2nd Grade - Gateway 1

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

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

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

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

  • In Unit 1, Module 2, Lesson 4, the teacher reviews open and closed syllables and how to use what is known about those syllable types to read longer words. The teacher tells students they will study the vowel-consonant-e syllable or VCe. The teacher tells students, “This syllable type has a vowel sound followed by a consonant sound followed by a silent e. What does the final silent e tell us to do? You know that from studying the consonant-vowel-consonant-e spelling pattern. Many VCe syllables have a consonant-vowel-consonant-e spelling pattern in them. So, when you recognize a VCe syllable, remember to use a long sound when pronouncing its vowel. And keep in mind that a VCe syllable can appear anywhere in a long word, not just at the end.”

  • In Unit 2, Module 1, Lesson 3, the teacher models reading words with phonograms -ild, -old, ost, olt, oll, and -ind. The teacher says, “Today, we are going to read syllables and words that have long vowel sounds, even though you may expect them to have short vowel sounds. Let’s start with this phonogram, or spelling pattern, spelled i-l-d. Do you hear the vowel sound? What is it? It is long i. One word that ends in this spelling pattern is wild. It’s a one-syllable word. What kind of syllable is it? Yes, it’s closed because it ends in a consonant. Does a closed syllable usually have a short or long vowel sound? It’s usually short. So, if you didn’t recognize this word, you might pronounce it with a short vowel sound: /wĭld/. That’s why it’s helpful to learn about phonograms and recognize words in their family.”

  • In Unit 2, Module 3, Lesson 3, the teacher models reading words with vowel team syllables containing ea. The teacher says, “Another example of a vowel team that represents a lot of different vowel sounds is ea. The vowel team ea can represent a long a sound, as in the word steak; /s/ /t/ /ā/ /k/: steak. The vowel team ea can also represent the long e sound, as in the word eat: /ē/ /t/, eat. But we also know this vowel team can stand for the short e sound, /ĕ/, like in this word, bread. I will break the word into its sounds. What vowel sound do you hear in the word bread? In this word, the vowel team ea represents a short e sound.”

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

  • In Unit 2, Module 4, Lesson 3, the teacher reviews vowel digraphs for long a: ai, ay, ea, and ei; long i spelled ie; long e spelled: ee, ea, ie, and ei; short e spelled ea; and long o spelled: oa, oe, and ow. The teacher reviews vowel sounds and digraphs representing them and draws a chart on the board with the sounds as column headings. In each column, the teacher writes the digraphs that can spell that sound, along with an example word. The teacher models saying the sound, reading the spellings, and reading the example word in each column.

  • In Unit 4, Module 1, Lesson 1, the teacher introduces the variant vowels/o͞o/ and /yo͞o/ with the spellings oo, u, u_e, ue, ew, ui, ou. The teacher writes these spellings on the board with examples under each. The teacher reads each word, emphasizing the /o͞o/ /yo͞o/ sound and underlining the letters that spell the sound. 

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

  • In Unit 1, Module 4, Lesson 1, the teacher reviews the CVCe spelling pattern and VCe syllable pattern. The teacher says, “There are three vowels in this word, but one is a final silent e. There are just two vowel sounds in the word. So, how many syllables does the word have? Where does it break into syllables? We can see a CVCe pattern here, so we know this is a VCe syllable. So let’s divide the word before this syllable. Let’s read the first syllable together: cup. Let’s read the second syllable, and remember to use a long vowel sound because it’s a VCe syllable: cake. Now let’s blend the syllables to read the whole word: cup, cake, cupcake.” 

  • In Unit 4, Module 3, Lesson 1, the teacher models decoding words with vowel team syllables using the word streaming. The teacher says, “How many vowel sounds are in the word? We see three vowels, but two of them work as a team: e-a. If there are two vowel sounds, then how many syllables are in the word? We need to divide somewhere between the vowel sounds. We know we can’t divide between the letters of the vowel team. Do you recognize a common suffix, or word ending, in this word? Let’s divide so the suffix is in its own syllable. Now, let’s read the first syllable, which is the vowel team syllable. We know this vowel team can stand for more than one sound. One of those sounds is the long e sound, /ē/. Let’s try that as we read the first syllable: /s/ /t/ /r/ /ē/ /m/. Stream. Now let’s add the suffix -ing to read the whole word: stream, ing, streaming.”

• Decode words with common prefixes and suffixes.

  • In Unit 2, Module 2, Lesson 4, the teacher models reading words with derivational suffixes -less, -ness, -ful, -ly, and -ment. The teacher writes the suffixes along with their meaning on the board. The teacher explains that suffixes have meanings and can be added to the base part of a word. The teacher says, “When we read a word that has one of these suffixes in it, we can figure out the word’s meaning by combining the meaning of the base word with the meaning of the suffix. For example, we know the base word hope. It’s like a wish that something will happen. The suffix -ful means ‘full of.’ So, the word hopeful is a describing word that means ‘full of hope.’”

  • In Unit 7, Module 4, Lesson 4, the teacher models reading words with the prefixes un-, in-, re-, dis-, by-, tri-. The teacher reminds students prefixes have meanings and can be added to the base part of a word that may cause the new word to have a different meaning. The teacher says, “Do you see one of the prefixes we have learned in this word? Which one do you see? What does the prefix un- mean? (It means “not.”) Who can tell me what the base word of unclear is? One meaning of clear is “easy to understand.” He gave clear directions. So, what is the meaning of unclear?”

• Identify words with inconsistent but common spelling-sound correspondences.

  • In Unit 5, Module 2, Lesson 3, the teacher models changing y to i and adding -es to create a plural word. The teacher reminds students about nouns and the spelling patterns -s and -es to form plurals. The teacher says, ”The rule applies to singular nouns that end with a consonant followed by the letter y. In these words, the y stands for the sound /ī/ or /ē/. To form the plural, we change the letter y to the letter i, then we add -es.” The teacher models with the word pony/ponies. 

  • In Unit 7, Module 3, Lesson 1, the teacher introduces the schwa sound, says its sound, writes the words a and the on board, and reads them aloud, comparing the vowel in each sound. The teacher says, “It’s the most common vowel sound in the English language. The schwa is pronounced “uh.” It sounds like a short u sound, but softer and weaker. Sometimes, it can sound like the short i sound, but softer and weaker.” The teacher models with the words a and the. 

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

• In Unit 3, Module 2, Lesson 1, the teacher reviews spelling changes before endings, which include doubling consonants, dropping silent e, and changing y to i. The teacher reviews the consonant double spelling rules of one syllable, one short vowel, and one consonant at the end. Students encode words the teacher is dictating with the sound spellings taught in the lesson. Students also read the decodable text, The Mole Machine, which includes the words: digging, digger, bodies, and cities. 

• In Unit 8, Module 1, Lesson 1, the teacher reviews guidelines for when the letter c stands for the soft /s/ sound. The teacher models decoding the word race and writes the word on the board. After reviewing the meaning of the word, the teacher introduces the words face, page, and place, and the students say and chorally spell each word then, students write the words on the whiteboard as the teacher says the word slowly. 

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

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

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

• In Unit 1, Module 1, Lesson 3, students practice decoding words with a VCe syllable with word cards as the teacher guides them to read the words aloud. Words include caveman, pancake, baseball, invade, online, sunrise. 

• In Unit 2, Module 2, Lesson 2, students read and air write words containing the -ash and -est phonograms, using phonogram cards ash, est, b, c, m, n, r, w. Students place a consonant card to the left of the card, either -ash or -est, to make a word. Students blend the initial sound with the phonogram and read the whole word, and then air write the word.

• In Unit 6, Module 1, Lesson 3, students copy the following compound words on whiteboards, underline both word parts, then decode each word: baseball, football, ballpark, snowball, softball, gumball, ballgame, volleyball. 

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

• In Unit 2, Module 3, Lesson 1, students read the words main, gray, break, coal, foe, grow, boy, and soil as the teacher writes them on the board. Students identify the letters in the word that make the vowel sound. 

• In Unit 3, Module 3, Lesson 3, students play a game in teams where a student from one team reads a word from a card, and a student from the other team writes the word, then checks the spelling. Students rotate through the game so that every student has a turn to read and spell. The game uses the words asked, bigger, buses, cats, dishes, fixed, hides, jumping, quickest, shortest, slower, toys, and watching. 

• In Unit 4, Module 1, Lesson 2, students segment, write, and read each word: could, good, foot, would, bush, and push to practice variant vowel sounds.

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

• In Unit 4, Module 1, Lesson 5, students read the following words on the Word Work Chart to review the phonograms -ew, -ue, and -ould: blue, chew, clue, could, drew, flew, glue, should, stew, true, would. 

• In Unit 6, Module 4, Lesson 2, students review the previously taught phonograms -ap, -an, and -at by blending the sounds, reading the whole word, and air writing the word. In partnerships, students practice writing sentences with words that include these phonograms.

• In Unit 8, Module 4, Lesson 2, students copy the following words on whiteboards, mark the vowels and consonants and syllable divisions, mark each syllable as open or closed, then decode each syllable and word: begin, return, even, lucky, depend, latest. 

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

• In Unit 1, Module 4, Lesson 1, students review closed syllables and the FLosSS rule. Using the words hill, miss, and buzz, the teacher asks if the FLoSS rule applies, then directs students to spell the word aloud, write it on their whiteboard, and underline the final double consonants.

• In Unit 5, Module 4, Lesson 1, students review r-controlled vowel sounds by reading the following words and identifying the letters that spell the r-controlled vowel sound in each word: acorn, bear, church, clerk, four, share, shirt, shore, soar, tart, wheelchair. 

• In Unit 7, Module 4, Lesson 1, students play the interactive game Read and Spell Words with Consonant -le Syllables. During the game, students record themselves reading paddle, pebble, wiggle, bubble, bottle, and raffle.

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

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

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

• In Unit 2, Module 3, Lesson 4, students practice decoding words with suffixes and vowel team ea in the decodable Connected text, The Rain Cloud. Students echo read with the teacher after the teacher reviews phonics concepts and reminds students to look for those concepts and apply them when reading. Students then whisper read the text, which includes sentences: “Can you hand me the bread? I love its freshness.”

• In Unit 4, Module 3, Lesson 1, the teacher models how to decode words with vowel team syllable types. The teacher reads the second sentence on page 10 of the Grade-level text, Art Made from What?, and says, “Let’s look at the word neighborhood. How many syllables do you hear in this word? (three) Yes, there are three syllables, neigh, bor, hood. Two of those syllables are vowel team syllables. Can you tell me which ones? (the first and third) What is the vowel team in the first syllable? (eigh) What sound does it stand for? (/ā/) What is the vowel team in the last syllable? (oo) What sound does it stand for? (/o͝o/)

• In Unit 5, Module 1, Lesson 4, students practice decoding words with r-controlled vowels in the decodable Connected text The Best I Can Be! Students echo read with the teacher after the teacher reviews phonics concepts and reminds students to apply what they know about sound-spelling patterns and word parts to the text. Students then whisper read the text, which includes the sentence: “The sun was bright, and birds sweetly chirped nearby.”

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

• In Unit 3, Module 3, Lesson 2, students form partner groups and choral read the Words, phrases, and sentences practice sheet to practice decoding words that contain the phonograms -ell and -ill. After reading new words and phrases that contain the target phonograms, previously learned phonics patterns, and the newly learned contraction, students read new high-frequency words and the following sentences: “She couldn’t find a shell. I thought you didn’t like those bells. We won’t leave the house.”

• In Unit 6, Module 1, Lesson 2, students complete the Words, phrases, and sentences practice sheet with a partner to practice decoding three-syllable words that contain previously learned phonics patterns. After reading new words, new high-frequency words, and phrases, students read the following sentences: “The factory will build electric cars. It was fantastic to see the opening of the new habitat.”

• In Unit 7, Module 2, Lesson 2, students work with a partner, and choral read the Words, phrases, and sentences practice sheet to practice decoding words that contain a consonant pair with a silent letter. After reading new words and phrases that contain the target sound and previously learned phonics patterns, as well as new high-frequency words, students read the following sentences: “Sing the song about the ghost. The gnat keeps buzzing around my knee.”

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

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

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

• In Unit 1, Module 1, Lesson 3, lesson guidance directs teachers to “Write a sentence on the board that ends with a CVCe word. Read the sentence chorally with students, and point out the CVCe pattern in the final word. Work together as a class to think of another sentence that ends in a word that rhymes with the first sentence and is spelled with a CVCe pattern. Have students write the sentence on their whiteboard. Then, start over with a new sentence, this time ending in a CVCe word with a different vowel sound than the previously used one.”

• In Unit 2, Module 1, Lesson 5, the teacher builds words with -old, -ink phonograms using Phonogram cards ink, old, b, g, h, p, r, s. The teacher uses the cards to add initial consonants before the phonogram to form words. The words are read by blending the consonant sound with the phonogram.

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

• In Unit 5, Module 2, Lesson 2, the teacher models the process of spelling the word teeth. The materials provide a script for the teacher to use to model spelling the word, letter by letter, including think-aloud reasoning.  

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

• In Unit 1, Module 3, Lesson 3, students build the words spring, splash, scrape, squint, and stroke using a Five-Sound Box Workmat. Students say each word and stretch the phonemes, placing a bingo chip on the workmat for each sound. Students then replace each bingo chip with the grapheme card that matches the sound. 

• In Unit 2, Module 1, Lesson 1, students use Phoneme/Grapheme Mapping Paper to encode the words trips, misses, wolves, sheep, and monkeys. 

• In Unit 4, Module 1, Lesson 2, students practice encoding variant vowel sounds through word and sentence dictation. The teacher reads each word and a sentence for context. Then students segment each sound and write the word on the Spelling practice sheet as they say each sound.

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

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

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

• In Unit 2, Module 1, Lesson 5, the teacher writes the module’s high-frequency words, as well as four to six words from the Decodable book, Game Time!, that are exemplars of the module’s phonics skills, on the board. The teacher displays the first page of the Wordless decodable book: Game Time! and models how to write one or two sentences while thinking aloud. Lesson guidance directs the teacher to include one of the phonics exemplar words in their writing. “I used a plural noun and a past-tense verb in my writing. I also started my sentences with capital letters and used end punctuation at the end of the sentences.”

• In Unit 5, Module 4, Lesson 4, the teacher writes the module’s high-frequency words, as well as four to six words from the Decodable book, Clare Races the Horse, that are exemplars of the module’s phonics skills, on the board. The teacher displays the first page of the Wordless decodable book: Clare Races the Horse and models how to write one or two sentences while thinking aloud. Lesson guidance directs the teacher to include one of the phonics exemplar words in their writing. “As I write my book, I am going to remember to start each sentence with a capital letter, place spaces between my words, and end my sentences with punctuation. I will also remember what I have learned about how prefixes and suffixes can change a word’s meaning. I’ll also include words from the board in my writing.”

• In Unit 7, Module 3, Lesson 5, the teacher writes the module’s high-frequency words, as well as four to six words from the Decodable book, The Green Belt Movement, that are exemplars of the module’s phonics skills, on the board. The teacher displays the first page of the Wordless decodable book: The Green Belt Movement and models how to write one or two sentences while thinking aloud. Lesson guidance directs the teacher to include one of the phonics exemplar words in their writing. “As I write my book, I am going to remember to start each sentence with an uppercase letter, place spaces between my words, and end my sentences with punctuation. I will also remember to use prefixes and suffixes with some of my words. Maybe I’ll use the word changed and the common word across in my writing. I’ll also include words from the board in my writing.” 

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

• In Unit 1, Module 2, Lesson 4, students apply their learning to spell words, including one- and two-syllable words with the CVCe syllable type, using learned patterns and generalizations. After students write a series of teacher-dictated words that contain previously learned phonics patterns and generalizations, the teacher dictates a sentence that includes words that follow the same phonics patterns: “A tadpole is a reptile.” Students repeat the sentence, draw a line for each word on their Spelling practice sheet, and write the sentence.

• In Unit 3, Module 3, Lesson 2, students encode dictation sentences with current phonics patterns taught and contractions, including, “I won’t forget to call you.” 

• In Unit 7, Module 3, Lesson 2, students encode dictation sentences with current phonics patterns taught, including schwa making the uh sound spelled o or u. Dictation sentences include, but are not limited to, “A cactus does not need much water.”

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

Materials provide systematic and explicit instruction for students to recognize and read grade-appropriate irregularly spelled words within the High Frequency Words lessons found within the modules. The materials include frequent opportunities for the teacher to model the spelling and reading of irregularly spelled words in isolation. The materials allow opportunities for students to practice identifying and reading irregularly spelled words in isolation. The materials introduce 131 high-frequency words and 34 irregularly spelled high-frequency words throughout the eight units and modules, a sufficient quantity of grade-appropriate high-frequency words for students to make reading progress.

Materials include systematic and explicit instruction of irregularly spelled words. For example: 

• Recognize and read grade-appropriate irregularly spelled words.

  • In Unit 2, Module 1, Lesson 3, the teacher introduces the words with High-frequency word flash cards, then displays and reads each word. The sample dialogue includes, “Some words have sound-spellings that don’t follow the patterns we have learned. We call these words ‘heart words’ because we have to remember them by heart. Our words today, does and sure, are ‘heart words.’” 

  • In Unit 3, Module 3, Lesson 1, the teacher introduces the high-frequency words thought and through using the high-frequency word cards. The teacher practices saying the word a few times and then chorally spelling the word. The teacher explains the word’s meaning and uses the word in a sentence. 

  • In Unit 7, Module 3, Lesson 3, the teacher introduces the word with High-frequency word flash cards, displaying and reading the word, and explaining that again has an irregular spelling. 

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

• In Unit 3, Module 1, Lesson 1, the teacher uses High-frequency word flash cards to introduce the words could, should, and would and reads each of the words. The teacher says, “The word would is spelled w-o-u-l-d. Now, we are going to break the word into its individual sounds: /w/ /o͝o/ /d/.” 

• In Unit 6, Module 2, Lesson 1, the teacher uses High-frequency word flashcards to introduce the word pretty and read the word. The teacher says, “Let’s build the word pretty. Spell the /p/ sound with the letter p. Spell the /r/ sound with the letter r. Spell the /ĭ/ sound with the letter e. This is an irregular spelling of that sound. So let’s mark it with a heart card. That reminds us that we have to learn its sound-spelling by heart. Next, spell the /t/ sound with the letters t-t. Finally, spell the /ē/ sound with the letter y.”

• In Unit 7, Module 3, Lesson 3, the teacher introduces the words across, along, again, and away using the high-frequency word cards. The teacher and students analyze the word’s spelling by pointing out any challenging sound-spelling patterns using skills that students have not yet learned. The teacher guides students to spell the words on their whiteboards. Students touch a sound box on the workmat for each sound within the word and spell the word with grapheme cards while using the sound box workmat.

Students practice identifying and reading irregularly spelled words in isolation. For example: 

• In Unit 4, Module 2, Lesson 3, students practice identifying the irregularly spelled high-frequency word laugh by locating it in their High-frequency word flash cards. In Lesson 4, students play the interactive game Read and Spell High-frequency Words, which includes reading the word laugh for independent practice. 

• In Unit 8, Module 1, Lesson 3, students practice reading and spelling the words large and since. Students analyze the reading and spelling of the words by identifying the challenging sound-spelling patterns. Students then spell the words on their whiteboards while segmenting each sound and writing the corresponding grapheme.  

• In Unit 8, Module 3, Lesson 1, students practice identifying the irregularly spelled high-frequency word been by locating it in their High-frequency word flash cards. In Lesson 4, students work in partner groups, with one student as a reader and the other as a checker, using the Words, phrases, and sentences practice sheet, which includes reading the word laugh. 

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

• In the Program Guide, the Research and Rationale for High-Frequency Words provides a chart indicating that the Grade 2 Scope and Sequence includes 131 high-frequency words. Thirty-four irregularly spelled high-frequency words are identified with a heart and are in bold type. 

• The Grade 2 Scope and Sequence provides the following high-frequency words taught and listed in each unit. Irregularly spelled high-frequency words listed by the program are identified with a heart and are in bold type, 34 are listed: Unit 1: car, carry, every, spell, story, very, year, easy, leave, money, plan, plant, stand, state, check, drink, thank, thing, think, watch; Unit 2: close, does, goes, pulled, sure, even, only, open, over, study, air, boat, gone, house, love; Unit 3: could, point, should, tree, wood, would, didn’t, please, these, those, won’t, himself, size, thought, through; Unit 4: blue, food, new, push, school, soon, draw, laugh, room saw, water, book, few, good, took, use; Unit 5: birds, form, horse, mark, turn, words, work, after, friends, number, under, become, before, farm, more; Unit 6: hours, myself, oh, today, toward, whole, both, live, live miss, pretty, above, almost, always, another, buy, guy, other, two; Unit 7: ever, never, together, upon, warm, enough, people, song, talk, walk, about, across, again, along, around, away, sound; Unit 8: face, large, page, place, since, city, cold, hold, old, told, been, began, begin, eye, father. 

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

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

Materials include lessons which provide students with frequent opportunities to read grade-level high-frequency and irregularly spelled words in a sentence using the Words, phrases, and sentences practice sheets and connected decodable texts. The materials also provide students with frequent opportunities to write grade-level high-frequency and irregularly spelled words in tasks within sentences in order to promote automaticity, as students create sentences for wordless books. The materials provide repeated, explicit instruction on how to use the student-friendly reference materials and resources, the High-frequency word flash cards and the Word, phrases, and sentences practice sheet, to support students with reading and writing high-frequency and irregularly spelled words in sentences.  

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

• In Unit 1, Module 3, Lesson 3, students learn the irregularly spelled high-frequency word watch. Then students read the connected text, Leader for a Day, which includes the sentence: “Marco must watch the leaders speak.”

• In Unit 5, Module 3, Lesson 3, students learn the irregularly spelled high-frequency word become. Then students read the connected text, No Thanks, which includes the sentence: “I should become more fearless than I was before.”

Lessons provide students with frequent opportunities to write grade-level irregularly spelled words in tasks (such as sentences) in order to promote automaticity in writing grade-level irregularly spelled words.

• In Unit 2, Module 3, Lesson 5, students work in partner groups or independently to create sentences for the wordless decodable book, The Rain Cloud. The teacher writes irregularly spelled high-frequency words from the module on the board. Students include and underline these words in their written sentences. Irregularly spelled high-frequency words for the module include: does, sure, gone, and love.

• In Unit 6, Module 1, Lesson 5, students work in partner groups or independently to create sentences for the wordless decodable book, Strange Animals. The teacher writes irregularly spelled high-frequency words from the module on the board. Students include and underline these words in their written sentences. Irregularly spelled high-frequency words for the module include: oh, today, toward, whole, live, pretty, above, another, buy by, guy, other, and two.

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

• In Foundations A-Z, Grade 2, Units 1–8, the lesson plans utilize various materials and resources, such as high-frequency word flash cards, decodable readers, high-frequency practice sheets, digital games, and wordless decodable books for shared writing. Each activity provides explicit instruction on how to use the student-friendly materials and resources.

• In Unit 3, Module 3, Lesson 1, the teacher models how to use the High-frequency word flash cards for thought and through. The teacher “[introduces] each word by saying it, saying it again with students, and then chorally spelling it with students.” The teacher also explains the word’s meaning and uses it in a sentence. After supporting students with using the Three-sound box workmat to sound out the words, the teacher “[guides] students to build the word[s] on their mat using the Grapheme cards.” The teacher points out the spelling of each sound, noting the irregular spelling -o-u-g-h. The teacher tells “students to use the heart card to mark the irregular spelling and tell[s] them that the spelling of this word has to be learned ‘by heart.’” 

• In Unit 8, Module 2, lesson 2, the teacher models how to decode and read fluently using the Words, phrases, and sentences practice sheet. The teacher notes that students should figure out where a word breaks into syllables, segment and blend each syllable, and blend the syllables to read the word, when encountering words with more than one syllable. The teacher models reading one of the words from the practice sheet. Afterwards, students work with a partner to complete the Words, phrases, and sentence practice sheet, with one student serving as the reader and the other student serving as the checker. Students switch roles, after the reader reads the words, phrases, and sentences aloud to the checker. 

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

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

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

• In Unit 2, Module 2, Lesson 1, the teacher reviews open syllables and long vowels. The materials direct teachers to “Repeat with the words music and apron. Write the words on the board and guide students to break the words into syllables after the first vowel. Then have students identify which syllable is open and probably has a long vowel sound in it. Sound out each syllable together, then blend to read the whole word.”

• In Unit 5, Module 2, Lesson 1, the teacher tells students that when they divide a long word into syllables, r-controlled spelling patterns stay together in a syllable. The teacher models syllabication of the following words: downpour, ignore, inform, orbit, roaring, seashore, swarming, uproar.  

• In Unit 8, Module 1, Lesson 2, the teacher introduces the phonograms -ace and -ice. The teacher tells students that the final e in the phonograms makes the vowel long, and the c makes an /s/ sound. The teacher uses the phonogram cards -ace, -ice, d, l, n, p, and r to model building and reading -ace and -ice words. The teacher builds a word, reads the word with students, and guides students to write the words in the air. 

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

• In Unit 1, Module 2, Lesson 4, the teacher points out the word pride in the text When I Vote. The teacher points out that the number of vowels does not match the number of vowel sounds because of the way the silent e works in the word. The teacher models using the long i sound to decode the word pride. 

• In Unit 4, Module 3, Lesson 4, the teacher reviews that a “vowel team syllable is a syllable whose vowel sound is spelled with a vowel team” and models how to recognize the vowel team in the word charcoal, divide the word into syllables, and decode it. The teacher then guides students in practicing with additional words.

• In Unit 6, Module 1, Lesson 1, the teacher reminds students of strategies to read long words, including looking for familiar word parts, counting the number of vowels or vowel teams to determine the number of syllables, dividing the word into syllables, then reading and blending the syllables. The teacher models applying these strategies to read the word excitement. 

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

• In Unit 2, Module 3, Lesson 4, students record the following words in their notebooks, then circle the base word and underline the suffix: wonderful, badly, enjoyment, fondness, colorless. 

• In Unit 7, Module 1, Lesson 2, students play the independent practice game Read and Spell Words with Consonant -le Syllables. During the game, students practice the following skills with consonant -le words:  read, identify, and match words, choose the correct syllabication, record themselves reading words, and drag letters to spell words correctly. 

• In Unit 7, Module 3, Lesson 2, students practice decoding words from left to right using the Words, phrases, and sentences practice sheet. The materials direct teachers to “Point out that when students see words with more than one syllable, they should first figure out where the word breaks into syllables, keeping in mind that there is one vowel sound in a syllable. Then, they should segment and blend each syllable and finally blend the syllables to read the word.” Students practice reading the Words, phrases, and sentences practice sheet in partner groups, with one partner being the reader and the other being the checker. Students then switch roles. 

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

Materials include frequent opportunities for explicit instruction in the fluency elements of accuracy, appropriate rate, and expression on successive readings using grade-level texts through lessons with shared readers and decodable texts. The materials also provide students with opportunities to hear modeled fluent reading of grade-level text by their teachers. The materials provide various resources for explicit instruction in fluency, including Shared readers and Decodable books in a variety of genres, within optional Fluency Mini-Lessons and Routines, and through student videos the teacher assigns during independent work time.  

Materials include  opportunities for explicit, systematic instruction in fluency elements using grade-level text. For example: 

• RF.2.4.B Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

  • In Unit 1, Module 3, Lesson 1, the teacher chooses a specific fluency skill (accuracy and self-correction, reading rate, phrasing, or intonation and stress) and explicitly teaches/models that skill using the mini-lesson from Fluency Mini-Lessons and Routines. Because this mini-lesson is optional, all students may not receive this instruction. 

  • In Unit 2, Module 3, Lesson 1, the teacher models reading with appropriate intonation and expression using pages 4–6 from the grade-level text Louis Braille: A Man and His Method. Students then chorally read pages 7–8, following the teacher’s example. 

  • In Unit 6, Module 1, Lesson 5, the teacher begins reading aloud a page from Artic Life haltingly with poor pacing and little intonation. Then the teacher reads the paragraphs again with good expression and an even, steady rate. After reading, the teacher asks the students what made the second read sound better than the first. The teacher is to “Identify reasons why someone might read the paragraphs the first way (too many unfamiliar words, lengthy sentences, and so forth).” The teacher then reinforces that becoming a fluent reader comes by practicing the skills they have learned. 

  • In Unit 7, Module 4, Lesson 2, the teacher begins reading aloud Our Classroom Folktale in a halting monotone or too quickly and inaccurately. The teacher tells students they will read a second time more fluently, adjusting their reading using appropriate rate and self-correcting errors. After reading, the teacher asks the students what made the second read sound better than the first. The teacher is to “Identify reasons why someone might read the paragraphs the first way, such as misreading unfamiliar words, ignoring punctuation cues, and reading too quickly.” The teacher then reinforces that becoming a fluent reader comes by practicing the skills they have learned. 

Materials provide opportunities for students to hear fluent reading of grade-level. For example: 

• In Unit 1, Module 1, Lesson 1, the teacher models reading with appropriate intonation and expression as they read pages 4 and 5 of Dr. King’s Memorial to students.  

• In Unit 2, Module 3, Lesson 3, the teacher models reading Louis Braille: a Man and His Method by chorally reading pages 12–14. The teacher models reading at a good rate and with expression while also pointing out words that follow the phonics skill for this week, vowel teams. 

• In Unit 5, Module 3, Lesson 3, the teacher models reading about the rules for food sharing at a good rate and with expression, as they read Let’s Share Lunch.

Materials include a variety of resources for explicit instruction in fluency. For example: 

• In Research and Rationale, the Fluency section states that the program contains Grade-level texts and Decodable books for modeling and practice of fluent reading in a variety of genres, including fiction, narrative nonfiction, informational text, poetry, and plays. It also states that the Fluency Mini-Lessons and Routines provide explicit instructions for accuracy, self-correction, rate, and expression concepts. 

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

Materials include daily practice to gain oral reading fluency. Lesson plans include fluency practice using Words, Phrases, and Sentences Practice Sheets, repeated readings of decodable text, and interactive digital games focused on fluency. The materials include resources for teachers to support progress in oral reading fluency, including prompts for self-correction and detailed fluency routines with sample scripts and key points of instruction. 

Varied, frequent opportunities are provided over the course of the year in core materials for students to gain oral reading fluency. For example: 

• In Unit 2, Module 1, Lesson 2, students work with partners to read the Words, phrases, and sentences practice sheet. Partners chorally read the practice sheet, then take turns reading the sheet with automaticity in a one-minute timed read. 

• In Unit 5, Module 3, Lesson 2, students work in partner groups to read the Words, phrases, and sentences practice sheet. Partners chorally read the practice sheet, then take turns reading the sheet with automaticity in a one-minute timed read. Students reread the sentences and change intonation based on the punctuation mark. 

• In Unit 8, Module 1, Lesson 3, students whisper read the decodable text Carmen’s Farm to the teacher, themselves, or a partner. The teacher listens to students read and prompts them to use their letter-sound knowledge as they read. 

Materials contain opportunities for students to participate in repeated readings of a grade-level text to practice oral reading fluency. For example: 

• In Unit 3, Module 1, Lesson 4, students engage in a second read of the Decodable text Let’s Move. Students echo read the first page after the teacher, then whisper read the remainder of the text. 

• In Unit 6, Module 3, Lesson 4, students engage in a second read of the Decodable text Two Clever Birds. Students echo read the first page after the teacher, then whisper read the remainder of the text. Students engage in an additional one-minute timed rereading and record their words correct per minute on the Fluency Graph. 

• In Unit 7, Module 2, Lesson 3, students whisper read the Decodable text, Name that Landmark! The materials provide guidance to the teacher about how to monitor student reading through recording words correct per minute on a fluency graph. In Lesson 4, students echo read the same text while the teacher models good phrasing and expression, pointing out clues in the text that help readers understand how to do that.

Materials include guidance and feedback suggestions to the teacher for supporting students’ gains in oral reading fluency. For example:

• In Fluency Mini Lessons and Routines, the materials provide teachers with Key Points of Instruction, modeling scripts, and student practice/application instructions for accuracy and self-correction, reading rate, phrasing, and intonation and stress. 

• In Fluency Mini Lessons and Routines, the materials provide teachers with step-by-step directions for routines to be used with individuals, groups, or the whole class, including echo reading, choral reading, repeated reading, partner reading, letter naming fluency, and reading with expression. 

• In Unit 1, Module 2, Lesson 4, the Teacher Tip in the Fluency section states, “Tracking words per minute is an indicator of students’ growth in automaticity, but do not let students think you are trying to get them to read faster. The increase in reading speed (as well as improvements in reading with expression) will happen with authentic reading practice, not with overt instruction or implied emphasis on reading fast.”

• In Unit 2, Module 2, Lesson 1, the materials provide an optional Focus on Fluency section and direct teachers to choose a specific fluency skill to work on with students. The directions for teachers note, “If needed, use the Fluency Rubric Table to evaluate students’ mastery of specific fluency skills before choosing a skill to focus on. Although each mini-lesson includes a section for practice and application, we recommend using only the teaching/modeling portion of the mini-lesson now. If you feel students need additional practice with that specific fluency skill, use the practice/apply section of the mini-lesson during small-group time.”