1st Grade - Gateway 2

The materials reviewed for Grade 1 meet the criteria for 2a. 

Materials provide a well-defined teacher resource for content presentation through well-detailed lesson plans from pre-instruction to lesson videos to post-instruction. The online teacher resource contains detailed information and instructional routines that help the teacher to effectively implement all foundational skills content, with many supports found within the Professional Development library of videos. Materials contain technology that provides support and guidance for the teacher.

Materials provide a well-defined, teacher resource (teacher edition, manual) for content presentation. For example: 

• In the Program Guide, How Do Teachers Use It?, materials provide a sample lesson plan with an outline of lesson steps that include step-by-step instruction and follows the gradual release model. The Lesson Steps include: Set the Stage, which prepares students for learning; Teach, which provides explicit instructions to teach and model foundational skills; Guided Practice, which provides students practice with skills taught in the Teach section; Independent Practice which provides digital experiences for students independent practice; Closure which brings students together again and ties in language connection and knowledge building; and Reteach and Enrichment, which allows for differentiated small group instruction based on student data.

• In Lesson Plans, within the Lesson Plan tab of the program, each unit contains a link to the scope and sequence for the grade level, the caregiver letter for each unit, and a link to professional development for concepts within the unit. Materials include tabs for the four modules within each lesson. Upon clicking a module, the module expands and displays the five lessons within the module with videos for each lesson. Lesson plans follow a consistent format throughout all eight units and include the following components: objectives, student objectives, pre-instruction, instruction, and post-instruction.

The teacher resource contains detailed information and instructional routines that help the teacher to effectively implement all foundational skills content (i.e. phonological awareness, print concepts, letters, phonics, HFW, word analysis, decoding). For example: 

• In the Program Guide, How Do Teachers Use It?, materials include a section on how Foundations A-Z uses multimodal strategies. The resource lists instructional routines and what they consist of. Materials provide detailed instructional routines for the following: Handwriting routines, High-Frequency Word routines, Word-Building routines, Word Chaining, and Word Sort routines. For example, the Word-Building routine consists of students listening to a word and using bingo chips on sound mats as they say and count each sound in a word. Then students build the word by replacing the bingo chips with phoneme-grapheme cards, and finally, students read the word out loud. 

• In Professional Development, materials provide videos on instructional routines. Lesson plans also include links to the videos where applicable. For example, the Sight Words vs. HFW video in the Professional Development library provides a routine for all irregular high-frequency words: See it, Say it, Sound it, Spell it, and Write it. This video appears in Unit 2, Module 1.

Any technology pieces included provide support and guidance for the teacher and do not create an additional layer of complication around the materials. For example: 

• In Guided Walkthroughs, materials provide a menu of teacher resources for web-based tools to assist teachers with adding, transferring, deleting students, and editing their student roster for web-based practice lessons and testing. Teachers can also customize their student groups and directions on assigning foundational skills practice lessons to students. 

• For each lesson, teachers can assign students independent work to practice and apply new concepts and skills using the digital resources, which may include videos, games, or reading resources.

• In Unit 6, Module 2, Lesson 1, materials provide links to the resources needed throughout the lesson. For example, in the I Do portion of the lesson, the high-frequency words section includes directions and links to the High-frequency words flashcards. In Unit 6, Module 2, materials also provide an Observational checklist. Teachers have the option to download or present the online resources.

The materials reviewed for Grade 1 meet the criteria for 2b. 

Materials contain complete, detailed adult-level explanations for foundational skills taught in the grade. The Professional Development library includes videos and detailed examples of grade-level foundational skills concepts to support teachers with developing and building their content knowledge. 

Complete, detailed adult-level explanations are provided for each foundational skill taught at the grade level. For example: 

• In Professional Development, materials provide a library of videos for teachers on various foundational skills concepts with filters by grade level, resource type, and topic. There are four types of videos: Listen and Learn, Read the Research, Learn from Experts, and Put into Practice. For example, materials include A Put into Practice video on sight words versus high-frequency words. The video includes the following definition for high-frequency words, “Most commonly occurring words in printed text.”

• In Unit 2, Module 2, materials provide a link for Professional Development which contains two videos on phonological awareness: a Read the Research video and a Put into Practice video with instructional routines. The Read the Research video answers the questions, “What is phonological awareness?”; “How does it develop?”; and “Why is it important to teach?”

• Each lesson within all units and modules provides teacher tips along the right side of the lesson plan. These tips are designed to deepen teacher understanding of the foundational skills being taught and provide examples to assist teachers with implementing that particular foundational skill. For example, in Unit 3, Module 3, Lesson 3, the lesson includes a teacher tip that explains how to use the literacy block to review phonics skills learned with the decodable books. 

Detailed examples of the grade level foundational skill concepts are provided for the teacher. For example: 

• The Four Part Processing Model video defines the four-part processors. Then the video goes into great detail to describe the role each processor plays in learning to read and how to activate each processor with specified classroom activities.

• In Unit 2, Module 1, materials provide a link for Professional Development which contains the Put into Practice: Sight Words vs. HFW video. The video provides the definitions of sight words and high-frequency words, as well as regular and irregular high-frequency words. Sample high-frequency word cards are used in the video, which include the words: ask, want, fast, best, rest, come, said, must, and last. Irregular high-frequency words provided are identified with a heart for the portions of the words students will need to learn by heart, such as said and come. 

In Unit 8, Module 2, materials provide a link for Professional Development which contains the Put into Practice: Six Syllable Types video. The video explains what syllables are and provides a chart with each of the six syllable types. The chart includes examples for each syllable type and explanations as to how vowel sounds are impacted for each syllable type. For example, closed- tug, ends in VC- short vowel sound and vowel team-goat, two vowels together-long or new vowel sound.

The materials reviewed for Grade 1 meet the criteria for 2c.

Materials contain lesson plans that utilize effective, research-based lesson plan design for early literacy instruction. The pacing of each component of daily lesson plans is clear and appropriate and contains an outline with detailed sections of the lesson plan and times for each lesson plan section. The program contains 160 lessons, can reasonably be completed in one school year, and should not require modifications to do so. The effective lesson design structure includes suggestions for both whole-group and small-group instruction.

Lesson plans utilize effective, research-based lesson plan design for early literacy instruction. For example: 

• In Research and Rationale, materials provide a Research Summary. The Research Summary begins by referencing Scarborough’s Rope, where in order to become a skillful reader, students must engage in both word recognition skills and language comprehension skills simultaneously. It states, “Word recognition requires decoding skills, including alphabet knowledge, phonological awareness, phoneme-grapheme associations and sight recognition.” In the Predictors of Reading Achievement section, it states, “When measured in preschool and kindergarten, foundational skills such as alphabetic knowledge and phonological awareness predict word recognition skills in the first and second grades (NICHD 2005, Storch and Whitehurst, 2002) when decoding is the major reading challenge.” The Research Summary also references the Simple View of Reading: “A similar view of skilled reading is evident in Simple View of Reading (1986), which suggests reading comprehension includes both decoding and language comprehension (see Figure F2). According to Gough and Tunmer, if either process breaks down, comprehension cannot occur: “In other words, in order for students to be skilled readers, it requires deliberate instruction to both sides of the equation: decoding (word reading)and understanding the nuances of spoken language (listening comprehension).”

• In Research and Rationale, the Research Summary states, “Based on the scientific reading research and development by educators, the Foundations A-Z literacy program is unique in that it offers explicit, systematic foundational skills from kindergarten through grade 5.” The summary states that the program contains grade-level scope and sequences with a continuum of foundational skills which go from simple to more complex skills, starting at the alphabetic phase and ending with the polysyllabic and morphemic phase. It also states that the program and scope and sequence are aligned to both state and national standards.

• Lesson plans follow a research-based design appropriate for early literacy instruction. For example, In Unit 3, Module 2, Lesson 2, the Set the Stage serves as the opening for the lesson and connects prior knowledge to the new learning in the lesson. The lesson reviews the previously learned -ink through build and read words activity. The instruction part of the lesson follows a simple to complex model, starting with a phonemic awareness activity that requires segmentation and blending four-sound words. The next part of the lesson is phonics practice for the targeted phoneme-grapheme correspondence through decoding and encoding practice. The final part of the lesson is fluency practice with the targeted grapheme at the word, phrase, and sentence level. The lesson follows the I Do, We Do, You Do gradual release model for each lesson in all eight units. 

The effective lesson design structure includes both whole group and small group instruction. For example: 

• In the Program Guide, How Do Teachers Use It?, in Frequently Asked Questions, one of the recommendations provided for teachers with limited time in grades kindergarten through grade 2 is as follows: complete 30 minutes of whole group instruction four days a week, with independent practice assigned as homework and the Reteach and Enrich be used for small group instruction.

• In the Program Guide, How Do Teachers Use It?, in Frequently Asked Questions, one of the recommendations provided for teachers with limited time in grades kindergarten through grade 2 is as follows: complete the 10–15 minute Teach lesson in a whole group setting, followed by the 10–15 minutes of Guided Practice in a small group setting during reading center time, and use the 10–15 minutes of Independent Practice within center rotations.

The pacing of each component of daily lesson plans is clear and appropriate. For example: 

• In the Program Guide, How Do Teachers Use It?, materials provide a sample lesson plan with duration suggestions that list the total suggested time as 45–60 minutes for kindergarten through grade 3. This time includes 25–30 minutes for explicit instruction through Teach and Guided Practice, 10–15 minutes for independent practice, and 15 minutes for the optional lesson plan components found in Set the Stage, Closure, and Reteach and Enrich. 

• In Unit 5, Module 1, Lesson 1, the lesson plan provides an outline with detailed sections of the plan and times for each plan section. Instruction includes the following sections: Set the Stage (5 minutes) during which the model question is introduced and there is a preview of the Shared reader; I Do: Teach (15 minutes) which includes a phonological awareness, phonics, high-frequency words, and fluency lesson; We Do: Guided Practice (15 minutes) which includes a phonics and phonics and fluency activity; You Do: Independent Practice (15 minutes) which includes digital resources for students; Closure (5 minutes) which includes a language connection; and Reteach and Enrich (5 minutes for each).

The suggested amount of time and expectations for maximum student understanding of all foundational skill content (i.e. phonological awareness, print concepts, letters, phonics, HFW, word analysis, decoding) can reasonably be completed in one school year and should not require modifications. For example:

• In the Program Guide, How Do Teachers Use It?, materials state that there are 160 lessons per grade level K–5, which includes 960 foundational skills lessons within the program.

• In Lesson Plans, materials provide a Grade 1 Scope and Sequence. The scope and sequence includes the following foundational skills: phonological skills, phonics, handwriting, high-frequency words/phonograms, print concepts, fluency, and language connections. The scope and sequence provides detailed information for each foundational skill over the span of eight units, each of which includes three modules of lessons and Module 4, which includes a review of Modules 1–3 within the unit. 

For those materials on the borderline (e.g. approximately 130 days on the low end or 200 days on the high end), evidence clearly explains how students would be able to master ALL the grade level standards within one school year. For example: 

• The materials do not fall on the borderline.

The materials reviewed for Grade 1 meet the criteria for 2d.i. 

Materials contain a clear and evidence-based explanation for the expected hierarchy for teaching phonological awareness skills. The materials contain a phonemic awareness scope and sequence of instruction and practice based on the expected hierarchy.

Materials contain a clear, evidence-based explanation for the expected hierarchy for teaching phonological awareness skills. For example: 

• In the Program Guide, Research and Rationale, the Phonological Awareness section provides a chart that contains a sequence of phonological awareness acquisition derived from researchers: Liberman et al. 1974, Treiman and Zukowski 1991; and Yopp 1998. The chart states that instruction should go from the “Largest to smallest units of language,” for example, recognition and manipulation within large units of language, which are listed as word awareness, sentence segmentation, syllable blending and segmenting, rhymes, and onset-rime blending and segmenting. Then move on to “Work with the smallest units of language.” The chart also provides a breakdown of “Easiest to most complex tasks,” like working with less complex tasks listed as identifying similar phonemes in words, producing individual phonemes, and categorizing phonemes. Then, moving on to “Work with more complex tasks,” which lists blending, segmenting, and manipulating phonemes.  

• In the Program Guide, Research and Rationale, the Phonological Awareness section states that in the Reading A-Z program, “PA follows a systematic scope and sequence with skills progressing from simple to complex, with built-in review.” Materials state the scope and sequence for kindergarten and grade 1 are provided and can be referenced for elements covered. 

• In the Professional Development Library, the “What is Phonological Awareness?” video explains the overall purpose of phonological awareness, how to use it in the classroom, and the hierarchy of skills based on research. The video reminds teachers to start teaching at the phoneme level right away, as the early phonological skills do not need to be mastered to start work at the phoneme level. 

• In the Professional Development Library, Phonological Awareness, Read the Research provides multiple evidence-based explanations behind the hierarchy for teaching phonological awareness. Materials cite all research at the bottom of the page under the Works Cited tab. 

Materials contain a phonemic awareness sequence of instruction and practice based on the expected hierarchy. For example:

• In Lesson Plans, Scope and Sequence, the scope and sequence can be accessed for each grade level. The Grade 1 Scope and Sequence contains the following sequence for phonological awareness in each unit for Modules 1–3, with Module 4 used for review: 

  • Unit 1: Onset and rime blending, identifying initial sounds, onsets and rime segmentation, identifying final sounds, onset and rime deletion, identifying initial, medial, and final sounds

  • Unit 2: Identify initial, medial, and final sounds, phoneme blending, phoneme segmentation, phoneme chaining 

  • Unit 3: Phoneme blending, phoneme segmentation, identify final sounds, identify initial sounds

  • Unit 4: Initial, medial, and final sound isolation, phoneme blending, phoneme segmentation, phoneme chaining 

  • Unit 5: Phoneme categorization, medial categorization, phoneme manipulation (addition), phoneme manipulation (substitution), phoneme categorization, phoneme chaining,  phoneme blending, phoneme segmentation

  • Unit 6: Phoneme categorization, medial categorization, phoneme manipulation (addition), phoneme manipulation (substitution), phoneme categorization, phoneme manipulation (deletion), phoneme blending, phoneme segmentation

  • Unit 7: Phoneme blending, phoneme segmentation, initial, medial, and final sound isolation

  • Unit 8: Phoneme chaining

Materials have a cohesive sequence of phonemic awareness instruction based on the expected hierarchy to build toward students’ application of the skills. For example: 

• In the Grade 1 Scope and Sequence, phonological awareness lessons include a simple to complex progression that moves from identifying initial sounds to final sounds, then to identifying initial, medial, and final sounds in Unit 1. In Module 1, students identify initial sounds; in Module 2, students identify final sounds; and in Module 3, students identify initial, medial, and final sounds. 

• In Unit 2, Module 1, students identify initial sounds within words; in Lesson 1, students identify medial sounds within words; in Lesson 3, students identify  initial, medial, and final sounds within words. In Unit 6, Module 1, Lesson 1, students practice phoneme categorization with medial sounds using words with long and short vowel o.

• In Unit 7, Module 1, Lesson 1, students practice phoneme blending in single-syllable words. In Lesson 2, students practice phoneme segmentation in single-syllable words. In Unit 8, Module 1, Lesson 1, students practice phoneme chaining, where they can either add, take away, or substitute sounds from one word to the next.

The materials reviewed for Grade 1 meet the criteria for 2d.ii.

Materials contain a clear and evidence-based explanation for the expected hierarchy for teaching phonics skills, and the materials contain a Grade 1 phonics scope and sequence of instruction and practice based on the expected hierarchy. The materials contain phonics instruction based on high utility patterns and/or common phonics generalizations. The patterns and generalizations are carefully selected to provide a meaningful and manageable number of phonics patterns and common generalizations for students to learn deeply, incorporating review and repetition. 

Materials clearly delineate a scope and sequence with a cohesive, intentional sequence of phonics instruction and practice to build toward application of skills. For example: 

• The Grade 1 Scope and Sequence contains the following sequence for phonics in each unit for Modules 1–3, with Module 4 used for review: 

  • Unit 1: review consonants and vowels; consonants vs. vowels; read words with cvc pattern; review consonant digraphs: ch, ck, ng, ph, sh, th, wh-; review closed syllables; review FLoSS rule for spelling; introduce initial blends: sk, sm, sn, sp, st, sw-; read words with initial s-blends; review closed syllables

  • Unit 2: introduce final s-blends: sk, ap, st; read words with initial and final s-blends; review closed syllables; introduce initial r-blends: br, cr, dr, fr, gr, pr, tr; read words with initial and final s-blends and initial r-blends; review closed syllables; introduce initial and final l-blends: bl, cl, fl, gl, l, sl, ld, lf, lk, lp, lt; review closed syllables

  • Unit 3: introduce final n-blends nd, nk, nt; introduce other final blends: ct, ft, mp, pt; read words with final consonant blends; read closed syllables; review hard c, hard g; introduce soft c, soft g final, soft c spelled ce, final soft g spelled dge and ge; review closed syllables; introduce open syllables; introduce open syllable words with long vowel endings e, o, y

  • Unit 4: read words with open and closed syllables; all jobs of y; long e vowel digraphs ea, ee, ie, ey; short e vowel digraph; contrast long and short vowels; introduce vowel digraphs and other spellings for long a: ai, aigh, ay, ea, ei, eigh, ey; open and closed syllables, two-syllable words with y at the end

  • Unit 5: long a digraph; review vowel digraphs and other spellings for long a: ai, aigh, ay, ea, ei, eigh, ey; contrast open and closed syllables; two-syllable words with y at the end; introduce long o vowel digraphs oo, oe, ow; introduce other long o spellings: o, oll, olt, ost-; contrast open and closed syllables; long i: i, ie, igh; contrast long and short vowels; contrast open and closed syllables 

  • Unit 6: review inflectional endings plurals: es, s; introduce diphthong /oi/:oi, oy; introduce diphthong /ou/:ou, ow; contrast open and closed syllables; introduce inflectional endings ed: /d/, /id/, /t/ sounds; introduce silent letters: gh, gn, kn, wr; read words with open and closed syllables; introduce compound words; read two-syllable closed and compound words 

  • Unit 7: review inflectional endings plurals: es, s; introduce irregular plural nouns; read words with inflectional endings; decode two-syllable words; inflectional endings ed, ing; regular and irregular past-tense verbs: bent, left, ran, sold, went; decode two-syllable words; review words with inflectional ending -ed and -ing; introduce inflectional endings er, est; introduce derivational ending y; read words with inflectional endings; decode two-syllable words

  • Unit 8: introduce r-controlled vowels /är/ spelled ar, /ûr/ spelled er, ir, ur; combine open and closed syllables to read multisyllabic words; introduce r-controlled vowel /ôr/ spelled or, oar, our; introduce /âr/- combine open and closed syllables to read multisyllabic words; introduce final trigraphs: air, are, dge, ear, igh, ore, tch; introduce initial three-letter blends: scr, spl, spr, str; introduce blends with digraphs: nch, shr, squ, the, tw; read open and closed syllables in multisyllabic words

• The Grade 1 Scope and Sequence illustrates a simple to complex progression with phonics lessons that move from reviewing consonants and vowels in Unit 1 to introducing then reading words with initial and final blends with s, r, and l in Unit 2 to beginning the introduction of vowel digraphs in Unit 4. 

Materials have a clear research-based explanation for the order of the phonics sequence. For example:

• In Program Guide, Research and Rationale, materials provide their full Research Base. The Phonics section states, “To be effective, phonics instruction should follow a systematic scope and sequence, moving from simple to more complex skills. Scope refers to instructional content; sequence refers to the order in which letter-sound correspondences are taught Mesmer & Griffith (2005). The sequence should start with the correspondences that have the greatest utility in making reading and words (Adams, 1990; Moats, 2009). It also states that high-frequency consonants  such as /m/,/n/, and /are usually found at the onset of phonics instruction “... because they appear frequently in common words and are not prone to mispronunciation (Adams, 1990; Stahl et al., 2006). Short vowel sounds should follow high-use consonants, allowing students to segment and blend the sounds in simple CVC words such as mat. As students gain proficiency with more common phonics elements, they can move on to digraphs, inflectional endings, and long vowels (Moats, 2009).”

• In Program Guide, Research and Rationale, the Phonics section states that within the Reading A-Z program, “The program progresses from simple phoneme-grapheme correspondence (sound spellings) to complex morphology and incorporates frequent regular spiral review and repetition. Instruction is explicit and cumulative and includes sample dialogue to teacher and model skills and concepts using research-based, multimodal instructional routines.” 

• In Foundations A-Z, Professional Development Library, the Phonics Read the Research article contains research from various cited evidence that supports the scope and sequence selected for Grade 1, emphasizing the simple to complex approach. An embedded video also explains practical strategies to support foundational skills that can be implemented immediately in the classroom.​​

Phonics instruction is based in high utility patterns and/or common phonics generalizations. For example: 

• In Unit 1, Module 3, instruction includes the high utility pattern of initial s-blends. In Lesson 1, initial s-blends sk, sm, sn, sp, st, sw are introduced, and students begin decoding words that contain them. In Lesson 2, students review and decode words with initial s-blends. In Lesson 3, students build and decode words with initial s-blends. In Lesson 4, students decode words with initial s-blends and make word chains with initial s-blends. 

• The Grade 1 Scope and Sequence provides the information for Unit 3. In Module 1, students review closed syllables; in Module 2, students continue to review closed syllables; in Module 3, students are introduced to open syllables, specifically with words ending with long vowel endings, e, o, and y.  

Patterns and generalizations are carefully selected to provide a meaningful and manageable number of phonics patterns and common generalizations for students to learn deeply. For example:  

• In Lesson Plans, the Grade 1 Scope and Sequence provides the information for inflectional endings. Inflectional endings are introduced in Unit 6: Module 1 reviews the inflectional endings -es and -s, and Module 2 introduces the inflectional ending -ed (with sounds /d/, /id/, /t/). In Unit 7, Module 1 reviews inflectional endings -es and -s. Module 2 introduces inflectional endings -ed and -ing. Module 3 reviews inflectional endings -ed and -ing and introduces -er and -est are, and students read words with inflectional endings.  

• In Unit 8, Module 3, trigraphs, three-letter blends, and blends with digraphs are taught. Lesson 1 introduces final trigraphs. In Lesson 2, students decode words with three-letter blends, and in Lesson 3, students decode words with blends and digraphs.

The materials reviewed for Grade 1 meet the criteria for 2f.i.

Materials include a variety of decodable texts that contain grade-level phonics skills aligned to the program’s scope and sequence to ensure that students secure newly-taught phonics skills and materials provide ample opportunities to review previously-taught phonics skills. Students have opportunities to read decodable texts with the teacher and with the teacher’s support. Students also have opportunities to independently read decodable texts during the Independent Practice portion of the lesson. Every fourth module in a unit includes a decodable text that includes most of the unit’s phonics elements to help secure phonics skills. 

Materials include decodable texts to address securing phonics. For example: 

• In Unit 1, the materials include four decodable texts, one for each module within the unit. Module 4 includes the decodable text Beck Swell Can Shine, which reviews the unit’s phonics elements, including initial and final consonant digraphs, closed syllables, CVC and VCe patterns, double consonants, initial s-blends, and the unit’s target phonograms.  

• In Unit 5, Module 2, Lesson 3, students read the decodable text Good Manners, which includes long o vowel digraphs, other long o spellings (o, old, oll, olt, ost), and phonograms -oat, -old, and -ow. 

Decodable texts contain grade-level phonics skills aligned to the program’s scope and sequence. For example: 

• In Unit 2, Module 3, Lesson 3, students read the decodable text The Big Sled, which includes initial and final l-blends and phonograms -ack and -uck. These phonics skills match the Grade 1 Scope and Sequence for Unit 2, Module 3. 

• In Unit 7, Module 1, Lesson 3, students read the decodable text Come With Us, which includes inflectional ending -es and -s, irregular plural nouns, two-syllable words, and phonograms -ad, -ap, -et, -id, and -ut. These phonics skills match the Grade 1 Scope and Sequence for Unit 7, Module 1. 

Materials include detailed lesson plans for repeated readings of decodable texts to address securing phonics skills. For example: 

• In Unit 3, Module 1, Lesson 4, students engage in a second read of the decodable text Click! Lights Off. The teacher connects the text to the day’s phonics lesson by drawing attention to final consonant blends. The teacher reads the first page of the text with students and draws students’ attention to newly-taught phonics patterns. Students whisper read the rest of the book. 

• In Unit 8, Module 3, Lesson 4, students engage in a second read of the decodable text Alike and Different. The teacher connects the text to the day’s phonics lesson by drawing attention to final trigraphs. The teacher reads the first page of the text with students and draws students’ attention to newly-taught phonics patterns. Students whisper read the rest of the book. 

The materials reviewed for Grade 1 meet the criteria for 2f.ii.

Materials include 32 decodable texts with high-frequency words that align with the program’s scope and sequence and provide students with multiple opportunities to encounter the words and the decodable texts. Each decodable book includes an Instructional Focus Chart highlighting the newly and previously taught high-frequency words. Every fourth module in a unit includes a decodable text that includes most of the unit’s high-frequency words.  

Materials include decodable texts that utilize high-frequency/irregularly spelled words. For example:

• In Unit 2, the materials include four decodable texts, one for each module within the unit. Module 4 includes the decodable text The Hopeful Man and the Sea, which reviews the unit’s high-frequency words, including air, boat, close, does, even, goes, gone, house, love, only, open, over, pulled, study, and sure. 

• In Unit 6, the materials include four decodable texts, one for each module within the unit. Module 4 includes the decodable text A Week in the Outdoors, which reviews the unit’s high-frequency words, including above, almost, always, another, both, buy, guy, hours, live, miss(ed), myself, oh, other, pretty, today, toward, two, and whole. 

Decodable texts contain grade-level high-frequency/irregularly spelled words aligned to the program’s scope and sequence. For example: 

• In Unit 1, Module 2, Lesson 3, students read the decodable text Cut Back on Waste, which includes the decodable high-frequency words add and note and the irregularly spelled words called, once, and one. These high-frequency words match the Grade 1 Scope and Sequence for Unit 1, Module 2. 

• In Unit 7, Module 2, Lesson 3, students read the decodable text What is it Like There?, which includes the decodable high-frequency words filled, funny, and seven and the irregularly spelled word little. These high-frequency words match the Grade 1 Scope and Sequence for Unit 7, Module 2. 

Materials include detailed lesson plans for repeated readings of decodable texts to address securing reading high-frequency words/irregularly spelled words in context.

• In Unit 3, Module 2, Lesson 4, students engage in a second read of the decodable text Shine On, which includes the high-frequency irregularly spelled words into, there, their, and where. The teacher reads the first page of the text with students. Students whisper read the rest of the book. 

• In Unit 8, Module 1, Lesson 4, students engage in a second read of the decodable text Carmen’s Farm, which includes the decodable high-frequency words far, first, girl, hard, part, and star and the irregularly spelled word war. The teacher reads the first page of the text with students. Students whisper read the rest of the book. 

The materials reviewed for Grade 1 meet the criteria for 2g.i. (K-1).  

Materials include regular assessment opportunities in the areas of print concepts and letter formation. Assessments include daily Observation checklists and digital Practice Interactivities, formative Unit Assessments, and summative Interim Assessments. Scoring criteria provide teachers with information about students’ present levels of performance and indicate which Reteach and/or Extend activities and lessons can be used to help students progress toward mastery. 

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 print concepts, letter recognition, and letter formation. For example: 

• Each lesson includes a daily Observation checklist linked to the lesson’s Check for Understanding. Observation checklists include letter formation and print concepts skills. 

• Each lesson includes a game-style Interactivity in the Independent Practice portion of the lesson. These interactivities function as student practice and as a formative assessment. Interactivities include some print concept skills in Units 1–3, including naming letters, identifying end punctuation, and identifying the first and last words in a sentence and on a page. 

• Units 1–8 include a formative Unit Assessment. Unit Assessments include items that assess features of a sentence, including first and last words, punctuation marks, and uppercase letters in Units 1–7.

• The program includes three Interim Assessments. All three assessments include one assessment item that asks students to identify the first word in a sentence and one that asks students to distinguish the punctuation marks from the letters in a sentence. 

Assessment materials provide teachers and students with information concerning students’ current skills/level of understanding of print concepts, letter recognition, and letter formation. For example: 

• In the Observation checklist, the teacher records observations of student practice. Teachers describe students as approaches, meets, or exceeds in specific skills. This feedback can guide teachers in choosing the appropriate reteach or enrich activity at the end of each lesson.

• Digital Interactivity games at the end of each lesson and digital Unit and Interim Assessments generate automatic formative assessment information. Student results are color coded. Red indicates a score of 0–69% correct and signals the need for a reteach opportunity. Yellow indicates a score of 70–79% correct and signals the need for a reinforce opportunity. Green indicates a score of 80–100% correct and signals the need for an enrich opportunity.  

• Assessment reports include scores for each item and provide details on the skills and standards taught. The reports provide information on how students/class are performing on foundational skills and what areas they may need further instruction in, along with which skills specific students may need further instruction in.

Materials support teachers with instructional suggestions for assessment-based steps to help students to progress toward mastery in print concepts, letter recognition, and letter formation. For example: 

• The program includes an option to assign auto-recommended resources. Based on formative assessment data, the program recommends independent practice activities tailored to individual students that teachers can choose to assign. 

• The materials indicate that daily Observation checklists should be used to inform instruction in the Reteach/Enrich portion of the lesson and to select lessons for the Lesson 5 “stretch day.” The “stretch day” lesson  offers teachers a menu of review options, including both reteach and enrich options. Teachers also use Observation checklists to select target review activities for Module 4 of each unit, the unit review module. 

• The right side of the lesson plans include Teacher tips to help support teachers for students that may struggle or need enrichment. For example, in Unit 6, Module 2, Lesson 2, the teacher tip states, “Be sure that students are tracking the text by pointing underneath each word. This way, the text does not get covered up.”

The materials reviewed for Grade 1 meet the criteria for 2g.ii. 

Materials provide varied opportunities for teachers to assess students’ understanding of phonological awareness through daily Observation checklists, assigned games/interactive activities, and Unit Assessments. The Observation checklists help teachers make day-to-day instructional decisions about whether concepts need to be retaught or whether students are ready for enrichment in that concept. The assigned games and Interactivities, along with the Unit Assessment information, feed into the digital reports and allow teachers to see how students are progressing individually and as a whole class. The reports also provide teachers the option of auto-assigning instructional resources to students based on their performance and include instructional suggestions for teachers. 

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 phonological awareness. For example:

• In the Program Guide, How Do Teachers Use Foundations A-Z?, Assessments, the materials describe all of the assessments available in the program, including daily Observation checklists, Practice Interactivities, Unit Assessments, and Interim Assessments. The materials also provide an Assessment Administration Guide, which describes when and how to use the assessments, and an Assessment Research Guide, which provides research on why these assessments are used.

• Each lesson includes a daily Observation checklist linked to the lesson’s Check for Understanding. Observation checklists include all grade-level phonological awareness skills specific to each lesson. For example, in Unit 1, Module 3, Lesson 2, the materials provide a printable observation checklist that allows teachers to keep observational notes about how students are understanding the skills of S-blends, counting syllables, and identifying medial vowels.

• Each unit includes a Unit Assessment aligned to standards that assesses phonological awareness and other skills learned in the unit. For example, in the Unit 3 Assessment, Question 3, students listen to a word and then answer the question, “How many sounds are in this word?” by circling the correct answer.

• In Collections, Interim Assessments, Interim Assessment 2 includes items that assess isolating and identifying medial vowel sounds, distinguishing between short and long vowel sounds, identifying initial and final phonemes, and blending phonemes.  

• Each lesson includes a game-style interactivity in the independent practice portion of the lesson. These interactivities function as student practice and as a formative assessment. Interactivities include identifying initial, medial, and final sounds, adding and deleting initial and final sounds, blending, identifying phoneme changes, segmenting, and identifying short and long vowel sounds. 

Assessment materials provide teachers and students with information concerning students’ current skills/level of understanding of phonological awareness. For example: 

• The daily Observation checklists can provide teachers with information about what skills need to be retaught and what skills can be enriched. The Assessment Administration Guide indicates, “The teacher can review the information collected on the checklist from Lessons 1 through 4, and then choose which review activities would most benefit students in whole-group or small-group instruction. For example, if the teacher notices that most students are ‘approaching expectations’ with a particular phonics objective, the whole class can be administered the Lesson 5 reteach activity.”

• Assessment reports include scores for each item and provide details on the skills and standards taught. The reports provide information on how students/class are performing on foundational skills and what areas they may need further instruction in, along with which skills specific students may need further instruction in.

• Digital interactivity games at the end of each lesson and digital Unit and Interim Assessments generate automatic formative assessment information. Student results are color coded. Red indicates a score of 0–69% correct and signals the need for a reteach opportunity. Yellow indicates a score of 70–79% correct and signals the need for a reinforcement opportunity. Green indicates a score of 80–100% correct and signals the need for an enrichment opportunity.   

Materials support teachers with instructional suggestions for assessment-based steps to help students to progress toward mastery in phonological awareness. For example: 

• In the Assessment Administration Guide, Using Test Scores, the materials describe how to provide students with automatic instructional resources based on their performance. The Assessment Administration Guide states, “Educators receive instructional recommendations to reteach important foundational skills that students are struggling with, reinforce student understanding to ensure progress, or enrich student learning by providing  appropriate challenges to expand their skills.”

• The program includes an option to assign auto-recommended resources. Based on formative assessment data, the program recommends independent practice activities tailored to individual students that teachers can choose to assign. 

• The materials indicate that daily Observation checklists should be used to inform instruction in the Reteach/Enrich portion of the lesson and to select lessons for the Lesson 5 “stretch day.” The “stretch day” lesson offers teachers a menu of review options, including both reteach and enrich options. Teachers also use Observation checklists to select target review activities for Module 4 of each unit, the unit review module. 

• Lesson plans include corrective feedback to help support teachers with additional ideas for students who may not be mastering the skill. For example, in Unit 3, Module 2, Lesson 3, the corrective feedback suggests if students have difficulty blending single-syllable words, begin by blending only two isolated sounds of the word slowly and then gradually add the additional sounds to blend the whole word.

• Materials include an Auto-Recommended Resources Button in Show by Student report to assist with reteaching, reinforcement, and enrichment opportunities in your classroom. This feature recommends resources based on students’ assessment results.

The materials reviewed for Grade 1 meet the criteria for 2g.iii.

Materials include regular assessment opportunities in phonics in and out of context. Assessments include daily Observation checklists and digital practice Interactivities, formative Unit Assessments, and summative Interim Assessments. Scoring criteria provide teachers with information about students’ present performance levels and indicate which Reteach and/or Extend activities and lessons to use to help students progress toward mastery. 

Materials provide resources and tools to collect ongoing data about students’ progress in phonics. For example: 

• Each lesson includes a daily Observation checklist linked to the lesson’s Check for Understanding. Observation checklists include observations of decoding and encoding tasks, both in isolation and in the context of phrases and sentences. For example, in Unit 3, Module 2, Lesson 2, teachers collect data about how students are progressing at producing and reading words with the soft c sound.

• Each lesson includes a game-style Interactivity in the Independent Practice portion of the lesson. These Interactivities function as student practice and as a formative assessment. Interactivities include decoding and encoding tasks that practice and assess newly-taught phonics skills. Interactivities also include letter and word-level phonics tasks and tasks that occur in the context of sentence and sentence building. 

Materials offer assessment opportunities to determine students’ progress in phonics that are implemented systematically. For example: 

• In the Assessment Administration Guide, the materials describe how the Observation checklists, Practice Interactivities, Unit Assessments, and interim Assessments work together as a system to help teachers determine students’ progress and make instructional decisions.

• In the Assessment Administration Guide, the materials indicate that teachers should use the formative Observation checklists and Practice Interactivities daily in the context of lessons. 

• In the Assessment Administration Guide, the materials indicate that the teacher should administer Unit Assessments eight times per year after each unit. 

• In the Assessment Administration Guide, the materials indicate that the teacher should administer the first Interim Assessment at the beginning of the year, the second Interim Assessment after Unit 4, and the third Interim Assessment after Unit 8. 

Multiple assessment opportunities are provided regularly for students to demonstrate progress toward mastery and independence with phonics. For example: 

• Units 1–8 include a formative Unit Assessment. Unit Assessments include items that assess encoding words, decoding words, and decoding sentences and short passages in Units 1–8. For example, in Unit 6, Module 4, Lesson 5, the Unit Assessment includes questions related to distinguishing between long and short vowel sounds in one-syllable words, substituting initial and final sounds, decoding, and spelling words with diphthongs, and reading words with inflectional endings.

• The program includes three Interim Assessments. The Interim Assessments include encoding words, decoding words, and decoding short passages. Interim assessments are taken three times a year—at the beginning of the year, the middle of the year, and the end of the year.

Assessment materials provide teachers and students with information about students’ current skills/level of understanding of phonics. For example: 

• In the Observation checklist, the teacher records observations of student practice. Teachers describe students as approaches, meets, or exceeds, in specific skills. 

• Digital Interactivity games at the end of each lesson and digital Unit and Interim Assessments generate automatic formative assessment information. Student results are color coded. Red indicates a score of 0–69% correct and signals a reteach opportunity. Yellow indicates a score of 70–79% correct and signals a reinforce opportunity. Green indicates a score of 80–100% correct and signals an enrich opportunity. 

• In the Assessment Administration Guide, the Scoring and Reporting section details how the digital assessments provide data to teachers in multiple ways. The reports for the assignments, Unit Assessments, and Interim Assessments answer questions such as:

  • “How are students performing, and what are their domain-specific (foundational category) needs?

  • What misconceptions might students have based on their answers?

  • For each standard, did students make progress or show growth?”

Materials genuinely measure students’ progress to support teachers with instructional adjustments to help students make progress toward mastery in phonics. For example: 

• The program includes an option to assign auto-recommended resources. Based on formative assessment data, the program recommends independent practice activities tailored to individual students that teachers can choose to assign. 

The materials indicate that daily Observation checklists should be used to inform instruction in the Reteach/Enrich portion of the lesson and to select lessons for the Lesson 5 “stretch day.” The “stretch day” lesson offers teachers a menu of review options, including both reteach and enrich options. Teachers also use Observation checklists to select target review activities for Module 4 of each unit, the unit review module.

The materials reviewed for Grade 1 meet the criteria for 2g.iv. 

Materials include regular assessment opportunities in word recognition and analysis. Assessments include daily Observation checklists and digital Practice Interactivities, formative Unit Assessments, and summative Interim Assessments. Scoring criteria provide teachers with information about students’ present performance levels and indicate which Reteach and/or Extend activities and lessons to use to help students progress toward mastery. 

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 (high-frequency words or irregularly spelled words) and analysis. For example: 

• Each lesson includes a daily Observation checklist linked to the lesson’s Check for Understanding. Observation checklists include word analysis skills and high-frequency words.  

• Each lesson includes a game-style Interactivity in the Independent Practice portion of the lesson. These Interactivities function as student practice and as a formative assessment. Interactivities include reading and spelling high-frequency words, identifying syllables and reading words, identifying and reading phonograms, identifying and reading words with digraphs and diphthongs, reading compound words, counting and separating syllables, identifying open and closed syllables and reading words with those syllable types, and phoneme/grapheme matching. 

• Units 1–8 include a formative Unit Assessment. Unit Assessments include items that assess identifying word parts in Units 1 and 3; identifying and analyzing contractions in Units 3, 4, and 8; reading high-frequency words in Units 1–8; identifying open or closed syllables and reading the words in Units 4, 5, and 8; adding and analyzing suffixes in Units 7–8, and identifying the base word in Unit 7. 

• The program includes three Interim Assessments. Interim Assessment 2 includes reading high-frequency words, analyzing words with suffixes, and  identifying base words. 

• In Unit 4, Module 4, Lesson 5, students take an online assessment that assesses the skills learned throughout the unit, including segmenting and counting the sounds in one-syllable words with four phonemes, decoding CV and CVC words with open- and closed-syllables and reading and spelling high-frequency words.

Assessment materials provide teachers and students with information concerning students’ current skills/level of understanding of word recognition and word analysis. For example: 

• In the Observation checklist, the teacher records observations of student practice. Teachers describe students as approaches, meets, or exceeds in specific skills. 

• Digital Interactivity games at the end of each lesson and digital Unit and Interim Assessments generate automatic formative assessment information. Student results are color coded. Red indicates a score of 0–69% correct and signals a reteach opportunity. Yellow indicates a score of 70–79% correct and signals a reinforce opportunity. Green indicates a score of 80–100% correct and signals an enrich opportunity. 

• In the Assessment Administration Guide, the materials instruct teachers on using Observation checklists and digital reports to determine instructional next steps. The materials state that teachers can use the information they collect on the Observation checklists “to prioritize reteach opportunities for struggling students and to plan enrichment opportunities for students who have exceeded expectations.” The digital reports help teachers answer the following questions:

  • “How did my students perform on the foundation standards in this program in each of the three interim assessments?

  • Which items are my students struggling with or performing well on?

  • Which standards do my students need more practice with based on each of the three interim assessments?

  • For each standard, did students make progress or show growth?”

Materials support teachers with instructional suggestions for assessment-based steps to help students to progress toward mastery in word recognition and word analysis. For example: 

• The program includes an option to assign auto-recommended resources. Based on formative assessment data, the program recommends independent practice activities tailored to individual students that teachers can choose to assign. Based on students’ performance on the unit assessment at the item level, the reports will auto-recommend “instructional recommendations to reteach important foundational skills that students are struggling with, reinforce student understanding to ensure progress, or enrich student learning by providing appropriate challenges to expand their skills.”

• The materials indicate that daily Observation checklists should be used to inform instruction in the Reteach/Enrich portion of the lesson and to select lessons for the Lesson 5 “stretch day.” The “stretch day” lesson offers teachers a menu of review options, including both reteach and enrich options. Teachers also use Observation checklists to select target review activities for Module 4 of each unit, the unit review module. 

In Unit 6, Module 2, Lesson 1, the teacher introduces the graphemes gn and kn, and then students practice decoding one-syllable words with those graphemes. As students practice, the teacher records observational data using the Observation Checklist for this unit. Based on the observation data, the materials tell teachers, “If students are struggling to read the gn/kn graphemes as one /n/ sound, try covering the letter g or k with your hand to show that that letter is silent.”

The materials reviewed for Grade 1 meet the criteria for 2h.

Materials include standards correlation information within daily lessons and attached to specific questions, tasks, and assessments. Each lesson lists the standards addressed within it, and the games and Interactivities students complete during Independent Practice also include standards alignment information. Each Unit and Interim Assessment includes a standards alignment document that details standards alignment at the item level.

Materials include denotations of the standards being assessed in the formative assessments. For example: 

• Digital Interactivity assessments include correlation for Common Core State Standards and state-specific standards.

• In Assessments, Unit Assessments, all Unit Assessments contain a Standards Alignment for Unit Assessments document that cites the Common Core standard assessed for each item. For example, in the Unit 4 Assessment, a multiple choice item asks students to correctly read a contraction and is aligned to standard RF.1.3g, “Recognize and read irregularly spelled words.”

• In Unit 2, Module 1, Lesson 2, students play a game called “Identifying Ending Sounds” during Independent Practice. This interactive game is aligned to standards RF.1.2c and Rf.1.2d.

Materials include denotations of standards being assessed in the summative assessments. For example: 

• In the Program Guide, How Do Teachers Use Foundations A-Z?, Assessments, the materials provide standards alignment documents for each Interim Assessment that details what standard each item on the assessment is aligned to. 

• In Interim Assessment 2, students record a verbal response that correctly blends the syllables in the word rabbit, which aligns to standards Rf.1.3b, “Decode regularly spelled one-syllable words,” and Rf.1.3e, “Decode two-syllable words following basic patterns by breaking the words into syllables.”

Alignment documentation is provided for all tasks, questions, and assessment items. For example: 

• In the Program Guide, How Do Teachers Use Foundations A-Z?, Assessments, the materials provide standards alignment documents for each Unit Assessment and Interim Assessment that details what standard each item on the assessment is aligned to.

• In the Independent Practice section of each lesson, students have various activities they can complete, like watching instructional videos related to the day’s lesson, playing interactive games, and reading decodable texts. Each of these activities includes standards correlation information.

Alignment documentation contains specific standards correlated to specific lessons. For example: 

• Each lesson contains a standards alignment box at the top that lists the Common Core or state standards addressed in the lesson. For example, in Unit 6, Module 4, Lesson 3, the materials list the following standards: L.1.1j, L.1.2d, L.1.2e, L.1.4a, RF.1.1a, RF.1.2b, RF.1.3b, RF.1.3g, RF.1.4a, RF.1.4b, and RF.1.4c.

The materials reviewed for Grade 1 meet the criteria for 2i.ii.

Materials include extensive opportunities for reteaching. These opportunities are structured in the materials in a recurring pattern, which includes Reteach opportunities at the end of each Base Day lesson, during Lesson 5 Stretch Days, and during Module 4 Unit Review weeks. The materials instruct teachers to use formative assessment data to select appropriate reteaching lessons. Additionally, teachers may assign suggested reteaching and review digital interactivities based on digital formative and summative assessments. 

Materials provide opportunities for small group reteaching. For example: 

• In Program Guide, Mindful Reading Teacher, Differentiating Below Grade Level, the materials outline a three-layer approach to small group reteaching for students needing additional support. The first layer occurs on Base Days (Modules 1–3, Lessons 1–4), in which the Reteach section includes instructions for small-group reteaching of lesson objectives. The second layer occurs on Stretch Days (Lesson 5 of Modules 1–3), where instruction is dedicated to reteaching or enrichment lessons based on student need. The third layer occurs in the Unit Review (Module 4 of each unit), during which the teacher reviews unit skills and concepts, with embedded opportunities for reteaching. 

• In Unit 2, Module 4, Lesson 1, the materials provide a fluency review during the We Do: Guided Practice section. A callout box indicates, “The teacher, with the help of students, applies the content of the concept being taught; may include think-alouds, whole group and small-group activities, checks for understanding, and formal evaluation.”

• In Unit 3, Module 1, Lesson 2, the Reteach & Enrich section at the end of the lesson includes opportunities for reteaching the lesson’s skills in the areas of phonics, print concepts, phonological awareness, fluency, and language. The materials instruct teachers to select reteaching lessons based on observations made using the formative Observational Checklist.

Materials provide guidance to teachers for scaffolding and adapting lessons and activities to support students who read, write, speak, or listen below grade level in extensive opportunities to learn foundational skills at the grade-level standards. For example: 

• In the Program Guide, Lesson Plans, the materials indicate that every fourth module is a review week, which provides pause points for review and reteaching. The materials indicate that teachers choose the activities based on the needs of each student. 

• In Unit 6, Module 4, Lesson 2, the Phonics section offers a Reteach Review option in which students review graphemes with silent letters. The lesson includes teacher modeling and student practice using grapheme cards and a five-sound workmat. The lesson includes corrective feedback support for students who struggle. 

• In Unit 7, Module 3, Lesson 2, the Reteach & Enrich section includes a five-minute check for understanding “for students who need additional instruction and practice to meet a learning objective or skill.”

The materials reviewed for Grade 1 meet the criteria for 2i.iii.

Materials include extensive opportunities for enrichment lessons. These opportunities are structured in the materials in a recurring pattern, which includes Enrich opportunities at the end of each Base Day lesson, during Lesson 5 Stretch Days, and during Module 4 Unit Review weeks. The materials instruct teachers to use formative assessment data to select appropriate enrichment lessons. Additionally, teachers may assign suggested enrichment digital interactivities based on digital formative and summative assessments.

Materials provide multiple opportunities for advanced students to investigate grade-level foundational skills at a greater depth. For example: 

• In Program Guide, Mindful Reading Teacher, Differentiating Above Grade Level, the materials outline a three-layer approach to small group enrichment for students working above grade level. The first layer occurs on Base Days (Modules 1–3, Lessons 1–4), in which the Enrich section includes instructions for small-group extension of lesson objectives. The second layer occurs on Stretch Days (Lesson 5 of Modules 1–3), where instruction is dedicated to reteaching or enrichment lessons based on student need. The third layer occurs in the Unit Review (Module 4 of each unit), where the teacher reviews unit skills and concepts, with embedded opportunities for extension and enrichment. 

• In Unit 1, Module 3, Lesson 2, the Reteach & Enrich section at the end of the lesson includes opportunities for extending the lesson’s skills in the areas of phonics, print concepts, phonological awareness, and language. The materials instruct teachers to select enrichment lessons based on observations made using the formative Observational Checklist. 

• In Unit 4, Module 2, Lesson 5, a stretch lesson dedicated to reteaching or enrichment activities, the materials provide enrichment opportunities embedded within the lesson, including “Students can read a book of their choice with a partner and describe the illustration on each page and identify the punctuation at the end of each sentence.”

There are no instances of advanced students simply doing more assignments than their classmates. For example: 

• In the Program Guide, Lesson Plans, the materials indicate that every fourth module is a review week, which provides pause points for review and/or enrichment. The materials indicate that teachers choose the activities based on the needs of each student. 

• In Unit 5, Module 4, Lesson 2, the Phonological Awareness section offers an Enrich option in which students use image cards to segment and blend each word, then sort the images into short and long vowel categories. 

• In Unit 7, Module 1, Lesson 2, the Post-Instruction section of the lesson contains short reteaching or enrichment opportunities based on the data the teacher has recorded on the Observation Checklist. Teachers can provide enrichment opportunities for phonics, print concepts, phonological awareness, word study, fluency, and language connection.