The materials provide a scope and sequence of phonics skills; however, there is an absence of an evidence-based explanation for the order of the phonics sequence. There are high-utility patterns of phonics instruction for students. 

Materials contain a clear, evidence-based explanation for the expected sequence for teaching phonics skills. Examples include, but are not limited to, the following:

• No evidence found.

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 the Purple Teacher Planner,  Scope and Sequence, the weekly focus is identified, beginning with open e, long a, and ar in weeks one through three, and concludes with soft c and soft c in week twenty-seven. A review of phonics skills occurs after every two-three weeks.

• In the Purple Teacher Planner, the Scope and Sequence is as follows: 

  • Week 1, open /E/

  • Week 2, ay, /A/

  • Week 3, /ar/

  • Week 4, Review Unit #1

  • Week 5, or, ore, our, oar, oor - /or/

  • Week 6, er, ir, ur - /er/

  • Week 7, -le

  • Week 8, Review Unit #2

  • Week 9, oo-/oo/

  • Week 10, oo

  • Week 11, Review Unit #3, 

  • Week 12, ow, oe - /O/

  • Week 13, ow, ou, /ow/

  • Week 14, Review Unit #3, 

  • Week 15, igh, y, ie-/l/

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

• In the Purple Teacher Planner, Week 3, introduces the vowel pattern -ar and r-controlled vowel patterns are completed with -er in week 6.

• In the Purple Teacher Planner, Week 6, the teacher writes a large, er, ir, ur on the board and says that the same sound /er/. 

• In the Purple Teacher Planner, Week 12, the long /o/ sound spelling patterns ow, oe students have the opportunity to practice through spelling, a decodable and dictation. 

• In the Purple Teacher Planner, Week 15, indicates the sequence introduces the rule for long /I/ on Monday, students engage in spelling long /I/ on Tuesday, and practice reading long /I/ words in decodable text on Wednesday. 

The materials contain opportunities for systematic teaching of phonics; however, the lessons do not consistently provide explicit teacher instruction. Materials include some teacher modeling of skills prior to student practice, but the majority of lessons are focused on student practice. Materials include blending and segmenting, but routines are not consistent or defined for the teacher. The use of dictation is inconsistent across materials and there is not a consistent routine explicitly modeled. Materials provide guidance in the modification section of the lesson plan but do not provide guidance for corrective feedback.  

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

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

  • In the Purple Teacher Planner, Week 1, the teacher writes hi and states, “If we add a consonant to close the syllable, the vowel changes to short.” The teacher repeats the process for hi/hit, he/hem, we/wed, me/men, and no/not.

  • In the Purple Teacher Planner, Week 2, the teacher writes an open syllable word. The teacher writes an additional consonant, blend, or digraph to the end.  Examples to choose from include me/mesh, no/nod, and she/shell.

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

  • In the Purple Teacher Planner, Week 2, the teacher states, “long /a/ can be spelled ay.” The teacher uses the ay card and writes the letter b at the beginning.

  • In the Purple Teacher Planner, Week 6, the teacher writes /er/, /ir/, and /ur/. The teacher explains that words with these sounds say, /er/.

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

  • In the Purple Teacher Planner, Week 5, the teacher models breaking down long words into smaller parts. Words include: report, forecast, inside, muffins, and seaside. 

  • In the Purple Teacher Planner, Week 15, the teacher writes the multisyllabic words, bed-time, sun-shine, sun-rise, fire-fly, him-self, and blank-et, and models decoding the words. 

  • In the Purple Teacher Planner, Week 16, the teacher guides students to add y to the end of funn and lad to explain the long e sound spelled with a Y. 

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

• In the Purple Teacher Planner, Week 5, the teacher writes or, ore, oar on the board and states the sound. The teacher changes or to cork and students build the same word on their mat. Students continue to use additional letter cards to make words and say the new word.

• In the Purple Teacher Planner, Week 6, the teacher writes er, ir ur on the board and asks for a student to add a letter card to the beginning. Students read the new words.

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

• In the Purple Teacher Planner, Week 1, the teacher reads sentences, and the students write them.  An example sentence is, “My Pal and I went to have lunch.” “We sat at a big table.” 

• In the Purple Teacher Planner, Week 3, the teacher dictates a title and five sentences for students to write. The title is “Market”, and the sentences include the words market, and mark.

• In the Purple Teacher Planner, Week 6, the teacher reads the sentences one at a time, and the students write them in their book. An example of a sentence is, “Birds have wings and lay eggs.”

• In the Purple Teacher Planner, Week 12, the teacher reads a sentence one time, and then reads the sentence slowly word by word 2-3 times. An example of a sentence students write is, “I dream that baskets of sweets lay below.”

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

• In the Purple Teacher Planner, Week 5, students practice decoding and encoding words with /or/ spelled “or” and “ore.”  The materials indicate the teacher can go through the words one at a time, writing each word in a visible place and helping students map each word.  Teachers can circle blends, box digraphs, underline vowel spellings, and draw a squiggly line under the focus phonics spellings (“or” and “ore”). 

• In the Purple Teacher Planner, Week 16, students learn that at the end of a multisyllabic word, “y” spells the long /e/ sound.  The materials indicate the teacher can tell students which card to place in the box before “y” and sound out the word together by making the long /e/ sound for students. 

The materials include formal assessments, Check-Ups, and Practice Pages for teachers to use in collecting ongoing data about students’ progress in phonics. Some Check-Up assessment items address phonics skills, and there are formal phonics assessments at the beginning and end of the unit where students can demonstrate mastery and independence of phonics skills. Teachers are provided with information on how to analyze the results of assessments; however, limited information is provided to teachers to respond with follow-up phonics instruction or instructional adjustments to address phonics skills.

Materials regularly and systematically provide a variety of assessment opportunities over the course of the year to demonstrate students’ progress toward mastery and independence in phonics. Examples include, but are not limited to, the following:

• In the Purple Teacher Planner, Scope and Sequence, Pages 3-12 has the assessment opportunities each week listed. There are a variety of assessment opportunities such as Spelling Quizzes, SOS Checks, Unit Assessments, and Check-Ups. Every week has an assessment with some weeks having multiple assessment opportunities:

  • Check-Ups A-H = Students demonstrate their mastery of skills such as identifying ways to spell the sounds they hear, encoding to write words, switching sounds to write new words, identifying silent letters, and identifying prefixes, roots, and suffixes.

  • Weekly spelling quizzes that assess students’ ability to spell words that are related to the weekly phonics skills.

  • Seven written assessments that require students to use the phonics skills that they have learned to complete assessment items.

  • Practice pages are provided that allow students to practice phonics skills. Teachers can assess students’ progress by analyzing their work on practice pages.

• In the Step 6 resources tab, Main Assessment Step 6 document gives directions for Units 1-8. Students read sounds, then students  read real, and nonsense words. The teacher keeps track of how many words the students read on the document.

Assessment materials provide teachers and students with information concerning students’ current skills/level of understanding of phonics. Examples include, but are not limited to, the following:

• In the Purple Teacher Planner, Week 13, the teacher administers Check-Up D to students. In Response to Assessment the following information is provided for teachers: 

“NOTE: Students who are consistently not scoring well on these check-ups could be having an auditory processing obstacle. Students are possibly not processing auditory information with accuracy. Teachers should seek out further evaluations.” 

Possible meanings of an insufficient score for 1-6: (3-6 incorrect) 

• Students are not effectively identifying spoken vowel sounds for the spelling “oo”. 

• Students are not isolating the vowel sound.

Possible meanings of an insufficient score for 7-10: (2-4 incorrect)

• Students are not effectively hearing separate sounds in spoken words.

Possible meanings of an insufficient score for 11-14: (2-4 incorrect) 

• Students are not identifying all sounds in a spoken word. 

• Students are not implementing learned phonics in spelling. 

• Students are not connecting spoken sounds to letter representations. 

Possible meanings of an insufficient score for 15-18: (2-4 incorrect) 

• Students are not hearing individual phonemes in spoken words.

• Students are not effectively manipulating sounds in spoken words with ease. 

• In the Purple Teacher Planner, Step 6, Week 2, students take the check-up assessment which outlines for the teacher that if students get 3 - 6 incorrect for questions 13 - 18 it might mean that students are not hearing individual phonemes. There are suggestions of what to do for students. 

Materials support teachers with limited instructional suggestions for assessment-based steps to help students to progress toward mastery in phonics. Examples include, but are not limited to, the following:

• In the Purple Teacher Planner, Week 13, the teacher administers Check-Up D to students. In Response to Assessment, the following information is provided for teachers: 

For practice towards mastery in vowel spellings of learned phonics: 

• Review the long and short sounds for “oo,” possibly revisiting the introduction lesson for each in a small group format.

• Participate in Word Hunts for words with “oo,” sorting those words into 2 columns based on the sound heard in the spoken word.

• Read decodable books containing both sounds (Pig at the Pool, Dog’s Book).

• Sort words (or word cards/Couple Cards) by the sound.

For practice towards mastery in encoding (writing spoken sounds): 

• Review phonics learned, such as crash letters (consonant digraphs), the blender (blends), vowel teams (vowel combinations), sneaky “e” (ending “e” that is used for long vowel spellings), or r-controlled vowel sounds/spellings.

• Participate in frequent dictation (listening to a spoken word and spelling without a visual). 

• Participate in Wonder Words activities, listening to spoken words and finding the correct letter cards to lay out on the Wonder Words mat.

For practice towards mastery in sound substitution:

• Participate in “Switch” (a previous Daily Dos activity and a Gray Space activity) frequently. Teachers give a word, identify the sound to be changed, and give the sound that will substitute. The activity is done without visual prompts with letters, relying completely on spoken sounds.

• Give students a written list of words. Read each word but change one sound in the word. Students circle the sound spelling that is different in the spoken word.

• In the Purple Teacher Planner, Week 25, during the spelling assessment it states that a teacher might want to take note of a student's fluency when writing the words on the spelling test for possible accommodations for students during the assessment. No other information provided. 

The materials include student practice for identifying and reading high-frequency words in isolation and in context. Each week, most of the high-frequency independent tasks during the SOS activities have students tracing, coloring, finding, or reading the high-frequency words. However, students have limited opportunities to write high-frequency words in tasks in order to promote automaticity and fluency.

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

• In the Purple Teacher Planner, Step 6, Week 1, students read the SOS word after the teacher reads it. 

• In the Purple Teacher Planner, Step 6, Week 2, students are grouped by 2-4 students. Each group has a Hop Board, which is provided with the materials. Each board has spaces that contain sticky words: go, colt, sold, mind, child, post, bold, kind, molt, find, gold, wild, cold, and most. The students take turns rolling the die and moving their marker in that many spaces. When they land on a space, they read the word and use the word in a sentence before the next student takes their turn. 

• In the Purple Teacher Planner, Step 6, Week 9, students read the SOS word after the teacher reads it. 

• In the Purple Teacher Planner, Step 6, Week 13, students are introduced to the see-me-say-me words goes, grow, own, show, town, snow, and glow. Students discuss the different sounds for -ow and they practice reading the words in a grid. 

• In the Purple Teacher Planner, Step 6, Week 27, in SOS Words Lesson 2, students complete SOS Words page 211. The teacher gives a list of instructions for students to follow. Using a set of crayons or markers, students find certain words and complete actions such as circling silent letters, drawing X’s on words, drawing shapes around words, or finding specific sounds in words.

Lessons provide students with frequent opportunities to read high-frequency words in context. Examples include, but are not limited to, the following:

• In the Purple Teacher Planner, Step 6, Week 7, in SOS Words Lesson 4, students work on see-me-say-me words and review the er, ir, and ur spellings for /er/. Students color each of the spellings for /er/, then read the story independently, in small groups, or with a partner. Once students have read this independently, the teacher reads the story one more time with students together.

• In the Purple Teacher Planner, Step 6, Week 12, in the activity Cat’s Bow, set-up, students practice the sticky words comes, to, the, want, of, my, you, puts, she, they, when, do, have, me, was, all, what, does, no, from, we, for, and what when reading the decodable reader “Cat’s Bow”. The teacher asks students to read each sticky word and find those sticky words within the book. 

• In the Purple Teacher Planner, Step 6, Week 19, in SOS Words Lesson 3, students complete SOS Words page 175. In the activity Point to Your Choice, students practice with the words point and your. Students read the sentence and decide which they would choose. Students circle the hand pointing towards their choice. Students circle the word point in each sentence and underline the word your. 

• In the Purple Teacher Planner, Step 6, Week 22, students read the book, “The Kitchen Whiz,” with SOS words: the, wants, want, to, says, my, be, does, too, do, for, you, good, was, put, all, and we.

• In the Purple Teacher Planner, Step 6, Week 23, Mini-Lesson, Activity: SOS Words Lesson 1, the materials provide a paper called Splat Sounds as a printable activity. The students map the sounds in the words: who, to, and do. Then they read four sentences containing those words.  

Lessons provide students with limited opportunities to write 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 the Purple Teacher Planner, Step 6, Week 20, in the Cloze Activity, students practice the words wash, water, and want. Students read each of the words in the grid. Each of the words is a recent Sticky Word. Students read the sentences and decide which word fits best in the blank. Students write the chosen word in the blank and reread to check for meaning. There is no opportunity for students to write the words in sentences.

• In the Purple Teacher Planner, Step 6, Week 23, in the Cloze Activity, students practice the words: who, which, while, do, write, and to. Students read the sentences and decide which word fits best in the blank. Students write the chosen word in the blank and reread to check for meaning.

The materials include explicit instruction in syllable types and routines, including opportunities to divide multisyllabic words. There are limited opportunities for explicit instruction in morpheme analysis to decode unknown words. The materials contain two weeks of morphology analysis in the materials; however, those opportunities are not provided over the course of the year. Students have limited opportunities to learn, practice, and apply word analysis strategies. 

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

• In the Purple Teacher Planner, Week 1, the teacher explains that when a syllable is open and does not have a consonant too close to it, the vowel is often long. The teacher writes the word hi in a visible place. Then the teacher explains that this word pattern is a consonant-vowel, it is a one syllable word, and without a consonant to close the syllable, like two pieces of a sandwich, the vowel spells the long sound. The teacher adds the letter t to the end of the word to demonstrate how the word changes from h-i to h-i-t. The teacher continues this example and asks for student participation in decoding the words he/him, we/wed, me/men, and no/not. 

• In the Purple Teacher Planner, Week 13, the teacher writes the words picnic, mountain, outfits, discount, cupcakes, upside, outside, and without in a visible location. The teacher splits these words into smaller parts to help students map and decode these words. There is a note that says, “Words are not always broken into syllables but into decodable pieces or chunks of phonics.”

• In the Purple Teacher Planner, Week 7, the teacher tells students that when -le comes after two consonants, in which neither consonant is a part of the vowel sound, such as r-controlled vowels, the first vowel is a short vowel. The teacher writes a large le on the board in front of the class. The teacher asks for a volunteer to add cards to make a word using the first rule. 

• In the Purple Teacher Planner, Week 9, the teacher writes two-syllable words on the board for students. The words are, invite, swimsuit, and shampoo. The teacher helps students split them, and decode them. 

• In the Purple Teacher Planner, Week 28, the teacher tells students that a multisyllabic word is either a closed or open syllable. 

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

• In the Purple Teacher Planner, there are two weeks that provide explicit instruction in morpheme analysis:

  • Week 25 - Spelling List 24: Prefixes (re-, un-, mis-, mid-, sub-, pre-, non-); whole-class instruction in meanings of prefixes.

  • Week 26 - Spelling List 25: Suffixes (-ant, -ery, -ish, -able, -en, -ful, -ing); practice pages, prefixes and suffixes.

• In the Purple Teacher Planner, Step 6, Week 26, Gray Space Activity, the materials state that morphemes are the smallest part of a language that have meaning. There are different types of morphemes, and prefixes are called bound morphemes as they must be BOUND to another part of a word to have meaning Prefixes also CHANGE the meaning of the word

  • The prefix given to students: Re-(meaning: to do again)Students will attach the prefix to a base word and read the new word then determine the meaning  

• In the Purple Teacher Planner, Week  26, the materials state that a suffix is added at the end of a root or base word and changes the meaning of the word -er (more); -er (a person who); -est (most); -ed (happened in the past); -ing (happening now). The teacher helps students think of example words using each of the four suffixes. 

Limited 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 the Purple Teacher Planner,  Week 1, students practice decoding the following words with open and closed syllables: he-hem, we-wed, me-men, no-not. 

• In the Purple Teacher Planner,  Week 28, students practice looking at multisyllabic words in chunks or breaking words down into smaller parts to make reading easier. Students point to each box below a word, saying the sounds in the box and putting all the boxes together to read a long word. Students practice reading multisyllabic words by looking at the word in chunks. 

The materials include regular and systematic assessment opportunities over the course of the year to demonstrate students’ progress toward mastery and independence of word recognition but not analysis. Most of the opportunities assess high-frequency words, regular, and irregularly spelled words, while there are few opportunities to assess word analysis skills of decodable words. Assessments provide guidance on student skill levels and recommendations for assessment-based steps to help students to progress toward mastery in word recognition. The recommendations provided refer teachers back to previously taught activities. 

Materials regularly and systematically provide a variety of assessment opportunities over the course of the year to demonstrate students’ progress toward mastery and independence of word recognition but not analysis. Examples include, but are not limited to, the following:

• The Purple Teacher Planner includes six word recognition and analysis assessment opportunities with an additional optional assessment:  Week 1: optional assessment that students encountered in Step 5 and SOS Check 9; Week 4 - SOS Check 10; Week 7 - SOS Check 11; Week 12 - SOS Check 12; Week 16 -  SOS Check 13; Week 25 -  SOS Check 14; Week 29 - SOS Check 15. 

• The Purple Teacher Planner includes seven unit reading assessments over the course of Step 6. 

• In the Purple Teacher Planner, Week 4, Unit 1 reading assessment assesses students’ ability to read decodable words and sight words (sticky words and see-me-say-me words).  

• In the Purple Teacher Planner, Week 8, students read the passage to the teacher.

• In the Purple Teacher Planner, Week 12, SOS Check 12 assesses students’ knowledge and retention of all previously taught high-frequency words and sight words.

• In Purple Teacher Planner, Week 24, a spelling quiz is included where the teacher says a word, and students write or type it. The words have ui, ue or ew in them. 

Assessment materials provide the teacher and students with information concerning students’ current skills/level of understanding of word recognition and word analysis. Examples include, but are not limited to, the following:

• In the Purple Teacher Planner, Week 4, Unit 1 Reading assessment guidance states any percentage received below 80% needs careful consideration for student review with the materials/concepts in the unit being assessed.  

• In the Purple Teacher Planner, Week 7, SOS Check 11 assesses student knowledge and retention of all previously learned sight words (sticky words and see-me-say-me words). The words assessed are: she, never, he, better, me, day, way, play, far, we, fur, be, may, first, her, start, done, hold, both, come, most, person, their, why, because, only, some, also, today, from, people, and cold. If students read 86-100% of the words correctly then students are proficiently retaining the words and gaining fluency. If students read 65-85% of the words correctly then students are developing their sight word vocabulary but need further practice to master and gain fluency. If students read 0-64% of the words correctly then students are not retaining a sufficient number of the words being taught and practiced. 

• In the Purple Teacher Planner, Week 12, SOS Check 12. guidance states: 

Score of 86%-100%: Students are proficiently retaining the words and gaining fluency. Score of 65%-85%: Students are developing their sight word vocabulary but need further practice to master and gain fluency. 

Score of 0%-64%: Students are not retaining a sufficient number of the words being taught and practiced. Teachers should reteach the introductions to the words and do some of the following [activities] to support practice and learning (and then reassess).

Materials support the teacher with instructional suggestions for assessment-based steps to help students progress toward mastery in word recognition and word analysis. Examples include, but are not limited to, the following:

• In the Purple Teacher Planner, Week 4, SOS Check 10. guidance concerning scores on the assessment states: Score of 0%-64%: Students are not retaining a sufficient number of the words being taught and practiced. Teachers should reteach the introductions to the words and do some of the following to support practice and learning (and then reassess):

  • Use Splat Sounds Board - Students write the word into a set of boxes. Students identify and color letters and spellings that sound as they should by coloring them green. Students “SPLAT” the sounds that do not sound as they should (according to learned phonics rules/sounds/spellings). Words mapped for Splat Sounds Boards can be found on the Sight Word Informational Document in the TGB pgs. 35-45.

  • Play Slap/Tap with students several times a week in a quick game of review for the sight words learned. 

  • Create opportunities for students to read those words in text, such as pointing to the word in a read aloud and asking if students can read that word for teachers. 

• In the Purple Teacher Planner, Week 4,  Unit Assessment 1, guidance states the teacher should look at what section was assessed to determine what supports need to be provided. 

• In the Purple Teacher Planner, Week 7, SOS Check 11, guidance includes following to support practice and learning for students, followed by re-assessing: 

  • Use Splat Sounds Board - Students write the word into a set of boxes. Students identify and color letters and spellings that sound as they should by coloring them green. Students “SPLAT” the sounds that do not sound as they should (according to learned phonics rules/sounds/spellings). 

  • Play Slap/Tap with students several times a week in a quick game of review for the sight words learned. 

  • Create opportunities for students to read those words in text, such as pointing to the word in a read aloud and asking if students can read that word for teachers. 

  • Ask students to find and circle a focus sight word on a page of text or a book being read in class. 

The materials provide frequent opportunities for students to gain automaticity and prosody in reading. Students have multiple practice opportunities for reading fluency through a variety of reading activities and settings in centers, such as reading to a teacher, to a book buddy (stuffed animal), to a classmate, or independently in centers. The materials provide limited guidance for corrective feedback.

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 the Purple Teacher Planner, Week 7, students read, “Frog in Winter” to build prosody and automaticity. Teachers give students support with the slow down sounds which are the phonics focus for the week. This week the sound is /er/. Students practice with the text in whole group and small group.  

• In the Purple Teacher Planner, Week 9, students read “Pig at the Pool” for various purposes. Students start the lesson by coloring “sticky words” or words they can get stuck on in yellow crayon, coloring “slow down sounds” or the phonics focus in orange crayon, reviewing two-syllable words, previewing vocabulary, and then making a “tricky dictionary” which includes difficult vocabulary. The “sticky words” and “slow down sounds” activity help with increasing student’s accuracy when reading.

• In the Purple Teacher Planner,  Week 24, there are three lessons on SOS words which are irregular and high-frequency words. The objectives of the three lessons include reading high-frequency words with automaticity and accuracy.

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

• In the Purple Teacher Planner, Week 6, Center #4 can be in a center or small group work. The phonics text for the week is, “Dog Surfs” which aligns with the phonics focus /er/.  The guidance from the planner is that students will read and reread “Dog Surfs” with the following methods: One-on-one reading with an adult; Whisper reading; Reading to a book buddy (stuffed animal); Reading with a classmate; Reading in a small group. The guidance states that after rereading the text, return to the whole class or small group to discuss the book.  

• In the Purple Teacher Planner, Week 19, students read, “Cat’s Claws,” to work on decoding sticky words or words that students may get stuck on and words with “slow down sounds” or words that have sounds that students need to slow down in order to decode. This lesson provides the opportunity for students to practice word reading independently and in a whole group setting. 

• In the Purple Teacher Planner, Week 21, students read, “Fish’s New Jewel”.  The text is used for a whole class and small group lesson as a writing activity, and homophone activity.  In the center activity and small group work activities, students read and reread with the methods: One-on-one reading with an adult; Whisper reading; Reading to a book buddy (stuffed animal); Reading with a classmate; Reading in a small group.

• In the Purple Teacher Planner, Week 22, students reread the book, “Frog the Kitchen Whiz.”

Materials include limited 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 Purple Teacher Planner, Week 5, while students read, “Snakes in a Storm” the teacher provides guidance on how to read fluently: Use intonation; Read punctuation; Read with a rhythm and consistent pace. 

The materials provide seven unit assessments that assess oral reading fluency of connected text throughout the year. The materials also have periodic assessments for SOS words at the word fluency level. There are informal assessment opportunities throughout Step 6 as well. Assessment materials include limited guidance concerning automaticity or prosody and specific adjustments for instruction to support students based on the assessment scores. 

Multiple assessment opportunities are provided regularly and systematically over the course of the year for students to demonstrate progress toward mastery and independence of oral reading fluency. Examples include, but are not limited to, the following:

• In the Purple Teacher Planner, Scope and Sequence, there are seven unit reading assessments for the twenty-nine weeks of instruction.  Each of these assessments include a passage that the students read individually. The teacher will look at the total percentage to see if there is a need for review or reinforcement. The planner guides teachers to look at which words have errors to see what type of reinforcement is needed.  Any score below 80% needs careful consideration for student review with the materials/concepts in the unit being assessed. The assessments are in weeks 4, 8, 11, 14, 17, 20, and 24.  

• In the Purple Teacher Planner, Week 8, the Unit Assessment #2, Reading, is given as part of a whole group, and one-on-one lesson. The objectives of the lesson are to assess student fluency, accuracy, and decoding within real text. Students read the passage “The Dinner” one-on-one to a teacher and the teacher records on the Teacher Record page by marking every word incorrectly on the page. 

• In the Purple Teacher Planner, Week 11, Unit Assessment #3, the students read a passage, and the teacher marks each word students read incorrectly. 

• In the Purple Teacher Planner, Week 20, Center 3 includes Unit Assessment, Reading Unit 6. The objectives of this lesson are to assess student fluency, accuracy, and decoding within real text. Students read the passage The Farmer one-on-one to a teacher and the teacher records on the Teacher Record page by marking every word incorrectly on the page. At the start of Week 20, guidance for centers says: “Centers can be done in small groups, in a rotation, or as a larger class activity to fit the time a teacher has available to them. Centers are schedule-flexible, meaning they do not need to be scheduled exactly as they are in the week; however, all center construction needs to be completed. Highlighted centers require teacher involvement. 

• In the Purple Teacher Planner, Week 24, Unit Assessment 7, the students read a passage, and the teacher marks each word students read incorrectly.

Assessment materials provide the teacher and students with limited information about students' current skills/level of understanding of oral reading fluency. Examples include, but are not limited to, the following:

• Materials prompt the teacher to mark incorrect words when students are reading passages in the fluency assessment. 

• The materials include a Reading Assessments Recording Sheet for the teacher to record the reading comprehension score and the accuracy score. 

Materials provide limited support to the teacher with instructional adjustments to help students make progress toward mastery in oral reading fluency. Examples include, but are not limited to, the following:

• In the Purple Teacher Planner, Week 8, Unit Assessment 2, Reading is given as part of a whole group and one-on-one lesson. The objectives are to assess student fluency, accuracy, and decoding within real text. Students read the passage “The Dinner” one-on-one to a teacher, and the teacher records it on the “Teacher Record” page by marking every word incorrectly on the page. Teachers tally the total percentage to see if there is a need for review or reinforcement. The guidance given for instructional adjustments include the following statement, “any percentage received below 80% needs careful consideration for student review with the materials/concepts in the unit being assessed.”