights and underline words with the target phonograms. 

• In Lesson 22, Day 2, students use a list of words to identify the number of vowels, identify whether the word has a silent letter pattern, say the sound of the silent letter pattern or vowel and the match keyword, and read the word. In the Pattern and Contrast Words portion of the lesson, students use a list of the words to identify and whisper the phonogram pattern or syllable type and make the matching gesture, write the word under the column with the matching heading, and whisper read the word. In the Passage Reading portion of the lesson, students read the underlined words containing the target phonogram patterns in the passage Gnomes and Knights, then read the passage as a whole. 

• In Lesson 22, Day 3, students chorally read the following words, making a matching syllable or phonogram gesture as they read each word: lamb, star, gnome, wring, known, square, knock, thumb, wrote, jamb, gnash, hurt, gnaw, wrench, here, knob. In the Passage Reading portion of the lesson, students scan the passage A Knack for Kneading and underline words with the target phonograms. 

• In Lesson 22, Day 4, students use phonics chips to segment, and then spell the following words: gnaw, shrug, limb, flash, wrench, knack. In the Word Chains portion of the lesson, students write word chains, identifying the sound and letter change in each new word. In the Passage Reading portion of the lesson, students read the underlined words containing the target phonogram patterns in the passage A Knack for Kneading, then read the passage as a whole. 

• In Lesson 22, Day 5, students participate in a one-minute timed reading of a word list containing the following words: knit, lamb, climb, gnashes, plumb, knee, wreck, limb, knack, gnu, wrong, gnarls, gnaw, writes, known, wrap. Then, students participate in a one-minute timed reading of phrases, using a set of 16 phrases containing the week’s target phonograms. In the Sentence Dictation portion of the lesson, students write the dictated sentences, “Bread batter is wrapped in a damp cloth,” and “The book is on knights and gnomes.” In the Passage Reading portion of the lesson, students re-read the passages Gnomes and Knights and A Knack for Kneading. 

Materials contain distributed, cumulative, and interleaved opportunities for students to practice and review all previously learned grade-level phonics. Examples include, but are not limited to, the following:

• In Lesson 10, the materials include a one-week cumulative review of previously taught phonics skills. The learning objective for this review week states, “Students demonstrate understanding of predictable vowel team patterns by correctly identifying, reading, and writing pattern words in isolation and passages.” The skills reviewed were taught in Lessons 6-9. 

• In Lesson 25, the materials include a one-week cumulative review of previously taught skills of hard and soft c and g, silent consonants, and complex consonants. Over the five days of this lesson, students sort words, complete sound-spelling mapping, read words, phrases, and passages with a predictable vowel team, and write sentences dictated by the teacher.

Materials contain explicit instructions for systematic and repeated teacher modeling of newly-taught phonics patterns. Lessons include blending and segmenting practice using structured, consistent blending routines with teacher modeling. Lessons include dictation of words and sentences using the newly taught phonics pattern(s). Materials include teacher guidance for corrective feedback when needed for students.

Materials contain explicit instructions for systematic and repeated teacher modeling of newly-taught phonics patterns. Examples include, but are not limited to the following: 

• RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.

  • In Lesson 5, Day 2, the teacher says, “Closed syllables have one vowel letter followed by one or more consonants, and the vowel sound is short,” “Silent -e syllables have one vowel, one consonant, an e at the end, and the vowel sound is long,” and “Open syllables have one vowel letter followed by no consonants, and the vowel sound is long.” The teacher displays the following words for the students to identify practice: tribe, splash, cliff, chose, fly, save, he, shack.  

  • In Lesson 23, Day 1, the teacher displays the word sleek. The teacher finds the vowels and identifies that the vowels e and e are immediately followed by the letter k. The teacher states the syllable type is a vowel team and performs the gesture. The teacher makes the /ē/ sound and says, “Since /ē/ is not a short vowel sound, we know it is followed by the letter k, not digraph c-k.” The teacher then places the word under the beak column.

• RF.2.3b Know spelling-sound correspondences for additional common vowel teams. 

  • In Lesson 10, Day 1, the teacher says “Words with the vowel team pattern have two or more letters side by side that are pronounced as one vowel sound.” The teacher displays the vowel teams ee, igh, oa, and oe in a chart and has students say the matching keyword and sound for each vowel team while making the vowel team gesture. The teacher models decoding the word sight and placing it in the igh category. 

  • Lesson 12, Day 1, the teacher reminds students that a vowel team is when two or more letters side by side are pronounced as one vowel sound. The teacher explains the students will learn the two sounds for the vowel team ow. The teacher displays a chart that shows the keyword image, keywords, and sounds. The teacher then projects the word plow and models for students how to determine which way to spell the sound.

• RF.2.3c Decode regularly spelled two-syllable words with long vowels.

  • In Lesson 27, Day 2, the teacher and students sort the syllables for the word homerun. The teacher models finding the vowel using both hands, underlines the vowels, and states that there are two vowel sounds and two syllables. The teacher and students draw a line between the syllables by identifying the number of consonants between the vowel sounds. The teacher states, “When there is 1 consonant between the vowel sounds, and the first syllable follows the long vowel silent-e pattern, divide after the silent-e.” The teacher draws the line, reads, and sorts each syllable. Students then practice with the words weekend, campsite, temper, notebook, and margin. 

  • In Lesson 30, Day 2, the teacher models how to code and read the two-syllable word ninety. The teacher uses both hands to find the vowels in each syllable by pointing to the i and the y and determines that the first syllable is a vowel consonant silent e syllable and that the i will be long. The teacher underlines the vowels and draws a line between the syllables by dividing after the silent e. The teacher covers the second syllable ty and reads the first syllable nine. The teacher covers the first syllable nine and then reads the second syllable ty. The teacher combines both syllables and reads the word ninety. Students then practice with the words burden, provide, canteen, textile, and scribble. 

Lessons include blending and segmenting practice using structured, consistent blending routines with teacher modeling. Examples include, but are not limited to the following: 

• In Lesson 8, Day 2, the teacher models using the finger stretch routine for the word boil by saying each sound while holding up a finger for each sound /b/ /oi/ /l/. Once the word is spelled in the sound-letter boxes, the teacher then models blending the sounds /b/ /oi/ /l/ to read the word boil.

• In Lesson 24, Day 4, the teacher models using the finger stretch routine for the word cell by saying each sound while holding up a finger for each sound  /s/ /ĕ/ /l/. Once the word is spelled in the sound-letter boxes, the teacher then models blending the sounds /s/ /ĕ/ /l/ and then reads the word cell.

Lessons include dictation of words and phrases using the newly taught phonics pattern(s). Examples include, but are not limited to the following: 

• In Lesson 3, Day 2, the lesson includes dictation of the words stalk, fold, stall, stink, scroll, bolt, host, and molt. These words practice the lesson’s target phonics objective of understanding phonograms -old, -olt, -ost, -all, -oll, and -alk. 

• In Lesson 15, Day 5, the lesson includes sentence dictation of the sentences, Beads of sweat streamed down her head, and The heat beat down on Neal. These sentences practice the lesson’s target phonics objective of understanding the unpredictable ea vowel team pattern. 

Materials include teacher guidance for corrective feedback when needed for students. Examples include, but are not limited to the following: 

• In the Ancillary materials, Teacher’s Material, the Corrective Feedback for Positive Achievement document provides examples for teachers on how to give corrective feedback for one-syllable and multisyllable words.

The materials include spelling rules and generalizations aligned to the phonics scope and sequence. The materials contain explanations for spelling of specific words or spelling rules. The materials provide the teacher with scripting for explaining phonics patterns repeatedly throughout the week with instructional routines. The materials contain sufficient opportunities for students to practice spelling rules and generalizations. Activities for students to practice spelling rules and generalizations occur throughout the week. Activities include Sound-Spelling Mapping, Writing Pattern and Contrast Words, Underlining Pattern Words, and Writing Dictated Sentences. 

Spelling rules and generalizations are aligned to the phonics scope and sequence. Examples include, but are not limited to the following: 

• In Lesson 2, Day 2, the Scope and Sequence indicates a phonics focus on initial and final three-letter blends and final blends. The teacher models spelling the word held. 

• In Lesson 7, Day 1, the Scope and Sequence indicates a phonics focus on predictable vowel teams ee and oe. The teacher models spelling the words three, hoe, glee, speech, wheels, screen, and goes. 

• In Lesson 24, the Scope and Sequence indicates a phonics focus on hard and soft c/g. The teacher models spelling the following words: cope, call, space, cent, spice, grab, gum, bag, gel, page, gist. 

Materials include explanations for spelling of specific words or spelling rules. Examples include, but are not limited to the following: 

• In Lesson 23, Day 1, the teacher introduces the rules for ck/k, tch/ch, and dge/ge. The teacher states, “When /k/ is at the end of a word and follows a short vowel sound, it is spelled c-k as in sock. Otherwise, it is spelled with a k as in beak. When /ch/ is at the end of a word and follows a short vowel, it is spelled t-c-h as in stitch. Otherwise, it is spelled with c-h as in branch. When /j/ is at the end of a word and follows a short vowel sound it is spelled d-g-e as in bridge. Otherwise, it is spelled with a g-e as in cage.” 

• In Lesson 24, Day 1, the teacher introduces the rule for hard and soft c/g. The teacher states, “When the letters c or g are followed by the vowel letters e, i, or y, the sound of letter c is the soft /s/ sound as in circus, and the sound of the letter g is the soft /j/ as in giraffe. All other times, the c and g keep their typical, or hard, sounds: /k/ as in cat or /g/ as in goat.” 

• In Lesson 25, Day 3, the teacher reviews silent letters. The teacher asks students to repeat the sentence, “Words with a silent letter pattern have two consonants side by side with one consonant remaining silent.” The teacher displays the silent letter pairs gn, kn, mb, and wr and their corresponding sounds, explaining which letter is silent. 

Students have sufficient opportunities to practice spelling rules and generalizations. Examples include, but are not limited to the following: 

• In Lesson 4, Day 1, students use the Sound-Spelling Mapping routine to spell the words tape, these, brake, tune, shine, and slope. 

• In Lesson 25, Day 3, students use the Sound-Spelling Mapping routine to spell the words knee, wrist, knight, limb, gnaw, and wren. Students write silent letter pairs in one sound box.

The materials provide decodable texts containing grade-level phonics skills aligned to the program’s scope and sequence. The materials include detailed lesson plans for repeated readings of decodable texts to address acquisition of phonics skills. Reading practice occurs in decodable texts until students can accurately decode single-syllable and multisyllabic words.

Decodable texts contain grade-level phonics skills aligned to the program’s scope and sequence. Examples include, but are not limited to, the following: 

• In Lesson 11, Day 4, students read Brie Cheese. The story contains words such as brief, spiel, and yield, which align to the phonics skill of the lesson, vowel team ie. 

• In Lesson 24, Day 2, students read Cydnee’s New Pet. The story contains words such as gerbils, mice, nice, and large, which align to the phonics skill of the lesson, words with soft c or g. 

Materials include detailed lesson plans for repeated readings of decodable texts to address acquisition of phonics skills. Examples include, but are not limited to, the following: 

• In Lesson 4, Day 5, students reread both passages, At the Lake and Twigs from a Vine in their workbook from earlier in the week. The passages have words such as name, vine, these, home, and prune that align with the phonics skill of the week, long vowel silent e.

• In Lesson 18, Day 5, students reread passages, Art Class and Life on a Farm, in their workbook from earlier in the week. The passages have words such as warm, morning, farm, and worth that align with the phonics skill of the week: vowel -r ar, or, w+ar, and w+or.

Reading practice occurs in decodable texts (i.e., an absence of predictable) until students can accurately decode single syllable and multisyllabic words. Examples include, but are not limited to, the following: 

• In Lesson 2, students read the decodable text My Sis is the Best. The phonics focus of the lesson is initial three-letter blends and final blends. The decodable text includes the following words that connect to the phonics focus: sprint, strict, help, sulk, and squint.

• In Lesson 5, students read the decodable text, A Goblin in the Attic. The phonics focus of the lesson is inflected endings. The decodable text includes the following words that connect to the phonics focus: hiked, hopped, going, making, lips, and socks.

• In Lesson 8, students read the decodable text, Clay Play. The phonics focus of the lesson is ai, ay, oi, and oy vowel teams. The decodable text includes words that connect to the phonics focus: join, pain, toys, and way.

Students practice decoding high-frequency words in isolation through the use of four-by-four-word grids. Lessons provide students with opportunities to decode high-frequency words in context in the decodable passages and Decodable Duo readers; however, practice is not always explicitly tied to the lesson’s high-frequency words in which the decoding tasks appear. Lessons include opportunities to encode high-frequency words in tasks, but practice is not always explicitly tied to the lesson’s high-frequency words in which the encoding tasks appear. The encoding tasks and decodable texts include some previously taught high-frequency words. 

Students practice decoding high-frequency words in isolation. Examples include, but are not limited to, the following:

• In Lesson 12, Day 4, students chorally read 16 high-frequency words from a word grid. The teacher times students for one minute as they independently read the words. At the end of one minute, the students circle the last word they read. Words include before, always, friend, goes, us, don’t, right, green, those, does, sleep, around, their, been, these, and buy. 

• In Lesson 20, Day 4, students chorally read 16 high-frequency words from a displayed word grid. The teacher times students for one minute as they read the words independently. At the end of one minute, students circle the last word they read. Words include use, work, does, off, these, those, before, because, buy, goes, read, many, found, upon, first, and which.  

• In Lesson 23, Day 4, students chorally read 16 high-frequency words from a displayed word grid. The teacher times students for one minute as they read the words independently. At the end of one minute, students circle the last word they read. Words include write, again, those, found, and before.

Lessons provide students with frequent opportunities to decode high-frequency words in context.

• In Lesson 10, Day 4, students read the passage “Pond Days.” The passage contains the previously introduced high-frequency words sit, your, around, green, and their. 

• In Lesson 11, Day 1, students read the passage “Pies for Mr. Field’s Bake Sale.” The passage includes the high-frequency words the, to, a, by, ask, not, said, after, she, will, as, they, are, for, help, him, would, think, again, from, been, right, will, out, were, give, off, I, when, what, one, with, and pull.

• In Lesson 21, Day 1, students read the passage “A Red Star.” The passage includes the high-frequency words once, we, went, out, to, a, the, of, as, with, his, came, what, was, said, all, off, look, my, not, had, could, over, saw, all, you, us, see, found, for, sleep, my, and away.

Lessons provide students with frequent opportunities to encode high-frequency words in tasks, such as sentences, in order to promote automaticity of high-frequency words. Examples include, but are not limited to, the following:

• In Lesson 2, Day 5, students write the sentences, Wash the pants with suds. Both facts are good to know. We could sprint on the track. The sentences contain the lesson’s high-frequency word both and the Grade 1 high-frequency word could. 

• In Lesson 19, Day 5, students write the sentences, Her green skirt twirls around and  They took first and third in the contest. The sentences contain the high-frequency words her, the, green, around, first, and they. The sentence contains the lesson’s high-frequency word first. The high-frequency words green and around are listed in the Grade 2 Scope and Sequence. The high-frequency word her is listed in the Grade 1 Scope and Sequence in Lesson 2. The high-frequency words the and they are listed in the Kindergarten Scope and Sequence.

• In Lesson 28, Day 5, students write the sentences, It is the last game of the playoffs and There are many choices for getting around now. The sentences contain the high-frequency words the, green, around, are, now, of, for, and there. The high-frequencyword around is listed in the Grade 2 Scope and Sequence. The high-frequency word of is listed in the Grade 1 Scope and Sequence. The high-frequency words the, there, are, now, and for are listed in the Kindergarten Scope and Sequence.

The materials include frequent and varied instruction and practice in syllabication and morpheme analysis. The materials use recurring instructional and practice routines that include but are not limited to syllable type gestures, repeated identification of syllable type and vowel sound, Sound-Spelling Mapping with syllable symbols, syllable mapping, and word sorts. The materials also include explicit instruction around prefixes and suffixes. 

Materials contain frequent explicit instruction of syllable types and routines for syllable division that promote decoding and encoding of words. Examples include, but are not limited to, the following:

• In Lesson 2, Day 2, the teacher models using syllable paper to spell multisyllabic words with the closed-closed syllable pattern. The teacher says the word rabbit and taps a box for each syllable. The teacher says and spells the first syllable and identifies the syllable type as closed, then records the syllable rab in the first box on the syllable paper. The teacher says and spells the second syllable and identifies the syllable type as closed, and then records the syllable bit in the second box. The teacher slides a finger under each syllable, combining them to read the word rabbit. The teacher repeats the process with the word admit. 

• In Lesson 4, Day 1, the teacher explains that a vowel team’s syllable has two or more letters side by side that are pronounced as one vowel sound. The teacher then models the routine for identifying vowel team syllables: 

  • “1. Find the vowel 

  • 2. Determine if there is a vowel followed by a consonant

  • 3. Make the short vowel sound

  • 4. Do the vowel team gesture 

  • 5. Sort the word under the proper vowel team column”

• In Lesson 18, Day 1, in the phonics pattern section, explicit instruction begins with an introduction of R-controlled syllables. The teacher explains that R-controlled syllables have one vowel followed by the consonant r, which affects the way the vowel sound is pronounced. The teacher then models the routine for identifying R-controlled syllables: 

  • “1. Find the vowel 

  • 2. Determine if there is a vowel followed by the consonant r

  • 3. Make the r-controlled vowel sound

  • 4. Do the long r-controlled vowel gesture 

  • 5. Sort the word under the proper R-controlled vowel column”

• In Lesson 28, Day 1, the teacher models using syllable paper to spell multisyllabic words with the open and vowel team syllable patterns. The teacher says the word banjo and taps a box for each syllable. The teacher says and spells the first syllable and identifies the syllable type as closed, and then records the syllable ban in the first box on the syllable paper. The teacher says and spells the second syllable and identifies the syllable type as open, and then records the syllable jo in the second box. The teacher slides a finger under each syllable, combining them to read the word banjo. The teacher repeats the process with the word raisin. 

Materials contain frequent explicit instruction in morpheme analysis to decode unfamiliar words. Examples include, but are not limited to, the following:

• In Lesson 3, Day 1, the teacher defines the words prefix, suffix, and affix and tells students that affixes change the meaning of a word. The teacher displays the prefixes re- and un-. The teacher guides students to take notes in a table in the Student Workbook. The table includes the following columns: Prefix, Meaning, Prefix + Word, Meaning and Sentence. The teacher dictates notes on the prefix re- and guides students to record the meaning again or back, the word replay, the meaning to play again, and the sentence, “I like that song and I want to replay it.” The teacher then dictates notes on the prefix un- and guides the students to record the meaning not or opposite of, the word unlock, the meaning not locked, and the sentence, She will unlock the door for us. 

• In Lesson 7, Day 4, the teacher models how to use the prefixes fore- and pre-. The teacher explains that a prefix is added to the beginning of a word to change its meaning. The teacher models the following routine for students: “Circle the prefix. Decide the meaning for the new word. Write a sentence for each word to explain its new meaning.” 

• In Lesson 16, Day 3, the teacher introduces the prefixes in- and im-. The teacher reviews the definition of a prefix and then reviews the prefix de- using the note-taking table in the Student Workbook. Then, the teacher dictates notes for the prefixes in- and im-. The table contains the prefixes in-/im-, the meaning in, the words indent and impound, and the sentences, The ball left a big indent in the side of the mound and We will have to impound the dog until we find the owner. Students record the word’s meaning in each sentence: a dent in the mound and put in the animal pound. 

• In Lesson 18, Day 3, the teacher models how to use the suffixes -able and -wise. The teacher explains that a suffix is added to the end of a word to change its meaning. The teacher models the following routine for students: “Circle the suffix. Decide the meaning for the new word. Write a sentence for each word to explain its new meaning.” 

Multiple and varied opportunities are provided over the course of the year for students to learn, practice, and apply word analysis strategies. Examples include, but are not limited to, the following:

• In Lesson 16, Day 2, students practice analyzing words and applying the vowel team syllable type to the unpredictable vowel team ew. Students use the following routine: Find the word with e-w vowel team pattern. Whisper the vowel sounds. Read the sentence with the most common pronunciation of the underlined word. Determine if it is a word you know and makes sense in the context of the sentence. Circle the keyword that matches the vowel pronunciation. 

• In Lesson 19, Day 3, students read the words perfect, tractor, thirteen, enjoy, hunter, expert, cartoon, active, and corner. Students use the following steps: “Find the vowels. Count the consonants between the vowels. Draw a line to divide the syllables. Identify each syllable type and vowel sound. Read each syllable. Read the word.” 

• In Lesson 23, Day 1, students use the Syllable Mapping routine to spell the dictated words condo, admire, starlight, stagnate, and butter. Students listen to each word, tap a box for each syllable they hear, then for each syllable, say the sounds, write the letters, and say the syllable type while making the matching gesture. Students mark a v connecting the vowels if a syllable follows the silent -e pattern. Students write the multisyllable word in the last column and then whisper read the word.

The materials include opportunities for repeated readings of decodable passages. Lessons include two decodable passages each week. The recurring passage reading routine includes students scanning the passage to identify words with the lesson’s phonics target on Days 1 and 3, then reading the underlined words, followed by reading the passage as a whole on Days 2 and 4, and then rereading both passages on Day 5 to promote automaticity. The materials include a Fluency Pack with additional passages. The materials indicate that teachers should provide corrective feedback in order to promote fluency, and provide some guidance for corrective feedback about word reading in isolation and in text.

Varied, frequent opportunities are provided over the course of the year for students to gain automaticity and prosody. Examples include, but are not limited to the following: 

• In Lesson 4, Day 4, students whisper read the underlined words containing the long vowel silent-e in the passage “Twigs from a Vine.” Then students go back and whisper read the entire passage. 

• In Lesson 7, Day 4, students whisper read the underlined words containing the target vowel teams ee and oe in the passage “The Boars of Berlin.” Then students go back and whisper read the entire passage. 

• In Lesson 13, Day 2, students whisper read the underlined words containing unpredictable vowel team ea in the passage “A Team Feat.” Then students go back and whisper read the entire passage. 

• In Lesson 24, Day 2, students whisper read the underlined words containing hard and soft c and g in the passage “Cydnee’s New Pet.” Then students go back and whisper read the entire passage. 

Materials provide practice opportunities for oral reading fluency in a variety of settings (e.g., repeated readings, diad or partner reading, continuous reading). Examples include, but are not limited to the following: 

• In Lesson 16, Day 5, students reread the week’s two passages, “Drew’s New Land” and “What I Drew.” 

• In Lesson 18, Day 5, students reread the week’s two passages, “Art Class” and “Life on a Farm.” 

• In Lesson 20, Day 5, students reread the week’s two passages, “The State Fair” and “The Boars of Berlin.” 

• In Lesson 28, Day 5, students reread the week’s two passages, “An Upbeat Outlook” and “Ways to Get Around.” 

Materials include guidance and corrective feedback suggestions to the teacher for supporting students’ gains in oral reading fluency. Examples include, but are not limited to the following: 

• In the Ancillary materials, Teacher Information, the Corrective Feedback for Positive Achievement document provides examples for the teacher on how to provide corrective feedback on wording reading in isolation and in text.