2nd Grade - Gateway 1

The materials reviewed for Grade 2 meet the criteria for materials emphasize explicit phonics instruction through systematic and repeated modeling.

From Phonics to Reading Level B materials use instructional routines that provide students with daily phonics instruction. These routines provide students with opportunities to hear, say, encode and read newly taught grade level phonics patterns, including long and short vowels, vowel teams, two-syllable words, and prefixes and suffixes. The materials provide teachers with some explicit examples, instructional routines, and systematic and repeated instruction for students to hear, say, encode, and read each newly taught grade level phonics pattern. According to the High-Impact Routine: Dictation, a teacher can model encoding a word using the Think and Write tool. According to the High-Impact Routine: Word Building, a teacher can model building a word with the Make New Words tool.

Materials contain explicit instructions for systematic and some repeated teacher modeling of some grade level phonics standards. Examples include but are not limited to the following:

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

  • In Teacher's Edition Level B, Unit 2, Lesson 6, Day 1, the teacher reminds of the final e pattern by guiding students to contrast words with and without the final e noticing short and long vowels. The teacher shows one word with a short vowel, can. The teacher points out how the final e affects the vowel sound to make cane.

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

  • In Teacher's Edition Level B, Unit 4, Lesson 19, Day 1, the teacher writes start and has students read the word. The teacher underlines the letters ar. The teacher reminds students that the /r/ affects the sound of the vowel before it. The teacher uses the Student Book to introduce r-controlled vowel /ur/ spelled er, ir, and ur. The teacher writes the words term, firm, and churn. The teacher underlines the r-controlled spelling of each word model blending.

  • In Teacher's Edition Level B, Lessons 10, 12, 13, 14, 16, and 18 focus on common vowel teams. Four of the lessons focus on specific vowels, and two of the lessons focus on general vowel team syllables.

    • In Lesson 10, Day 1, the teacher writes tame. The teacher reviews a_e spelling for long a and underlines the spelling pattern. The teacher introduces long a spelled a, ai, ay, ea, eigh. The teacher writes rain, tray, steak, and eight. The teacher underlines the long a spelling in each word and models blending.

    • In Lesson 16, Day 1, the teacher writes use. The teacher reviews u_e spelling for long u and underlines the spelling pattern. The teacher introduces long u spelled u, ue, ew, iew. The teacher writes unit, cue, few, viewing. The teacher underlines the long u spelling in each word and models blending.

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

  • In Teacher's Edition Level B, Unit 3, Lesson 12, Days 1-5, students decode regularly spelled one and twosyllable words containing long /e/ sounds (e.g., /e_e/, /ee/, /ea/, /ey/, /y/, /ie/, /ei/).

    • In Day 1, the teacher writes these, and students read the word. The teacher reviews e_e spelling for long e and underlines the spelling pattern. The teacher writes be, meet, Pete, team, happy, donkey, chief, either. The teacher underlines the long e spelling in each word and models blending.

  • In Teacher's Edition Level B, Unit 3, Lesson 14, Days 1-5, students decode regularly spelled words containing long /i/ sounds (e.g., /i/, /i_e/, /igh/, /y/, /ie/).

    • In Day 1, the teacher writes bike, and students read the word. The teacher reviews i_e spelling for long i and underlines the spelling pattern. The teacher writes mild, wide, high, sky, pie. The teacher underlines the long i spelling in the word and models blending.

  • In Teacher's Edition Level B, Unit 5, Lesson 28, Day 2, the teacher guides students to read two-syllable words with vowel team patterns. The students underline the first vowel team pattern.

• Decode words with common prefixes and suffixes.

  • In Teacher's Edition Level B, Unit 3, Lesson 16, Day 4, students read words with prefixes. The teacher guides students in reading the definition at the top of the page of prefixes. The teacher guides students in reading the meanings of the prefixes and example words with those prefixes. Students explain the meaning of each word.

  • In Student Book Level B, five lessons include a Word Study exercise that addresses prefixes and suffixes. The Teacher's Edition does not contain explicit instructions for the teacher, but the Student Book contains instructional text that the teacher directs students to read.

  • In Teacher's Edition Level B, the teacher guides students in learning suffixes:

    • y and ly (Unit 3, Lesson 14, Day 4).

    • er and est (Unit 4, Lesson 18, Day 4).

    • full and less (Unit 4, Lesson 18, Day 4).

  • Teacher's Edition Level B, the teacher guides students in learning prefixes:

    • un, re, and dis (Unit 3, Lesson 16, Day 4).

    • un , re , dis , pre and mis (Unit 5, Lesson 26, Day 4).

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

  • In Teacher's Edition Level B, Unit 2, Lesson 9, Day 1, the teacher writes chin, shin, and thin and has students read the words. The teacher underlines the consonant digraphs. The teacher reminds students that in a consonant digraph, two or more consonants stand for one sound. Then the teacher uses the student book to introduce consonant digraphs /wh/, /ph/, /ng/ and /nk/. The teacher practices again by writing the words while, photo, kin, and sink, and underlines the digraphs.

  • In Teacher's Edition Level B, Unit 3, Lesson 13, Day 4, the teacher is to guide students to read the explanation of silent letters. The teacher writes know and has students read it. The teacher underlines kn and asks students which of the two consonants is silent.

  • In Teacher's Edition Level B, Unit 6 Lesson 30, Day 1, the focus is final stable syllables. The teacher writes marble, and students read the word. The teacher underlines the syllable ble. The teacher informs students that syllables at the end of the word such as le are called final stable syllables. The teacher writes motion, erosion, feature, closure. The teacher underlines the final stable syllable. The teacher is to help students blend each syllable and put the syllables together to read the word.

Lessons provide teachers with systematic and repeated instruction for students to hear, say, encode, and read each newly taught grade level phonics pattern. Examples include but are not limited to the following:

• In Teacher's Edition Level B, each lesson includes recurring instructional routines that provide teachers with systematic and repeated instruction. For example:

  • Students hear the newly taught sound in the Learn and Blend and Syllable Building routines.

  • Students say the newly taught sound in the Blend It and Sort it Out routines.

  • Students encode the newly taught sound in the Spell It and Syllable Building routines.

  • Students decode the newly taught sound in the Blend It and Reading Connected Text routines.

• In Teacher's Edition Level B, Unit 1, Lesson 1, Day 3, the teacher tells the students that they are going to sort the words according to their short vowel spelling patterns /a/, /e/, /i/, /o/, and /u/. The teacher models sorting the first word and then has students write the words in the correct boxes.

• In Teacher's Edition Level B, Unit 3, Lesson 13, Day 2, the teacher completes a cumulative check, where the teacher displays the cards labeled with sound spellings, affixes, and syllable types for each previously taught lesson. Students read each card, and then the teacher mixes them up and students read the cards again.

• In Teacher's Edition Level B, Unit 4, Lesson 20, Day 2, the teacher has the students complete the speed drill. The teacher guides the students to read one and two syllable words with r-controlled vowel /or/ to build fluency. The teacher has the students underline the r-controlled /or/ spelling in each word.

The materials reviewed for Grade 2 meet the criteria for materials include frequent practice opportunities for students to decode words that consist of common and newly-taught sound and spelling patterns and provide opportunities for students to review previously taught phonics skills.

From Phonics to Reading Level B materials provide frequent opportunities for students to practice reading words containing new and previously taught phonics skills through decoding by phoneme and reading complete words. Opportunities for practice are built into daily instructional time. Frequent practice opportunities of previously taught skills are present, using a variety of methods presented in learning centers in addition to weekly instructional routines. The program is structured so that, in each of its thirty lessons, students are introduced to a phonics skill in the Sound-Spelling/Blending exercises and are then provided daily opportunities to cumulatively review previously taught phonics skills with a quick review on Days 2-5 of each lesson. Phonic elements are practiced when reading words in isolation, in short sentences and in connected text selections. Additional decoding practice is provided through Connected Text selections incorporated in each lesson, along with word building, word sorting, and writing exercises.

Lessons provide students with frequent opportunities to decode (e.g., phonemes, onset and rime, and/or syllables) phonetically spelled words. Examples include but are not limited to the following:

• In Teacher's Edition, Level B, Unit 2, Lesson 6, Days 1-5, there are practice opportunities for sound-spellings for final e words.

  • Day 1, Introduce Sound-Spelling, students blend and read words containing the final e pattern ( e.g., grade, these, side, broke, use, cute) using the Learn and Blend activity in the Student Book and progress to reading multisyllabic words containing the final e pattern (e.g., cupcake, backbone, bedtime, mistake, dislike, sunrise).

  • Day 2, Sound-Spelling/Blending, students review sound-spelling cards for all previously taught sound-spellings, affixes, and syllable types, then reread the Blend It lines in the Student Book to a partner.

  • Day 3, Sound-Spelling/Blending, the students review all previously taught phonics skills and reread the Blend It activity from the Student Book before completing Word Sort and Word Building activities with final e words.

  • Day 4, students reread the Blend It lines on Student Book and read a decodable passage on Student Book.

  • Day 5, Writing Extension, students reread the connected text selection from the Student Book.

• In Teacher's Edition Level B, Unit 3, Lesson 10, Day 1, students complete the Blend It activity by decoding long /a/ words. Words include: pan, pain, say, stay, gray, space.

• In Teacher's Edition Level B, Unit 5, Lesson 25, Day 3, students whisper read the Blend It lines. Words include: out, shout, south, mouth, mouse, house.

Lessons provide students with frequent opportunities to read complete words by saying the entire word as a unit using newly taught phonics skills. Examples include but are not limited to the following:

• In Teacher's Edition Level B, Unit 2, Lesson 7, Day 2, students build fluency by reading final e syllable spelling pattern words.

• In Teacher's Edition Level B, Unit 4, Lesson 20, Day 5, students read the decoding passage, "A Roar at the Door," which has r-controlled vowel /or/.

• In Teacher's Edition Level B, Unit 6, Lesson 29, Day 1, the teacher writes the words turtle, peanut, and donate on the board. The children read the words.

Materials contain opportunities for students to review previously learned grade level phonics. Examples include but are not limited to the following:

• In Teacher's Edition Level B, Unit 2, Lesson 9, Day 3, students complete a cumulative quick check when the teacher displays the labeled sound-spellings, affixes, and syllable types for previously taught lessons and students chorally read each card. The teacher mixes the card set, and the students repeat reading.

• In Teacher's Edition Level B, Unit 3, Lesson 13, Day 5, students re-read the decodable passage with " Fireboats," which contains vowel team syllables.

• In Teacher's Edition Level B, Unit 4, Lesson 18, Day 2, students read the Blend It lines with /ar/ words, which they learned on Day 1.

Materials contain a variety of methods to promote student practice of previously taught phonics. Examples include but are not limited to the following:

• In Teacher's Edition Level B, Unit 2, Lesson 9, Day 2, students practice reading the Speed Drill with digraphs /wh/, /ph/, /ng/, or /nk/.

• In Teacher's Edition Level B, Unit 4, Lesson 18, Day 3, students complete a Sort It Out activity with the ard, ark, and art words previously taught in Lessons 1 and 2.

• In Teacher's Edition Level B, Unit 1, Lesson 4, Day 4, students read words with /r/, /l/, and /s/ blends.

The materials reviewed for Grade 2 meet the criteria for materials promote frequent opportunities for students to practice decoding phonetically regular words in a sentence.

From Phonics to Reading Level B materials provide frequent and systematic practice decoding phonetically regular words in the context of a sentence. Practice with decoding words in sentences occurs once or twice daily. Both the Blend It and the Read Connected Text exercises provide students opportunities to decode words that contain targeted sound-spelling patterns and previously taught sound-spelling patterns.

Materials provide explicit, systematic practice for decoding phonetically regular words in a sentence. Examples include, but are not limited to the following:

• In Student Book, Level B, the Blend It exercises include two Reading in Context sentences in each lesson. Students use these sentences to practice decoding words that contain the current or past target sound-spellings and/or high frequency words. Students read the sentences chorally on Day 1, then practice independently or with a partner on Days 2-5.

• In Teacher's Edition, Level B, Unit 2, Lesson 8, Day 1, Blend It, students read words in sentences with /sh/, /ch/, /tch/, and /th/.

• In Teacher's Edition, Level B, Unit 3, Lesson 15, Day 4, Word Study, students read the sentences that they created, which contain compound words.

• In Teacher's Edition, Level B, Unit 4, Lesson 22, Day 2, students read the connected text, which has one and two syllable words with r-controlled vowels.

Lessons provide students with frequent opportunities to decode words in a sentence. Examples include, but are not limited to the following:

• In Student Book,Level B, each lesson contains a Read Connected Text exercise on Day 2, where teachers guide students in a choral reading of words in sentences with the connected text selection.

• In Student Edition Level A, each lesson contains a Read Connected Text exercise on Day 4 that students use to practice decoding words in sentences. Students read a passage independently, then the teacher guides students in a choral reading. Students reread the passage independently on Day 5 of each lesson.

• In Teacher's Edition, Level B, Unit 1, Lesson 3, students work on the following activities:

  • Day 1, students read the Blend It sentences in lines 8 and 9.

  • Day 2, students practice the Blend It lines again and read a connected text passage.

  • Day 3, students whisper read the Blend It lines from Day 1.

  • Day 4, students are introduced to another connected text, "Riddle Time," which provides practice in reading words in sentences.

  • Day 5, during the writing extension, students once again read the decodable passage, "Riddle Time!"

• In Teacher's Edition, Level B, Unit 5, Lesson 24, students work on the following activities:

  • Day 1, students read the Blend It sentences for the lesson.

  • Day 2, students practice the Blend It sentences again, and are introduced to the text, "More Riddles," which provides practice in decoding words in sentences.

  • Day 3, students whisper read the Blend It sentences from Day 1.

  • Day 4, students read the connected text, "Moose on the Loose."

  • Day 5, students reread the decodable passage, "Moose on the Loose."

The materials reviewed for Grade 2 meet the criteria for materials include daily practice opportunities for students to build/manipulate/spell and encode grade level phonics, including common and newly taught sound and sound patterns.

From Phonics to Reading Level B materials include some recurring instructional routines that give students frequent practice building and encoding words, both in isolation and in written responses to text. There are practice opportunities for students to build, manipulate, and spell words. There is encoding practice that students complete included in the Dictation activities, Think-Write-Spell activities, and Sort It Out activities. According to the High-Impact Routine: Dictation, a teacher can model encoding a word using the Think and Write tool. According to the High-Impact Routine: Word Building, a teacher can model building a word with the Make New Words tool.

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. Examples include but are not limited to the following:

• In Teacher's Edition Level B, Unit 1, Lesson 4, Day 3, during Word Building, students use letter cards to build or make the following words in sequence: slam, slim, slip, lip, rip, trip, trap, tap, lap, flap, flip, flop, top, and stop. The students find and cut out the letter cards. The teacher tells students what letters to replace, delete or add. The teacher guides students to replace a letter and write the new words.
• In Teacher's Edition Level B, Unit 3, Lesson 11, Day 3, students complete a closed sort and then write the words. The teacher instructions say, “Tell children they will now sort the new words according to the open and closed syllable words.” After the students have done the activity, the teacher reviews the words in the sort and has students write the words.
• In Teacher's Edition Level B, Unit 4, Lesson 19, Day 4, the teacher guides children in completing words 1-6. The students add the appropriate suffix to the base of each word, and students write the new word.

Lessons provide students with frequent opportunities to build/manipulate/spell and encode words in isolation based in common and newly-taught phonics patterns. Examples include but are not limited to the following:

• Level B Student Book, Unit 2, Lesson 7, students use the Word Building Interactive Resource to build two syllable words such as sideways, sidewalk, mistake.
• Level B Student Book, Unit 3, Lesson 13, students sort words by vowel teams and write the words in the correct boxes for /ai/, /ay/, /ea/, and /ey/.
• Level B Student Book, Unit 4, Lesson 19, students make new words and write the words in correct boxes.
• Level B Student Book, Unit 4, Lesson 22, students write the plural form from the box for each word.
• Level B, Student Book, Unit 5, Lesson 27, students use the Word Building Interactive Resource to build words such as all, tall, stall.

The materials reviewed for Grade 2 meet the criteria for materials include systematic instruction of high-frequency words and practice opportunities of high-frequency words to develop automaticity.

In From Phonics to Reading Level B, recurring instructional routines explicitly model and teach both reading and spelling of high-frequency words, primarily using the Read-Spell-Write routine. High-frequency words are read and written in isolation and in context. An appropriate number of high-frequency words are taught over the course of the curriculum, and materials provide explicit examples for teacher modeling. Students have practice and explicit instruction every day in each lesson for high-frequency words in Read-Spell-Write routine, as well as extend routines and re-teach models. Level B introduces five high-frequency words in each of the thirty lessons of the program, for a total of 150 high-frequency words over the course of the year’s instruction.

Materials include systematic and explicit instruction of irregularly spelled words. Examples include but are not limited to the following:

• Recognize and read grade-appropriate irregularly spelled words.
• In Teacher's Edition Level B, each lesson introduces five high-frequency words. The high-frequency words are taught and practiced using recurring instructional routines every day of each lesson. Those routines include the Read-Spell-Write routine, the Use in Context routine, and the Review routine.
• In Teacher's Edition Level B, Unit 1, Lesson 1, Day 1, the teacher states, “The word to is spelled t-o. Spell it with me: t-o.” The teacher also states, “Watch as I write the word. I will say each letter as I write it.”
• In Teacher's Edition Level B, Unit 3, Lesson 17, Day 3, the teacher reteaches the following words with Read-Spell-Write routine: both, clean, drink, must, these. The teacher states, “The word both is spelled b-o-t-h. Spell it with me.”

Materials include frequent opportunities for the teacher to model the spelling and reading of irregularly spelled words in isolation. Examples include but are not limited to the following:

• In Teacher's Edition Level B, Unit 1, Lesson 5, Day 3, the teacher reviews the high-frequency words good, our, do, give and does using the Read-Spell-Write routine.
• In Teacher's Edition Level B, Unit 2, Lesson 8, Day 2, the teacher reviews the high-frequency words using the Read-Spell-Review routine, where the teacher writes the words in a sentence and underlines the high-frequency words. The teacher and the students chorally spell the words. The teacher says the word after is spelled a-f-t-e-r.
• In Teacher's Edition Level B, Unit 3, Lesson 10, Day 5, during the Review section, the teacher writes the high-frequency words if, school, or, any, and small on chart paper.

Students practice identifying and reading irregularly spelled words in isolation. Examples include but are not limited to the following:

• In Teacher's Edition Level B, Day 5 of each lesson reviews high-frequency words by having the teacher write the lesson’s five target words in isolation, then students chorally read each word.
• In Teacher's Edition Level B, Unit 3, Lesson 10, Day 1, during the Write portion of the Read-Spell-Write activity, students write the high-frequency words two times in the Student Book.
• In Teacher's Edition Level B, Unit 4, Lesson 19, Day 5, during the Review section, students read the words the teacher writes on the chart paper, and students build another word using word cards and read the word.
• In Teacher's Edition Level B, Unit 5, Lesson 27, Day 5, the teacher writes the high-frequency words soon, pull, over, also, and carry on chart paper and students read the words.

Materials include a sufficient quantity of new grade-appropriate irregularly spelled words for students to make reading progress. Examples include but are not limited to the following:

• In Teacher's Edition Level B, five high-frequency words are taught in each lesson, for a total of one hundred-fifty high-frequency words by the end of Grade 2.
• In Teacher's Edition Level B, Unit 1 Planner, Lessons 1-5, students learn five high-frequency words in each lesson.
• In Teacher's Edition Level B, Unit 2 planner, Lessons 6-9, students learn five high-frequency words in each lesson.
• In Teacher's Edition Level B, Unit 3 planner, Lessons 10-17, students learn five high-frequency words in each lesson.
• In Teacher's Edition Level B, Unit 4 planner, Lessons 18-23, students learn five high-frequency words.
• In Teacher's Edition Level B, Unit 5, planner, Lessons 24-28, students learn five high-frequency words in each lesson.
• In Teacher's Edition Level B, Unit 6 planner, Lessons 29 and 30, students learn five high-frequency words.

The materials reviewed for Grade 2 meet the criteria for materials provide frequent practice opportunities to read and write high-frequency words in context (sentences).

In From Phonics to Reading Level B materials, recurring instructional routines provide students with frequent practice both reading and writing high-frequency words in context. Practice occurs in frame sentences, student-generated sentences, and connected text. Materials include frequent opportunities for students to read and write high-frequency words, which students complete using word cards. Students build the words and then move to the next section in the text.

Lessons provide students with frequent opportunities to read grade level irregularly spelled words in a sentence. Examples include but are not limited to the following:

• In Teacher's Edition, Level B, each lesson has an Use in Context exercise in which students write high-frequency words in the context of a frame sentence. The teacher asks students to read the sentences to a partner.

• In Student Book, Level B, each lesson has two Connected Text passages in which students read connected text that includes targeted high-frequency words.

• In Teacher's Edition, Level B, Unit 4, Lesson 21, Day 3, students complete the Use in Context in the Student Book. When students have completed the sentences, they read them to a partner.

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. Examples include but are not limited to the following:

• In Teacher's Edition Level B, each lesson has an Use in Context exercise that asks students to write the targeted high-frequency words in a frame sentence.

• In Teacher's Edition Level B, Day 2 of each lesson has an Extend exercise in which teachers ask students to create an oral sentence for each high-frequency word and to write those sentences.

  • In Teacher's Edition Level B, Unit 1, Lesson 1, Day 2, students create an oral sentence using the high frequency words and then write the high-frequency words by adding a descriptive sentence or combining two ideas.

• In Teacher's Edition Level B, Day 4 of each lesson has a Review exercise in which teachers ask students to write a new sentence in a notebook for each targeted high-frequency word.

• In Teacher's Edition Level B, Unit 3, Lesson 14, Day 4, the students write a new sentence in their notebooks for each of the high-frequency words every, far, eight, try, and walk.

Materials provide limited repeated, explicit instruction in how to use student friendly reference materials and resources and reading irregularly spelled words (e.g., word cards, word lists, word ladders, student dictionaries). Examples include but are not limited to the following:

• Students complete pages in their Student Books that can be used as a reference to look back on and review. Students complete Read-Spell-Write lessons in their Student Books on Day 1 and on Day 3 the teacher reteaches the words and students use their work from Day 1 to apply the high-frequency words in context of a sentence.

• In Teacher's Edition, Level B, Unit 6, Lesson 30, Day 5, students review high frequency words using letter cards during the High Frequency Word activity.

The materials reviewed for Grade 2 meet the criteria for materials explicitly teach word analysis strategies (e.g., phoneme/grapheme recognition, syllabication, morpheme analysis) based on the requirements of the standards and provide frequent practice opportunities for students to apply word analysis strategies.

From Phonics to Reading Level B materials provide explicit instruction in phoneme/grapheme recognition, syllabication and morpheme analysis using the Word Study routines and when introducing new sound-spelling patterns in the Blend It exercises. Opportunities for students to practice word analysis strategies are present during various activities.

Materials contain frequent explicit instruction of word analysis strategies (e.g., phoneme/grapheme recognition, syllabication, morpheme analysis). Examples include but are not limited to the following:

• In Teacher's Edition Level B, Unit 1, Lesson 2, Day 4, the teacher uses the Word Study lesson to teach a Reading Big Words Strategy in which the teacher guides children to use syllabication of closed syllables to decode multisyllabic words. The teacher models the skills with the word absent.

• In Teacher's Edition Level B, Unit 2, Lesson 7, Day 3, the teacher guides students to notice that some of the syllables are final e syllables. The teacher models sorting a word for the Closed Sort.

• In Teacher's Edition Level B, Unit 3, Lesson 13, Day 1, the teacher teaches vowel team syllables. The teacher writes the word paint, then repaint, reminding children to use syllable spelling patterns to read longer words. The teacher models dividing repaint into syllables and reminds students that a vowel team spelling stands for one vowel sound.

Materials contain frequent explicit instruction of word solving strategies to decode unfamiliar words. Examples include but are not limited to the following:

• In Teacher's Edition Level B, in Read Connected Text exercises, the teacher is instructed to provide corrective feedback if children have difficulty with a word, then have students reread the sentence with the corrected word, confirming the word is correct using syntax and semantic cues.

• In Teacher's Edition Level B, Unit 1, Lesson 2, Day 3, during the Word Building activity, the teacher guides students to make the following words from syllable cards: ribbon, bonnet, magnet, kitten, mitten, napkin, pumpkin. The teacher discusses what they notice about the closed syllable words.

• In Teacher's Edition Level B, Unit 5, Lesson 27, Day 3, during the Word Building activity, the teacher guides students to make the following words from syllable cards: all, tall, stall, call, ball, wall, walk, talk, stalk, straw, raw. The teacher discusses what they notice about the spelling of the words.

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

• In Teacher's Edition Level B, Unit 2, Lesson 6, Day 3, during the Word Building activity, students build words by replacing, deleting, or adding another letter to build new words.

• In Teacher's Edition Level B, Unit 3, Lesson 11, Day 3, during the Syllable Building activity, students build words using different syllables, open syllables, closed syllables, and r-controlled words.

• In Teacher's Edition Level B, Unit 6, Lesson 29, Day 3, students build words with a partner. The words contain the six syllable types.

The materials reviewed for Grade 2 meet the criteria for instructional opportunities are built into the materials for systematic, evidence-based, explicit instruction in fluency (Grades 1-2).

Level B materials include explicit instruction in fluency. The materials contain opportunities for students to hear fluent reading modeled by a teacher. Explicit instruction in and modeling of phrasing, expression, intonation, rate, and accuracy is included in From Fluency to Comprehension: Routines and Minilessons and the Teacher’s Guide to Fluency. There are a variety of types of material that students read to build fluency.

Materials include opportunities for explicit, systematic instruction in fluency elements using grade-level text. Examples include but are not limited to the following:

• In From Fluency to Comprehension, Routines and Minilessons, Lesson 3, the teacher models intonation. The teacher models reading, “ABC? DE. FGH! I? JKL. MN? OPQ! RST! UV? WX. YZ? Cows moo. Cows moo? Cows moo!” The teacher models reading sentences from the Student Book.
• In From Fluency to Comprehension, Routines and Minilessons, Lesson 7, the teacher displays a passage. The teacher highlights prepositional phrases and underlines the phrases. The teacher models how to chunk and read longer sentences.
• In From Fluency to Comprehension, Routines and Minilessons, Lesson 19, the teacher models phrasing with conjunctions. The teacher uses underlined conjunctions to model how to chunk and read longer sentences.
• In Teacher’s Guide to Fluency, the materials state, “Model the appropriate rate of reading to help students hear the proper pace.”

Materials provide opportunities for students to hear fluent reading of grade-level text by a model reader. Examples include but are not limited to the following:

• The teacher reads the title of each decodable story, and the students repeat the title. No other examples of teacher modeling of fluent reading were found in subsequent connected text selection lessons.
• In From Fluency to Comprehension, Routines and Minilessons, Lesson 17, the teacher selects a short story or passage. The teacher models reading the text expressively.
• In From Fluency to Comprehension, Routines and Minilessons, Lesson 27, the teacher selects a short story or passage. The teacher models reading the text expressively.

Materials include resources for explicit instruction in fluency. Examples include but are not limited to the following:

• In From Fluency to Comprehension, Routines and Minilessons, Lesson 12, the materials ask the teacher to use one of the stories the teacher is reading to students during the week and then read it aloud. The teacher is to select a prosodic element to model with the text.
• In From Fluency to Comprehension, Routines and Minilessons, Lesson 14, the teacher models reading sentences from the Student Book.
• In From Fluency to Comprehension, Routines and Minilessons, Lesson 29, the teacher uses Connected Text to model reading with appropriate phrasing and intonation.

The materials reviewed for Grade 2 meet the criteria for varied and frequent opportunities are built into the materials for students to engage in supported practice to gain oral reading fluency beginning in mid-Grade 1 and through Grade 2 (once accuracy is secure).

From Phonics to Reading Level B materials offer frequent opportunities for students to engage in supported practice of fluent reading in grade-level texts. Variety of text types is limited. Students have multiple opportunities to reread text. Guidance for teacher support of student growth in fluency is general instructions to provide corrective feedback. The teacher is instructed to monitor students and correct errors or have students read random words to build on fluency.

Varied, frequent opportunities are provided over the course of the year in core materials for students to gain oral reading fluency. Examples include but are not limited to the following:

• In Teacher's Edition Level B, materials ask students to engage in repeated partner reading by reading of grade-level text in the Independent/Partner Work instructional routines on Days 2, 3 and 5 of each lesson.

• In Teacher's Edition Level B, Unit 3, Lesson 10, Day 2, students read the connected text, an announcement entitled "Hay Bale Maze This Saturday."

• In Teacher's Edition Level B, Unit 4, Lesson 18, Day 3, students read the story, "Sparky."

• In Teacher's Edition Level B, Unit 6, Lesson 30, Day 4, students read the text, "Creature Features."

Materials contain opportunities for students to participate in repeated readings of a grade-level text to practice oral reading fluency. Examples include but are not limited to the following:

• In Student Book, Level B, each lesson contains two Connected Text passages. These grade level texts are used in recurring instructional routines that include repeat readings on Days 2 and 4 of every lesson. Day 5 includes a repeated reading of the Decodable Passage in order for students to complete the writing extension.

  • In Teacher's Edition Level B, Unit 1, Lesson 4, Day 5, students reread the Decodable Passage, "Block Party!"

  • In Teacher's Edition Level B, Unit 2, Lesson 6, Day 5, students reread the passage, "A Place in Space."

  • In Teacher's Edition Level B, Unit 5, Lesson 25, Day 5, students complete a second read of the Decodable Passage, "How to Make Lemonade."

• In From Fluency to Comprehension, Routines and Minilessons, Lesson 5, student read the Connected Text in the Student Book for 30 seconds. Students independently practice reading the passage over the next couple of days.

• In From Fluency to Comprehension, Routines and Minilessons, Lesson 9, students read the Connected Text in the Student Book three times to a partner while the partner offers feedback.

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

• In Teacher's Edition Level B, in the Read Connected Text instructional routines, teachers are instructed to provide corrective feedback if children have difficulty with a word, then have children reread the sentence with the correct word.

  • In Teacher's Edition Level B, Unit 3, Lesson 12, Day 2, students complete a reading speed drill to build fluency. The Teacher's Edition instructs the teacher to guide children to read one syllable and multisyllabic words with long /e/ to build fluency and determine where the deficits are in students.

• In Teacher's Edition Level B, Unit 4, Lesson 19, Day 3, the teacher monitors students as they read the Blend It lines.

• In Teacher’s Guide to Fluency, the materials suggest supports for each area of fluency. For example, for phrasing, the teacher uses markers to underline words that go together in phrases, or draw lines between phrases to show students where phrases begin and end.

• In Teacher’s Guide to Fluency, the materials suggest the teacher mark the text to help students see each punctuation mark. The teacher should model the correct pace and intonation when reading the passage.