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Gateway Ratings Summary
ELA 2nd Grade Overview
The materials for Grade 2 partially meet the expectations for alignment to research-based practices and standards for foundational skills instruction.
The materials do not contain elements of instruction that are based on the three-cueing system for teaching decoding. Materials provide a scope and sequence of phonics skills; however, an evidence-based explanation for the order of the phonics sequence is absent. Materials contain opportunities for systematic teaching of phonics; however, the lessons do not consistently provide explicit instruction. Materials include blending and segmenting, but routines are inconsistent or defined for the teacher. The use of dictation is inconsistent across materials and there is no consistent routine explicitly modeled. Materials provide guidance in the modification section of the lesson plan but do not provide guidance for corrective feedback. The materials include spelling lists aligned to the scope and sequence and the focus for the week. Materials provide decodable texts aligned to the phonics focus of each week of instruction. The materials include formal assessments, Check-Ups, and Practice Pages for teachers to use in collecting ongoing data about students’ progress in phonics. 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.
The materials include systematic and explicit instruction of high-frequency words within the SOS lessons. Lessons include teacher modeling of the spelling and reading of high-frequency words, which includes connecting phonemes to graphemes. The materials include student practice for identifying and reading high-frequency words in isolation and in context. The materials include explicit instruction in syllable types and routines, including opportunities to divide multisyllabic words. The materials contain two weeks of morphology analysis in the materials; however, those opportunities are not provided over the course of the year. 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.
The materials include frequent opportunities for explicit, systematic instruction in automaticity and accuracy using phonics books and decodable texts. The teacher models how to read with intonation and expression, use expression based on end marks and punctuation, pause reading to take breaths, and read with a rhythm and consistent pace. 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. 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.
Publication Details
| Title | ISBN | Edition | Publisher | Year |
|---|---|---|---|---|
| Bug Gets Wet | 978-1-941532-00-3 | 2014 | ||
| Bug Has a Hut | 978-1-941532-01-0 | 2014 | ||
| Cat Can | 978-1-941532-02-7 | 2014 | ||
| Cub And The Nap | 978-1-941532-03-4 | 2014 | ||
| Dog And The Gift | 978-1-941532-04-1 | 2014 | ||
| Dog Gets a Job | 978-1-941532-05-8 | 2014 | ||
| Dog Gets a Van | 978-1-941532-06-5 | 2014 | ||
| Duck And His Mom | 978-1-941532-07-2 | 2014 | ||
| Duck And The Mess | 978-1-941532-08-9 | 2014 | ||
| Duck Has a Nest | 978-1-941532-09-6 | 2014 | ||
| Fish Had a Wish | 978-1-941532-10-2 | 2014 | ||
| Chimp Camps | 978-1-941532-11-9 | 2014 | ||
| Chimp Gets a Check-Up | 978-1-941532-12-6 | 2014 | ||
| Duck Up a Hill | 978-1-941532-13-3 | 2014 | ||
| Frog Hunts For a Pal | 978-1-941532-14-0 | 2014 | ||
| Pig Has a Pet | 978-1-941532-15-7 | 2014 | ||
| Pig Was Hot | 978-1-941532-16-4 | 2014 | ||
| Frog And His Sled | 978-1-941532-17-1 | 2014 | ||
| Cub Has a Picnic | 978-1-941532-20-1 | 2015 | ||
| Duck Sings a Song | 978-1-941532-21-8 | 2015 | ||
| Snake 1 And Snake 2 | 978-1-941532-22-5 | 2015 | ||
| Dog And His Bone | 978-1-941532-23-2 | 2015 | ||
| Pig Hikes | 978-1-941532-24-9 | 2015 | ||
| The Snakes Race | 978-1-941532-25-6 | 2015 | ||
| Frog Has The Blues | 978-1-941532-26-3 | 2015 | ||
| Cat Gets a Scare | 978-1-941532-27-0 | 2015 | ||
| Pig At The Beach | 978-1-941532-28-7 | 2015 | ||
| Snakes On a Train | 978-1-941532-29-4 | 2015 | ||
| Dog’s Feast | 978-1-941532-30-0 | 2015 | ||
| Duck Bakes a Cake | 978-1-941532-31-7 | 2015 | ||
| Duck Feels Sick | 978-1-941532-32-4 | 2015 | ||
| Fish Gets Clean | 978-1-941532-33-1 | 2015 | ||
| Cat On The Road | 978-1-941532-34-8 | 2015 | ||
| Cub On a Boat | 978-1-941532-35-5 | 2015 | ||
| Short Vowels With Bug | 978-1-941532-42-3 | 2018 | ||
| I Am Bug | 978-1-941532-43-0 | 2016 | ||
| I Am… | 978-1-941532-44-7 | 2016 | ||
| Cat’s Hat | 978-1-941532-45-4 | 2016 | ||
| Cub Hid | 978-1-941532-46-1 | 2016 | ||
| Frog The Kitchen Whiz | 978-1-941532-48-5 | 2018 | ||
| Chimp At The Market | 978-1-941532-49-2 | 2018 | ||
| Frog’s Bad Day | 978-1-941532-50-8 | 2018 | ||
| Pig At The Pool | 978-1-941532-51-5 | 2018 | ||
| Practice Pages, Step 1, ED. 2 | 978-1-941532-52-2 | 2018 | ||
| Tool Kit, Step 1, ED. 2 | 978-1-941532-53-9 | 2018 | ||
| Tool Kit, Step 6 | 978-1-941532-54-6 | 2018 | ||
| Practice Pages, Step 6 | 978-1-941532-55-3 | 2018 | ||
| Dog Surfs | 978-1-941532-56-0 | 2018 | ||
| Practice Pages, I Am Ready, ED. 2 | 978-1-941532-57-7 | 2018 | ||
| Fish’s New Jewel | 978-1-941532-58-4 | 2018 | ||
| Cat’s Bow | 978-1-941532-59-1 | 2018 | ||
| Cat’s Claws | 978-1-941532-60-7 | 2018 | ||
| Cub Frowns | 978-1-941532-61-4 | 2018 | ||
| Cub’s Loyal Pal | 978-1-941532-62-1 | 2018 | ||
| Snakes In A Storm | 978-1-941532-63-8 | 2018 | ||
| Dog’s Book | 978-1-941532-64-5 | 2018 | ||
| Duck’s Night Light | 978-1-941532-65-2 | 2018 | ||
| Pig’s Magic Trick | 978-1-941532-66-9 | 2018 | ||
| The Snakes Make a Snowman | 978-1-941532-67-6 | 2018 | ||
| Practice Pages, Step 2 and Step 3, ED. 2 | 978-1-941532-68-3 | 2018 | ||
| Tool Kit, Step 2 and Step 3, ED. 2 | 978-1-941532-69-0 | 2018 | ||
| Practice Pages, Step 4 and 5, ED. 2 | 978-1-941532-70-6 | 2018 | ||
| Tool Kit, Step 4 and 5, ED. 2 | 978-1-941532-71-3 | 2018 | ||
| The Consonant Play Book | 978-1-941532-83-6 | 2018 | ||
| The Picture Find Book | 978-1-941532-84-3 | 2018 | ||
| Alphabet Book | 978-1-941532-85-0 | 2020 | ||
| Pig Is Sad | 978-1-958513-00-2 | 2022 | ||
| Dog Is | 978-1-958513-01-9 | 2022 | ||
| Dog’s Pop | 978-1-958513-02-6 | 2023 | ||
| Cat’s Fan | 978-1-958513-03-3 | 2023 | ||
| Cub In The Tub | 978-1-958513-04-0 | 2023 | ||
| Dog’s Big Bag | 978-1-958513-05-7 | 2023 | ||
| Get Up, Cub | 978-1-958513-06-4 | 2023 | ||
| Pig’s Fit | 978-1-958513-07-1 | 2023 | ||
| Pig Tags | 978-1-958513-08-8 | 2023 | ||
| Cat Naps | 978-1-958513-09-5 | 2023 | ||
| Teacher Planner, Green, Step 1 | 978-1-958513-24-8 | 2023 | ||
| Teacher Planner, Blue, Steps 2-3 | 978-1-958513-25-5 | 2023 | ||
| Teacher Planner, Orange, Steps 4-5 | 978-1-958513-26-2 | 2023 | ||
| Teacher Planner, Orange, Steps 4-5, (Step 6 Version) | 978-1-958513-27-9 | 2023 | ||
| Teacher Planner, Purple, Step 6 | 978-1-958513-28-6 | 2023 | ||
| Teacher Planner, Yellow, I Am Ready | 978-1-958513-29-3 | 2023 | ||
| Teachers Guidebook, Steps 1-5 Ready, Set, Go, Ed. 4 | 978-1-958513-30-9 | 2023 | ||
| Express Spelling, Steps 1-5 | 978-1-958513-31-6 | 2023 | ||
| Express Spelling, Steps 4-6 | 978-1-958513-32-3 | 2023 | ||
| Teachers Guidebook, Steps 4-6 Big Steps, Ed. 4 | 978-1-958513-33-0 | 2023 | ||
| Teachers Guidebook, I Am Ready, Ready to Read, Ed. 4 | 978-1-958513-34-7 | 2023 | ||
| Student Activities Book, Ed. 4 | 978-1-958513-35-4 | 2023 | ||
| Ready to Read Activities Book, Ed. 4 | 978-1-958513-36-1 | 2023 | ||
| Big Steps Activities Book, Ed. 4 | 978-1-958513-37-8 | 2023 | ||
| SOS Words, I Am Ready | 978-1-958513-38-5 | 2023 | ||
| SOS Words, Steps 1-5 | 978-1-958513-39-2 | 2023 | ||
| SOS Words, Steps 4-6 | 978-1-958513-40-8 | 2023 | ||
| The Daily Dos, Yellow Level, I Am Ready | 978-1-958513-41-5 | 2023 | ||
| The Daily Dos, Green Level, Step 1 | 978-1-958513-42-2 | 2023 | ||
| The Daily Dos, Blue Level, Steps 2-3 | 978-1-958513-43-9 | 2023 | ||
| The Daily Dos, Orange Level, Steps 4-5 | 978-1-958513-44-6 | 2023 |