2nd Grade - Gateway 1

The instructional materials reviewed for Grade 2 meet the criteria for anchor texts (including read aloud texts in K-2 and shared reading texts in Grade 2 used to build knowledge and vocabulary) are of publishable quality and worthy of especially careful reading/listening and consider a range of student interests.

Throughout the Grade 2 materials, the anchor texts included are all published or of publishable quality.  Each module contains three weeks of instruction focused around a text set, which consists of about eight texts centered around the module topic. Anchor texts are of various genres. They contain colorful photographs and/or vibrant illustrations, which match the words in the texts. The texts contain rich academic vocabulary and help students analyze language and author’s craft. Texts are engaging and often relatable in content. All the texts are appropriate for Grade 2 students. 

Examples of anchor texts that are of publishable quality and worth of especially careful reading and listening and consider a range of student interests include: 

• In Module 1, students listen to Spoon by Amy Krouse Rosenthal, which is a published fantasy text with a positive message about recognizing one’s own special qualities. There is figurative language, descriptive words, and familiar, conversational language. The text also includes experiences that are common to most readers. The illustrations are colorful, humorous, and supportive in comprehension. 
• In Module 4, students listen to Goldilocks and the Three Dinosaurs by Mo Willems, which is a published fictional text by New York Times Bestselling author. This text puts a spin on the classic tale, Goldilocks and the Three Bears. 
• In Module 5, students listen to Going Places by Peter and Paul Reynolds, which is a published fantasy text with illustrations by a New York Times bestselling illustrator. The theme is subtle, but the illustrations support the students’ comprehension.
• In Module 6, students listen to Wild Weather: Science Adventures with Sonny the Origami Bird by Thomas Kingsley Troupe, which is a published narrative nonfiction text with photographs, diagrams, and sidebars. The book contains full-bled illustrations and the main character is an origami bird who meets a real duck. The book contains a lot of academic vocabulary related to weather and helps build knowledge.
• In Module 7, students listen to Drum Dream Girl by Margarita Engle, which is a published poetry book about a Chinese-African-Cuban girl who sets out to do something only boys on her island can do. The book contains descriptive vocabulary that appeals to the senses and contains vivid and powerful images. The poems use images, sounds, and rhythm to express feelings.
• In Module 8, students listen to From Seed to Pine Tree by Suzanne Slade, which is a published informational text supported by illustrations and graphic features that depict the life cycle of a pine tree. 
• In Module 9, students listen to The Long, Long Journey by Sandra Markle, which is a published informational text with fairly complex language and sentence structures. Maps and images help support students’ understanding of the migration of birds. It uses time-order words and a chronological text structure. 

The instructional materials reviewed for Grade 2 meet the expectation for materials reflecting the distribution of text types and genres required by the standards at each grade level.

Throughout the Grade 2 materials there is a mix of informational and literary texts throughout each module. Each module has a relatively equal balance of literary and informational texts, including realistic fiction texts, informational articles, poetry, folktales, fairy tales, drama, narrative nonfiction, opinion pieces, procedural texts, fantasy, and biographies. There are also infographics, photo essays, songs, and videos. 

Specific examples of literary texts in the program include:

• Module 1: Students listen to We are Super Citizens (no author), which is a personal narrative where a boy shares his experiences raising a therapy dog. 
• Module 2: Students listen to The Puddle Puzzle by Ellen Weiss, which is a drama about discovering our world. 
• Module 3:  Students listen to Pepita and the Bully by Ofelia Dumas Lachtman, which is a realistic fiction story about bullying. 
• Module 4: Students listen to A Perfect Season for Dreaming by Benjamin Alire Sáenz, which is a fantasy text about a grandfather who shares stories with his granddaughter about his vivid dreams. 
• Module 5: Students listen to Seed by Seed by Esmé Raji Codell, which is a legend about Johnny Appleseed Chapman. 
• Module 6: Students listen to "Cloudette" by Tom Lichtenheld, which is a fantasy story about weather. 
• Module 7: Students listen to "Drum Dream Girl" by Margarita Engle, which is a poem about perseverance. 
• Module 8: Students listen to "The Legend of the Indian Paintbrush" by Tomie dePaola, which is a legend about an American Indian boy who follows his dreams of becoming an artist. 
• Module 9: Students listen to "At Home in the Wild" (no author), which is a poem and song about habitats and creatures that live in them. 
• Module 10: Students listen to Where on Earth is my Bagel? by Frances Park and Ginger Park, which is a realistic fiction text about world cultures. 

Specific examples of informational texts in the program include:

• Module 1: Students watch the video “Get Involved: Be Awesome” (no author), which is a persuasive piece about how to be a super citizen. 
• Module 2: Students listen to The Important Book by Margaret Wise Brown, which is a narrative nonfiction text about discovering our world. 
• Module 3:  Students listen to Gingerbread for Liberty! by Mara Rockliff, which is a biography about heroism. 
• Module 4: Students listen to How to Read a Story by Kate Messner, which is an informational text about how to become a reader. 
• Module 5: Students listen to "What’s Good to Read? Book Reviews for Kids by Kids!" (no author), which is an opinion article about books Ruthie Miller likes to read and the reasons why others should read them too. 
• Module 6: Students listen to Get Ready for Weather by Lucy Jones, which is an informational text that teaches students how to be prepared for different kinds of weather. 
• Module 7: Students listen to How to Make a Timeline by Boyd. N. Giffin, which is a procedural text about making a timeline.
• Module 8: Students listen to From Seed to Pine Tree by Suzanne Slade, which is an informational text about the life cycle of a pine tree. 
• Module 9: Students listen to "The Best Habitat for Me!" (no author), which is an opinion essay about what makes a good habitat as told from the red panda’s point of view. 
• Module 10: Students listen to Trombone Shorty by Troy Andrews, which is an autobiography about Troy Andrews' journey to becoming a musician in New Orleans. 
• Module 11: Students listen to I am Helen Keller by Brad Meltzer, which is a biography about how Helen Keller did not allow difficulties in her life to stop her from making and achieving her goals. 

The instructional materials reviewed for Grade 2 meet the expectation that texts (including read-aloud texts and some shared reading texts used to build knowledge and vocabulary) have the appropriate level of complexity for the grade level according to quantitative analysis, qualitative analysis, and a relationship to their associated student task. Read-aloud texts at K-2 are above the complexity levels of what most students can read independently. 

The texts within the Grade 2 materials are appropriate for students based on their quantitative measure, qualitative measure, and reader and task. While the majority of the texts are read-alouds in Grade 2, these texts are above what students can read independently, which is appropriate for read-alouds at this level. Shared reading texts have a lower Lexile measure and lower qualitative features.  All texts are within the appropriate range for their purpose and the qualitative measures range from slightly complex to very complex. 

Examples of appropriately complex texts in the Grade 2 materials include:

• In Module 2, Lessons 3-4, students listen to Many Kinds of Matter by Jennifer Boothroyd, which has a Lexile measure of 530 and is considered moderately complex. The text has features that enhance the reader’s understanding of the text and graphics that mostly supplement understanding. 
• In Module 4, Lesson 9, students listen to Hollywood Chicken by Lisa Fleming, which has a Lexile measure of 600 and is considered very complex. The text contains some figurative language and some experiences that may be unfamiliar to readers. 
• In Module 5, Lessons 12-13, students listen to Who Are Government Leaders? by Jennifer Boothroyd, which has a Lexile measure of 580 and is considered moderately complex. This shared read has informational text details about our country, states, and city leaders. The text contains discipline-specific vocabulary that may be new to readers and it relies on a moderate level of subject - matter knowledge. Photographs and captions provide supporting information. 
• In Module 6, Lessons 7-8, students listen to Cloudette by Tom Lichtenheld, which has a Lexile measure of 590 and is considered moderately complex. The text includes weather vocabulary, but the graphics and story support students’ understanding.
• In Module 7, Lesson 12, students listen to "Drum Dream Girl" by Margarita Engle, which does not have a Lexile measure because it is a poem but is considered very complex. This shared reading text contains fairly complex, abstract language and a complex story structure. Teachers provide scaffolding to help create mental images to deepen student understanding.
• In Module 8, Lesson 12, students listen to Don’t Touch Me! by Elizabeth Preston, which as a Lexile measure of 600 and is considered moderately complex. The text has an implied purpose that is easy to identify and vocabulary that is mostly familiar. 
• In Module 9, Lesson 1, students listen to "The Best Habitat for Me" (no author), which has a Lexile measure of 620 and is considered moderately complex. This is a shared reading, opinion essay, that provides students with an opportunity to explore opinions with supporting evidence. The text uses mostly simple and compound sentence structures and requires some common practice knowledge for understanding.
• In Module 10, Lessons 3-4, students listen to Where on Earth is my Bagel? by Frances Park and Ginger Park, which has a Lexile measure of 590 and is considered moderately complex. This text has some cultural elements and more complex language. The illustrations are engaging and the theme is relevant to students. 

The instructional materials reviewed for Grade 2 meet the expectation for materials supporting students’ literacy skills (comprehension) over the course of the school year through increasingly complex text to develop independence of grade-level skills (leveled readers and series of texts should be at a variety of complexity levels). 

Throughout the year students are exposed to increasingly complex texts that help them achieve grade-level independence. Students listen to and read Big Books, Read Aloud books, and texts from the myBook to achieve grade-level independence. Read Aloud Books are more complex and sophisticated texts that build children’s knowledge, academic vocabulary, and comprehension skills and strategies. Big Books help to build knowledge, vocabulary, and comprehension, while also supporting print concepts. Texts in the myBook are used for shared reading and independent reading. 

In the beginning of the year, myBooks in Grade 2 are considered 43% slightly complex, 60% moderately complex, and 7% very complex. At the end of the year, 0% of the texts are considered slightly complex, 75% are considered moderately complex, and 25% are very complex. The Lexile levels range at the beginning of the year from 420-590, while at the end of the year Lexile levels range from 460-700. 

Skills also increase in complexity throughout the year to promote independence. Examples of this include:

• In Module 2, Lesson 3, students discuss inferences and use pictures for clues in the text Many Kinds of Matter by Jennifer Boothroyd. At the end of the year, in Module 10, Lesson 3, students listen to Where on Earth is my Bagel? by Frances Park and Ginger Park, which requires students to use events in the story to make inferences about the character. 
• In Grade 2, students begin using evidence to answer questions. In Module 1, Lesson 14, students watch the video, “Get Involved: Be Awesome!” and use evidence to identify the topic. Then in Module 5, students listen to Great Leaders (no author) and locate the part of the essay that tells about rights for women.

The instructional materials reviewed for Grade 2 meet the expectation that anchor texts (including read-aloud texts in K-2) and the series of texts connected to them are accompanied by a text complexity analysis.

The publisher provides a text complexity analysis for the Grade 2 materials that includes quantitative information, qualitative information, and reader and task considerations. The text analysis for all of the anchor texts are found in the Preview Lesson Texts section of each module. 

Examples of information provided in this text complexity analysis include:

• In Module 2, Week 1, students read Many Kinds of Matter by Jennifer Boothroyd during Lessons 3 and 4. The Preview Lesson Texts page states that this text was selected because “Children will regularly encounter nonfiction writing in textbooks, on the Internet, and through other media. In this informational text about matter, children will read about the three states of matter and how matter can change.” The quantitative measure is a Lexile measure of 530 and the overall complexity is moderately complex. The publisher explains that “text features enhance the reader’s understanding of the text, and the graphics mostly supplement understanding.”
• In Module 7, Week 3, students read "Drum Dream Girl" by Margarita Engle in Lessons 12 and 13. According to the publisher, this text was selected because, “Poetry is a way for children to explore the use of descriptive language to tell a story. Children will read about a Chinese-African-Cuban young girl who sets out to do something only boys on her island could do.” Because it is a poem, a Lexile measure is not provided, but it is given a Guided Reading Level of L with a very complex qualitative measure. The publisher explains that the text contains some fairly complex, abstract language, and a complex story structure. 
• In Module 8, Week 2, students read Jackie and the Beanstalk by Lori Mortensen in Lessons 9 and 10. The Lexile measure is 660 and the text is considered very complex because the graphics extend meaning of the text, and it contains some complex language. The text is used to teach students' lessons about honesty. Students learn how to identify features of fairy tales and describe and analyze internal and external character traits. 

The instructional materials reviewed for Grade 2 meet the expectation that support materials for the core text(s) provide opportunities for students to engage in a range and volume of reading to support their reading at grade level by the end of the school year. 

Grade 2 materials include a range and volume of opportunities throughout the day for students to engage with texts. Students read a variety of books during whole-group read alouds, small-group instruction, and independent reading. In Grade 2, materials include Read Aloud Trade Books, leveled readers, independent choice books, a student reader, Start Right Readers (decodable texts), and foundational skills practice books. Students engage with texts during whole-group instruction, small-group and guided reading instruction, and independent work. Texts are also read during Writing Workshop as a mentor text. Students and teachers often read books multiple times for different purposes, including getting a gist about the text, practicing a reading skill, having an academic discussion, or taking notes and writing about the text. 

Students in Grade 2 spend 15 to 20 minutes a day in whole-group time and then 45-60 minutes a day in small-group and independent reading time. During the small-group block, students complete collaborative work, teacher-led small-groups, and independent practice. Small-group instruction is based on student needs and can take the form of foundational skills small-group instruction, English language development, guided reading, or skills and strategies lessons.  Independent reading includes a “reading corner” literacy center in which students read for fluency with a partner, annotate the text, or complete a response journal. Grade 2 lessons include building fluency through Choral Reading, Partner Reading, and increasing students’ reading rate. Students also practice high-frequency words. 

Specific examples of how the range of text types, as well as volume of reading, helps students to achieve grade-level reading proficiency include:

• In Module 1, Lesson 2, students listen to Clark the Shark by Bruce Hall. After learning how to identify and describe the setting in a story, students complete it for the story. Then they complete the same activity with a just-right independent book. In this week, students watch a video, read or listen to a personal narrative, an informational text, and a fantasy all about how being a good citizen makes a difference to others. Additional options for students to interact with a book include fluency with a partner, annotating the text to practice the strategy, and using a response journal to draw or write about what they read.
• In Module 3, Week 2, students listen to and read a fantasy, an informational text, and a biography about solving problems. The fantasy is read aloud, while the other two are read with support in the myBook. During the read-aloud, students learn how to annotate and synthesize information to figure out the big idea of the text. During small-group time, the teacher can differentiate to further help students with completing that skill. Students practice the skills independently in an independent reading book. 
• In Module 6, Lesson 4, students read with the teacher The Contest by Byron Langdo. At times, the students chorally read and at other times, students read silently. In Week 1, students read and listen to an informational text, a fantasy, and a narrative nonfiction all about weather. There is also an online weather video presented to students. During this module, students use the Rigby Leveled Library and Leveled Readers, two Start Right Readers (decodable texts), and the Student Choice library.
• In Module 7, Week 1, students listen to a biography and then read another biography and an opinion essay on their own, but with support. In Lesson 2, students learn how chronological order is a text structure and students practice using it as a strategy with Miss Moore Thought Otherwise by Jan Pinborough. Students then apply the reading strategy to a self-selected book from the Student Choice Library. Additional small-group instruction takes place during the day with the Rigby Leveled Library and decodable text from the Start Right Reader.

The instructional materials reviewed for Grade 2 meet the expectation that most questions, tasks, and assignments are text-based, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).

Throughout the year, the students answer text-dependent questions after hearing a variety of texts. Questions include both explicit and implicit questions that require students to engage directly with the text. Questions about the text are asked during and after the read-alouds as well as during small-group instruction with decodable texts. In addition, students are often asked to underline, circle, and otherwise annotate the text in their myBook to find the answers to the questions for decodable texts.

Specific examples of text-based questions students are asked throughout the program include:

• In Module 1, Lesson 11, after listening to Violet the Pilot by Steve Breen, students are asked, “What does Violet do on her way to the air show?" and "What do Violet’s actions tell you about her character?"
• In Module 2, Lesson 13, after listening to The Puddle Puzzle by Ellen Weiss, students are asked, “What is the purpose of the dialogue?”
• In Module 3, Lesson 2, while listening to Gingerbread for Liberty by Mara Rockliff, students are asked, “What does the baker mean when he says 'No empty bellies here! Not in my America.’”
• In Module 4, Lesson 9, after listening to Hollywood Chicken by Lisa Fleming, students are asked, “How much time has passed since the last diary entry?” and “What has happened to Lily’s acting career in that time?”
• In Module 5, Lesson 3, while listening to Going Places by Peter and Paul Reynolds, students are asked, “Why does Rafael think there is a problem with Maya’s go-cart on page 23?”
• In Module 6, Lesson 8, students listen to Rocky by Bryan Langdo and are asked, "Did Gail and Dad’s plan work?” and "How do you know?"
• In Module 7, Lesson 12, after listening to "Drum Dream Girl" by Margarita Engle, students answer, “How does the poet describe the timbales in this stanza?” and “How does this help you picture the timbales in your mind?”
• In Module 8, Lesson 6, students listen to The Legend of the Indian Paintbrush by Tomie dePaola and are asked, “What does Little Gopher sometimes long to do?” and “What stops him from doing it?” Then after reading page 39, students are asked, “How do the People thank Little Gopher for bringing the sunset to Earth?”
• In Module 9, Lesson 3, while listening to The Long, Long Journey by Sandra Markle, students are asked, “How do the godwits know where to go?” and “How do they stay together during their long journey?”

The instructional materials reviewed for Grade 2 meet the expectation for materials providing frequent opportunities and protocols for evidence-based discussions (small-groups, peer-to-peer, whole class) that encourage the modeling and use of academic vocabulary and syntax.

Throughout the Grade 2 materials there are ample opportunities for students to engage in evidence-based discussions following a variety of protocols. Protocols include Turn-and-Talks between two students and Think-Pair-Shares for both small-group and whole-group instruction. There are also protocols for Share Chair for Writing Workshop for students to share their writing, sometimes about what they are reading. Teachers also use the PEER acronym for Dialogic Reading with Read-Aloud Books. Teachers are encouraged to use a Gradual Release Model and support discussions by encouraging students to use evidence from the text. 

In the Guiding Principles and Strategies book, there is an entire section on how to engage students in a discussion. Subtopics include aspects of a conversation, focusing on listening and speaking skills, and best practices for facilitating discussions. Teachers are also directed to use the Discussion Routine in the Teacher’s Guide in order to facilitate conversations about the texts. Part of this routine includes how to initiate a conversation, add details in a conversation, respond in a complete sentence, and stay on topic. 

In the Guiding Principles and Strategies Book, Dialogic Reading with Read Aloud Books is discussed at length and teachers are taught to use the PEER acronym for discussions. This stands for:

• Prompt children to say something about the book.
• Evaluate the response.
• Expand on the response by rephrasing and adding to it.
• Repeat the prompt to check understanding and give children additional opportunities for using language.

In the Guiding Principles and Strategies Book, best practices are included for Shared Reading, which outline not just how the teacher should read the text but ways to support students in their discussion of the text. This includes:

• Ask students to support their answers with evidence from the text.
• Prompt children to listen and respond to each other. 

In the Guiding Principles and Strategies Book, the Turn-and-Talk Protocol includes the following steps:

1. Turn toward your partner.
2. Look your partner in the eye.
3. One partner talks while one partner listens.
4. Switch!

In the Guiding Principles and Strategies Book, the Think-Pair-Share protocol includes the following steps:

1. Think (children think about the question)
2. Pair (share ideas with a partner)
3. Share (share with the whole group)

In the Guiding Principles and Strategies Book, Share Chair protocols include:

1. Present your work. 
2. Listen to your classmates. 
3. Teachers provide sentence starters to help children discuss their peer’s writing. 

For Collaborative Conversations, the Teacher's Guide provides an Anchor Chart to refer to. The rules include:

1. Listen with care.
2. Stick to the topic.
3. Answer questions with more than one word.
4. Use complete sentences.
5. Be respectful.

Some specific examples of students engaging in evidence-based discussions using the above protocols include:

• In Module 2, Lesson 9, students listen to the book Water Rolls, Water Rises by Pat Mora and then use the Turn-and-Talk routine to discuss mental images they made while listening to the story. 
• In Module 4, Lesson 9, after reading Hollywood Chicken by Lisa Fleming, students use the Turn-and-Talk routine to answer, “How do the places where Lily lives change the story?” and “What clues do you see in the pictures about her success?”
• In Module 6, before beginning the research project, students use a Think-Pair-Share to brainstorm research questions about extreme weather and ways to stay safe. Students use the texts The Story of Snow - The Science of Winter’s Wonder by Marc Cassino and John Nelson as well as Freddy the Frogcaster by Janice Dean, to help them brainstorm research questions. 
• In Module 9, Lesson 7, students listen to, Sea Otters by Ruth Owen and then Turn-and-Talk to answer questions such as, “Which details in the text help you figure out the topic and central idea?” and “Compare the animal habitats in Sea Otter Pups and The Long, Long Journey.”
• In Module 10, Lesson 6, after listening to May Day Around the World by Tori Teller, students Turn-and-Talk to make and confirm predictions about what they read. They also discuss the author’s purpose for writing the text.

The instructional materials reviewed for Grade 2 meet the expectation for materials supporting students’ listening and speaking about what they are reading (or read aloud) and researching (shared projects) with relevant follow-up questions and supports.

There are many opportunities throughout the Grade 2 materials for students to answer questions and ask follow-up questions. The Interactive Read Aloud sessions incorporate numerous opportunities for students to listen to their teacher read the text, listen to their peers answer questions, and speak about what they are thinking and have learned about the text.

Specific examples of opportunities for students to speak and listen to what they are reading through read-alouds with relevant follow-up questions include:

• In Module 1, Lesson 5, students listen to Clark the Shark by Bruce Hale, and engage in a Collaborative Conversation after reviewing the rules. Questions that they discuss include “Would you like to have Clark as a friend? Why or why not?”
• In Module 2, Lesson 9, after reading Water Rolls, Water Rises by Pat Mora, students work with a partner to discuss the answers to questions such as, “ Why do you think the author wrote this text?” and “What does she want readers to know?” 
• In Module 3, Lesson 6, students listen to Three Hens and a Peacock by Lester L. Laminack, and students discuss the answers to questions such as, “Why do you think people stop to admire the peacock?” and “How does the peacock feel about the hens calling him lazy?”
• In Module 4, Lesson 2, students listen to Goldilocks and the Three Dinosaurs by Mo Williams, and then they answer questions such as, “What is Goldilocks like?” Students are supported by the teacher as they analyze the story structure by discussing the conflict, events, resolution, and plot of the story. 
• In Module 5, Lesson 7, students listen to the biography Wilma Rudolph: Against All Odds by Stephanie E. Macceca, and then they are asked questions to discuss with a partner such as “Why is her story still important to people today?” and “Why do you think the author included a timeline on the last page?” Students are reminded to wait their turn until their partner has finished speaking before asking a clarifying question or adding new information. 
• In Module 6, Lesson 8, students listen to Cloudette by Tom Lichtenheld and discuss the text with a partner by answering questions such as, “How do the other characters in the story feel about Claudette?” and “What does Cloudette learn about herself?”
• In Module 7, Lesson 12, students listen to "Drum Dream Girl" by Margarita Engle, and as they listen, they are asked questions such as, “Has the girl’s teacher decided whether her drums deserve to be heard? How do you know?” and "What does the drum dream girl dream about?”
• In Module 8, Lesson 3, students listen to From Seed to Pine Tree: Following the Life Cycle by Suzanne Slade, and they discuss questions such as “What are the steps in a life cycle of a shortleaf pine tree?” and “Why are shortleaf also called evergreen trees?”
• In Module 9, Lesson 3, students listen to  The Long, Long Journey by Sandra Markle, and as they listen, students are asked questions such as, “Who are the other hunters’ that come searching for food? What clues help you know?” and “What do you think will happen to the little female?"

The instructional materials reviewed for Grade 2 meet the expectation for materials including a mix of on-demand and process writing grade-appropriate writing (e.g. grade-appropriate revision and editing) and short, focused projects, incorporating digital resources where appropriate.

Within the Grade 2 materials, there is a Writing Workshop section for each module that always begins with a mentor text. During this time, students receive skill-based mini-lessons and time for process writing daily, including all of the steps from prewriting to publishing and sharing. In addition, the Grade 2 myBook and Teaching Pal offer many opportunities for students to produce on demand, short writing tasks in response to reading. The materials cover a year’s worth of writing instruction. 

Students participate in process writing in each module throughout the year in Writing Workshop. Students take several weeks to complete one piece. Examples include:

• In Module 3 in the Writing Workshop, Lesson 4, students write about an issue in which they have an opinion. They describe the issue, state their point of view, and provide evidence about why others should support their point of view. Students spend 15 lessons on this writing task and experience the writing process from planning to drafting to editing to revising. Students publish a final copy and present it to the class.
• In Module 4 in the Writing Workshop, students write a narrative imaginative story where they write about an imaginary friend or place. Students spend 15 days on the writing project where they brainstorm, draft, edit, revise, confer with a peer, and write a final copy. 
• In Module 6 in the Writing Workshop, students write a poem using the poem “When the Moon is Full: A Lunar Year” by Penny Pollack, as a mentor text. After students decide on a topic about weather, students draft, revise their poems for sensory details, confer with peers, and then revise again to be sure the poem is in first-person point of view. Students publish on day 14 and share on day 15. 
• In Module 7 in the Writing Workshop, students write an imaginative story about characters they create and their adventures. Students begin by brainstorming and organizing character traits. Students develop a draft, integrate dialogue, revise in small group conferences, edit for dialogue, and then write a final copy. 
• In Module 11 in the Writing Workshop, students write about a time they tried something new. Students begin by brainstorming and then develop a draft with a conflict and a resolution. Students then revise by adding details and revise in a small group conference. Students edit and peer edit before making a final copy and presenting it to the class. 
• In Module 12 in the Writing Workshop, Lesson 6, students write an opinion essay the importance to believe in yourself when learning new skills. Students go through 15 lessons and work on analyzing a mentor text, revising for linking words, and participating in peer proofreading, all before finalizing the writing and presenting it to the class. 

Throughout the year on-demand writing is found in the myBook and the Teaching Pal, which gives students an opportunity to respond to the reading via drawing and writing. Examples of this include:

• In Module 1, Lesson 4, students read Clark the Shark by Bruce Hale and respond to the prompt, “How do you know that Clark wants to do the right thing? Use details from the words and pictures to explain your ideas.”
• In Module 3, Lesson 4, students listen to The Best Name (no author) and respond to the writing prompt, "How does the family feel about their dog? How can you tell?”
• In Module 4, Lesson 10, students complete a shared reading of Hollywood Chicken by Lisa Fleming, and then students write a movie ad for “Crossing the Road: The Other Side.”
• In Module 5, Lesson 10, after listening to Kids for President! (no author), students write their opinion about whether they believe kids would be good presidents using details from the text. 
• In Module 6, Lesson 10, students read Protect Yourself (no author listed) and respond to the writing prompt “Choose one type of weather and write a paragraph explaining how to protect yourself from that kind of weather.”
• In Module 7, Lesson 10, students read The Stories He Tells by James Bruchac and then respond to “What would you say in a letter to Joseph Bruchac? What questions would you ask him?” Students are provided a graphic organizer to plan the facts and question in a chart before writing the letter. 
• In Module 8, Lesson 10, students listen to Jackie and the Beanstalk by Lori Mortensen and then write how the story would be different if the cow told it. 
• In Module 9, Lesson 13, students listen to Abuelo and the Three Bears by Jerry Tello, and then they write a short drama to tell what would happen if they woke up in the Three Bears’ house. 
• In Module 10, Lesson 13, students listen to Poems in the Attic by Nikki Grimes, and afterwards, students make a poem about a memory like the poems in the book. 
• In Module 11, Lesson 11, after reading Sea Otter Pups by Ruth Owen, students write a few sentences they would like to tell someone about sea otters and their pups.
• In Module 12, after rereading "Clark the Shark" by Bruce Hale, students write and illustrate a journal entry about what the first day at school is like for Clark the Shark.

The instructional materials reviewed for Grade 2 meet the expectation for materials providing opportunities for students to address different text types of writing (year long) that reflect the distribution required by the standards.

Instructional materials provide frequent opportunities across the school year for students to learn, practice, and apply what they have learned about narrative, opinion, and informational writing. Each module includes writing lessons about the text that they read. In addition, students are taught about the three genres in Writing Workshop, where they engage in longer pieces over the course of three weeks. 

Narrative writing prompts are found in myBook after reading a text as well as in Writing Workshop Modules 1, 4, 7, and 11. Students also engage in writing poetry in Module 6. Specific examples include:

• In Module 1 in the Writing Workshop, students write a personal narrative about something they have done to make the world a better place. Students discuss what it takes to be a good citizen and brainstorm ways they help their families, friends, and community. Then students select an idea for a personal narrative before drafting. 
• In Module 4 in the Writing Workshop, Lesson 15, students write their own fable or fairytale that teaches a lesson that kids can use in their everyday lives. 
• In Module 7 in the Writing Workshop, students write an imaginative story about characters they create and their adventures. Students need to think about what the characters might say or do before writing. 
• In Module 8 in the Writing Workshop, Lesson 10, after hearing Jackie and the Beanstalk by Lori Mortensen, students write the story as if it was told by the cow. Students are instructed to think about how the cow’s point of view is different from the other characters’ points of view.
• In Module 11 in the Writing Workshop, students write a personal narrative. They are given the sentence, “The first time we do something, it can be scary or exciting.” Then students think about something new they did or tried and write about their experience doing that new thing. 

Informational writing is found in myBook after each text as well as in Writing Workshop Modules  2, 5, 8, and 9. In Module 10, students also learn how to write a letter. Specific examples include:

• In Module 2 in the Writing Workshop, Lesson 15, students “Write five tips to help someone explore and make new discoveries.” Students use the texts throughout the module for ideas. 
• In Module 5 in the Writing Workshop, students write a personal essay about what makes them different from others. Students organize information about themselves and identify the central idea to explain before drafting. 
• In Module 8 in the Writing Workshop, students complete a procedural text, where they write the steps to complete an activity that needs to be done in a set order. 
• In Module 9 in the Writing Workshop, students write a research report about animals that have a special relationship with others. Students help each other choose an animal to research and then write research questions before beginning their research and drafting. 
• In Module 11, Lesson 15, after rereading Sea Otter Pups by Ruth Owen, students write a few sentences they would like to tell someone about sea otters and their pups. 

Opinion writing is found in myBook as well as in Writing Workshop Modules 3 and 12. Specific examples include:

• In Module 3 in the Writing Workshop, students think about an issue in which they have heard people disagree. Then students write about the issue by describing it, stating their own point of view, and providing evidence about why others should support their point of view. 
• In Module 6, Lesson 4, students listen to Wild Weather by Thomas Kingsley Troupe and then explain why they recommend the book. 
• In Module 8, Lesson 13, students listen to, Don’t Touch Me by Elizabeth Preston and then respond to the prompt “In your opinion, which plant in Don’t Touch Me has the most extreme defenses?”
• In Module 12 in the Writing Workshop, students think about something new they have learned to do. Students write an opinion essay on whether or not it is important to believe in yourself when learning a new skill.

The instructional materials reviewed for Grade 2 meet the expectation for materials including regular opportunities for evidence-based writing to support recall of information, opinions with reasons, and relevant information appropriate for the grade level.

In the Grade 2 materials, students have frequent opportunities to write about what they read or listen to using evidence from the text. The program utilizes close reading, and students respond to questions in writing after their first read and additional questions after their second read. 

Specific examples of evidence-based writing include:

• In Module 1, Lesson 8, after reading Spoon by Amy Krouse Rosenthal, students write about which character is the most important. First, students write about which character they chose and then write several reasons that they chose that character. 
• In Module 2, Lesson 2, after listening to Uncommon Traveler: Mary Kingsley in Africa by Don Brown, students draw their favorite moment from the text and label it with a sentence explaining what is happening. 
• In Module 3, Lesson 4, after hearing The Best Name (no author), students write about how the family feels about their dog. 
• In Module 4, Lesson 3, after listening to How to Read a Story (Kate Messner), students write about what makes reading fun, using details from the story and then adding two different ideas they have created. 
• In Module 5, Lesson 1, after reading Going Places by Peter and Paul Reynolds, students write a victory speech about what Maya and Rafael would say after the race in the story. 
• In Module 6, Lesson 4, after listening to Wild Weather by Thomas Kingsley Troupe, students write about whether or not they would recommend the story using details to explain what readers will learn from the story. 
• In Module 7, Lesson 4, students listen to I am Helen Keller by Brad Meltzer and then write about a life lesson they learned in the story, using details from the text and pictures to explain. 
• In Module 8, Lesson 10, after listening to Jackie and the Beanstalk by Lori Mortensen, students think about the story as if it was told from the perspective of the cow. Students then write about how the story would be different and how the cow’s point of view is different from the other characters’ point of view. 
• In Module 9, Lesson 8, after reading Sea Otter Pups by Ruth Owen, students write a description of a mother sea otter and her pup in the habitat that helps them to survive. 
• In Module 10, Lesson 4, after reading Where on Earth Is My Bagel? by Frances and Ginger Park, students write a story about how the pigeon would tell the story. Students also explain in writing how the pigeon’s point of view is different from other characters’ point of view. 
• In Module 11, during the assessment, students reread, Jane Goodall and the Chimps by Robert San Souci and write about the central idea of the article, using two pieces of evidence to support their answer. 
• In Module 12, Lesson 6 after rereading Clark the Shark by Bruce Hale, students write and illustrate a journal entry about what a day would be like as a sea creature at the school in Clark the Shark. 

The materials reviewed for Grade 2 Into Reading meet the expectation for materials including explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context. 

Grammar and conventions are primarily addressed during Writing Workshop in grammar mini-lessons. All grammar and conventions standards are covered over the course of the year, and most standards are revisited throughout the year in increasing complexity. Lessons are included in the modules and use an I Do, We Do, You Do format.  The lesson formats are as follows:  teacher models and provides examples, students practice with teacher support, students practice with a worksheet,  and students return to their writing pieces and identify and edit for the given grammar or conventions concept. Teachers are provided with resources such as Display and Engage projectables and printables, grammar mini-lessons, printable grammar pages, and sentence examples to use during lessons. Lessons incorporate the language of the standards to allow teachers and students to become familiar with that specific language. Students have opportunities to practice skills in isolation during whole-group instruction with Display and Engage projectables and sentence prompts that students and teachers work on together, independently in context during the lesson with printables provided, and then practice applying the skills as they edit their writing drafts throughout the year. Reading lessons mention and support students’ use of grammar and conventions standards. Each grammar and conventions lesson throughout grades Kindergarten through Grade 2 is similarly structured with color coding, teacher modeling, partner share, graphic organizer/chart, and oral language practice. 

Materials include explicit instruction of all grammar and conventions standards for the grade level. For example:

Students have opportunities to  use collective nouns (e.g., group). 

• In Module 2, Lesson 13, page W236, the teacher explains, “ ...sometimes we use a noun to name a group of people or things that act together, such as a class of children. Class is a noun that refers to a group, not a single person. This kind of noun is a collective noun.” The teacher models identifying a collective noun using Think Aloud. The teacher completes Display and Engage: Grammar 2.3.3b with the students. The teacher writes herd, flock, and army, and students create sentences with these collective nouns. Students complete Printable Grammar 2.3.3 and edit writing drafts using collective nouns properly for independent practice.
• In Module 3, Lesson 4, page W237, the teacher reviews how to form plural nouns by modeling examples. The teacher reminds the student that a collective noun refers to a group not a single person. Examples given include class, herd, and committee.The teacher writes sentences provided in the materials on the board, and students rewrite sentences with the correct plural noun forms. Students complete Printable: Grammar 2.3.4 and then edit a writing draft using plural nouns and collective nouns properly.

Students have opportunities to form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

• In the Writing Workshop Grammar Minilesson 2.3.2, page W235, the teacher shows students examples of plural nouns with irregular spellings. In addition to the examples on the chart, the teacher is instructed to, “Write the following pairs of words in a column: child/children, man/men, woman/women, foot/feet, goose/geese, and mouse/mice. Point out how each singular noun changed spelling to name more than one.” Students then work as a class to practice selecting the correct noun to complete example sentences. 
• In the Writing Workshop Grammar Minilesson 2.3.4, page W237, the teacher projects Display and Engage 2.3.4a: reviews with students how to form plural nouns including, “Change the spelling of some nouns to name more than one. Examples: child/children, man/men, woman/women, goose/geese.” Students complete Display and Engage: Grammar 2.3.4b with the teacher. The teacher writes sentences provided on the board, and students correct the plural nouns. The students complete Printable: Grammar 2.3.4 for independent practice and edit writing pieces to use plural nouns that change in spelling.

Students have opportunities to use reflexive pronouns (e.g., myself, ourselves). 

• In the Writing Workshop Grammar Minilesson 2.7.3, page W256, the teacher writes two sentences on the board:  I walked home by myself. My friend and I walked home by ourselves. The teacher explains that myself and ourselves are reflexive pronouns. The teacher and students complete five sample sentences with the appropriate reflexive pronoun.  Students complete a grammar printable to practice reflexive pronouns and edit a writing draft to correctly use reflexive pronouns.  
• In the Writing Workshop Grammar Minilesson 2.7.4, page W257, the teacher reminds students that pronouns take the place of nouns and, “Reflexive pronouns, such as myself, himself, herself, themselves, and ourselves, refer back to the subject of the sentence and are also used after verbs.” Students complete Display and Engage: Grammar 2.7.4c with the teacher. Students write sentences using the reflexive pronouns myself and ourselves. Students then complete Printable: Grammar 2.7.4 and edit writing drafts using subject, object and reflective pronouns correctly. 

Students have opportunities to form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

• In the Writing Workshop Grammar Minilesson 3.5.1, page W284, the teacher explains that the verb should match the time that the sentence is telling about and explains that has and have tell about the past and present time. The teacher reminds students that the verb should also match the subject of the sentence and provides several examples. Students work with the teacher to determine which form of have, has, or had best completes four sentences.  Students complete the printable grammar sheet for practice with the irregular verbs have, has, and had.  Students then edit a writing draft checking usage of the irregular verbs have, has, and had. 
• In the Writing Workshop Grammar Minilesson 3.6.4, page W292, the teacher provides a definition and examples of irregular action verbs. The teacher is instructed to, “Review with children when to use the irregular verbs say/said, eat/ate, run/ran, sit/sat, hide/hid, tell/told, give/gave, take/took, see/saw, and go/went. Point out that these verbs are irregular because instead of using -ed to show past tense, each of these verbs has a unique spelling change.” 

Students have opportunities to use adjectives and adverbs, and choose between them depending on what is to be modified. 

• In Module 4, Lesson 9, page T398 of the Teacher's Guide, the following definition for adjectives is provided, “Adjectives describe people, places or things. Adjectives can tell how a person or thing acts of what it is like.” Several examples such as, “sight = narrow, square” and “is like/acts = cozy, excited” are also provided on the chart. Afterwards, the class works together to make a list of adjectives to describe a different person, place and thing. 
• In the Writing Workshop Grammar Minilesson 4.1.1, page W294, the teacher explains that adjectives are words that tell about a person, animal, place, or thing. The teacher tells students some adjectives tell more about how something looks, feels, or sounds and models identifying the adjective in the sentence:  The penguin lays a big egg. The teacher repeats with another sentence, guiding students to recognize the adjective. The teacher displays four sentences on the board and works with students to identify the adjective. Students are then asked to tell whether it describes how something looks, feels, or sounds.  Students use each adjective in a new sentence. Students then complete the printable grammar sheet to practice with adjectives that displays how things look, feel, and sound. Students edit a writing draft using adjectives that describe how things look, feel, and sound.  
• In the Writing Workshop Grammar Minilesson 4.1.1, page W306, the teacher reminds students about the function of adverbs and adjectives. The teacher uses the examples, “The dog is ___ . (quick, quickly)  The dog ran _____ . (quick, quickly)”,  and models how to choose between the adjective or adverb using Think Aloud. The teacher completes Display and Engage: Grammar 4.3.3b with the students and provides additional sentence examples for the students to choose the appropriate adjective or adverb to complete the sentences. The students complete Printable: Grammar 4.3.3 independently and edit writing drafts using adjectives and adverbs. 

Students have opportunities to produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

• In the Writing Workshop Grammar Minilesson 1.2.1, W199, the materials provide the following explanation for complete sentences “A sentence tells what someone or something does or did. A complete sentence has a naming part (subject) and an action part (predicate).” The teacher uses Display and Engage 1.2.1b to have students practice identifying incomplete and complete sentences. To further their practice, students complete a printable grammar page and edit a piece of their writing for complete sentences.
• In the Writing Workshop Grammar Minilesson 1.2.5, page W203, the teacher explains that if sentences are incomplete, students can add either a subject or predicate to make it complete. The teacher models how to correct an incomplete sentence. The teacher displays the group of words provided and students decide if the fragments are subjects or predicates and add to them to create complete sentences. The students complete Printable: Grammar 1.2.5 for independent practice.
• In the Writing Workshop Grammar Minilesson 1.4.2, page W210, the teacher reminds students that a simple sentence has a subject and predicate and that a compound sentence is made up of two shorter sentences joined by and, but, or or with a comma used before joining words.  The teacher tells students that writers sometimes combine related sentences to make stories more interesting and to make their writing flow. The teacher models combining two choppy sentences into a compound sentence. The teacher displays three compound sentences on the board and supports students in identifying the conjunction. Students list conjunctions they can use to form compound students and use those conjunctions in a compound sentence. Students complete a printable grammar worksheet to practice with compound sentences and edit a writing draft using compound sentences to make their writing less choppy.  

Students have opportunities to capitalize holidays, product names, and geographic names.

• In the Writing Workshop Grammar Minilesson 2.4.3, page W241, the teacher reviews that proper nouns can name special places and things and can be a street, city, country, or proper name.  The teacher reminds students to write the first letter of proper nouns with capital letters. The teacher models identifying proper nouns that name a special place or thing in the example sentence:  I rode the Super Spiral Coaster at Funtime Park. The teacher shares five sentences and helps students identify the proper nouns. Students name special places and things that are familiar to them and write sentences with the special places and things they name capitalized correctly.  Students complete a printable grammar sheet to practice with nouns that name special places and things. Finally, students edit a writing draft correctly using proper nouns that name places and things.  
• In the Writing Workshop Grammar Minilesson 2.5.3, page W246, students learn about the importance of capitalizing holidays. Using Display and Engage: Grammar 2.5.3b, students practice identifying the holiday that needs to be capitalized in sentences. 

 Students have opportunities to use commas in greetings and closings of letters.

• In the Writing Workshop Grammar Minilesson 5.2.3, page W321, the teacher reviews where to place a comma in dates and place names and explains that in a letter, you put a comma after the greeting and the closing. The teacher writes Dear Mary, Hello Max, and Dear Dad on the board. The teacher circles the comma and tells students that each of these is called a greeting, that greetings begin a letter, and we put a comma after the greeting.  The teacher writes Your friend, Sincerely, and Best Wishes on the board, explaining that these are called closings, and closings have a comma after them. The teacher displays a sample letter on the board and guides students to place commas correctly (after the greeting, in a date, in a location, and after the closing). Students complete a printable grammar sheet to practice with commas in parts of a letter. Students then write a short letter that includes a greeting, date, place, and closing. Students are reminded to check and make sure they have used commas correctly.  
• In the Writing Workshop Grammar Minilesson 5.2.4, page W322, the teacher projects Display and Engage: Grammar 5.2.4a which contains Parts of a Letter, “Dear Aunt Clara, Sincerely” to be reviewed and corrected by the students. Students complete Display and Engage: Grammar 5.2.4b with the teacher. Students complete Printable: Grammar 5.2.4 for independent practice. 
• In Module 10 in the Writing Workshop, Lesson 9, W154, students revise a letter that they have written previously. The teacher reviews a list of items that should be included in a letter with students. Among the items on the list are the following: ”there is a comma between the date and the year”, “there is a comma after the salutation”,“there is a comma after the closing”, and “commas are used with items in a series.” 

Students have opportunities to use an apostrophe to form contractions and frequently occurring possessives.

• In Module 1 in the Writing Workshop, Lesson 12, page W13, the teacher reviews possessives and contractions with students. Students work as a class to complete a possessives and contractions word sort. The teacher is prompted to, “Ask children to find and circle examples of possessives and contractions in their drafts.” 
• In the Writing Workshop Grammar Minilesson 5.2.4, page W329, the teacher explains that a contraction is a short way of writing two words and that an apostrophe is used to show where letters have been left out.  Examples are presented and the teacher discusses how each contraction is formed (do not, does not, will not, is not, cannot). The teacher displays five sentences on the board and supports students in writing the contraction needed.  Students write their own sentences using contractions with not, and the teacher reminds them to use an apostrophe to form each contraction. Students complete a printable grammar sheet for practice with contractions formed with not and edit a writing draft, checking for correct use of contractions with not and adding contractions with not.  

Students have opportunities to generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

• In Module 1, Lesson 11, page T184 of the Teacher's Guide, students take a pretest on long a and i VCe words. The pre-test words are: cake, mine, plate, size, ate, grape, prize, wipe, race, line, pile and rake. After the pre-test, the teacher is instructed to, “Write plate on the board, underlining ate, and read it aloud. Repeat with prize and ize. Guide children to compare the two words. (Both words begin with p and end with e; both have the VCe pattern for long vowels. The words have different vowels and different vowel sounds. Plate has the long a sound; prize has the long i sound).” 
• In Module 2, Lesson 1, page T282 of the Teacher's Guide, the teacher assigns Basic, Review, or Challenge Spelling words to the students based on the spelling pretest. The teacher teaches the principles of long o, and long u. Students complete a Word Sort with Word List 4.  The teacher asks the students what they notice about each word and models placing the words under the categories of nose or june. 
• In the Writing Workshop Grammar Minilesson 6.1.1, page W339, the teacher writes soap, underlining oa.  The teacher explains that the long vowel sound /o/ can be spelled with the oa vowel team.  The teacher writes words with vowel pairs for each vowel sound (pay, paid, stay, way) and models sorting the words based on their vowel teams for each vowel sound. The teacher presents four sentences and works with students to identify words with vowel teams to underline. The teacher creates a chart with two columns and labels columns ai and ay.  The teacher dictates words and students write the dictated word in the correct column. Students complete a printable grammar review sheet for practice spelling words with vowel teams and edit a writing draft using the correct spellings of words with vowel teams.

Students have opportunities to consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

• In Module 4 in the Writing Workshop, Lesson 13, page W62, during the proofreading portion of the Narrative, Publishing I: Writing the Final Copy lesson, the teacher shows students the Proofreading checklist in Display and Engage: 4.7. The teacher is guided to “Point out that if children are unsure about how to spell a word correctly, there are several sources they can use, such as a dictionary, a thesaurus, or a friend as a resource for how to spell a word correctly.”  Students proofread their final copies to check for spelling errors.
• In Module 12 in the Writing Workshop, Lesson 13, page W190, Opinion, Publishing I: Writing The Final Copy, the Teacher Tip states, “Provide a print or digital dictionary for children to look up misspelled words or words they are not sure are spelled correctly as they create their final draft.”
• In Module 8, Lesson 5, page T334, the teacher reminds students that a glossary lists the meanings and pronunciations of words in the back of books. Students review the glossary in their myBook. The teacher points out that words are in alphabetical order.  The teacher displays a dictionary and explains that a glossary is like a dictionary. The teacher lists words on the board, and students place them in alphabetical order. 

Students have opportunities to compare formal and informal uses of English.

• In Module 1, Lesson 5, page T88 of the Teacher's Guide, the teacher goes over the rules on Anchor Chart 39: Collaborative Conversations with students. The chart contains six rules for Collaborative Conversations, one of which reads, “Decide if you should use formal or informal language.” The teacher is prompted to, “Give examples of when they might use informal language (with friends and family, in casual situations) and formal language (in presentations, with adults they don’t know well). Model the difference with real dialogue.” 
• In Module 3, Lesson 5 of the Teacher's Guide, Anchor Chart 48: Social Communication,  Tip 2 on the chart states, “Choose your language to fit the situation.” Students are then provided with definitions and examples for informal and formal language. “Informal Language: Use when talking to friends, family, and on social media.” The examples “Hey, wait up!” and “Hi, how are ya?” are provided. “Formal Language: Use when talking to most adults and when you present in class.” The examples ‘“Hello, how are you today?”’ and ‘“Mr. Thomas, may I please get a pencil?”’ are provided. 
• In Module 10 in the Writing Workshop, Lesson 5, Anchor Chart W12: Types of Correspondence provides information using a formal tone and an informal tone. Formal tone is called for in formal letter structure, such as the greeting, date, body and closing to be used in business letters, newspaper or government letters. Informal tone is used for thank you notes, get well messages, and invitations sent to family and friends.

The materials reviewed for Grade 2 Into Reading meet the expectation for materials, questions, and tasks directly teach foundational skills to build reading acquisition by providing systematic and explicit instruction in the Alphabetic Principle, letter-sound relationships, phonemic awareness, and phonological awareness (K-1), and phonics (K-2) that demonstrate a transparent and research-based progression for application both in and out of context.

Lessons follow a Gradual Release Model of I Do, We Do, You Do. This lesson format provides students with explicit opportunities to learn and practice phonics with each applicable foundational skills standards. Skills, such as different vowel sounds, are frequently reviewed and revisited. The Foundational Skills Scope and Sequence provides an overview of the progression of skills. Foundational skills instruction is cohesive and builds in difficulty as the year progresses. 

Lessons and activities provide students opportunities to learn grade-level phonics skills while decoding words (e.g. distinguish long and short vowel sounds, apply spelling-sound relationship on common words, decode two syllable words with long vowels). For example: 

Students have opportunities to distinguish long and short vowels when reading regularly spelled one-syllable words:

• In Module 1, Lesson 12, page T198-T199, students blend sounds in words, say the vowel sound, and tell whether the vowel is long or short. Several practice words are modeled by the teacher and completed as a group. The teacher reviews the VCe pattern for long vowel sounds and models with the word tape. The teacher displays letter cards and uses the continuous blending routine to model blending. Students practice as a group by reading words on the board. Students practice independently by writing sentences using two words displayed for blending practice or completing the Know It, Show It page.  

Students have opportunities to know spelling-sound correspondences for additional common vowel teams:

• In Module 5, Lesson 3, page T60-T61, students learn to read words with the long /o/. The teacher introduces long o through VCe, and Vowel Teams oa, ow, and oe with Sound Spelling Cards and Letter Cards.

Students have opportunities to decode regularly spelled two-syllable words with long vowels:

• In Module 4, Lesson 6, page T354, students practice reading long vowel two-syllable words. Some of the long a spelling pattern words students practice decode include: label, mistake, basic, became, inflate and delay. 

Students have opportunities to decode words with common prefixes and suffixes:

• In Module 3, Lesson 13, page T212, students learn about words with a prefix. Students identify the number of syllables in words the teacher says.The teacher says a word, and students add a prefix to the word. The teacher uses the process of putting a cap on a water bottle to explain base words and prefixes. The teacher introduces the prefix un- and explains the meaning. Students read words projected on the board as a group. Students identify words with prefixes. Students volunteer to independently read words written on the board.  

Students have opportunities to identify words with inconsistent but common spelling-sound correspondences: 

• In Module 10, Lesson 11, page T430, students learn about long /a/ and /e/. The teacher displays the Sound/SpellIing Card for long /a/ with a-e, ai, ay, ei, and ey. The same is repeated for long /e/. The teacher tells students, “For words you don’t know, say the word with the long /e/ vowel sound first. If it doesn’t sound right or make sense, try the long a sound.” Students practice blending and reading words such as keys, beige, weigh, reins, and prey. 

Materials have a cohesive sequence of phonics instruction to build toward application.  For example:

• Over the course of 12 modules, students practice phonics instruction each day within the foundational skills portion of the lesson:
• Module 1
• Week 1, students practice consonants; short a i, multi-syllable words.
• Week 2, students practice consonants; short o, u, e; multiple syllable words.
• Week 3, students practice long a, i (VCe), soft c and g.
• Module 2
• Week 1, students practice long o, e, u (CV, VCe); review long vowels (VCe).
• Week 2, students practice short and long vowels (CVC, VCe), suffixes -er, -est.
• Week 3, students practice initial blends with l, r, s; inflections -s, -es.
• Module 3
• Week 1, students practice final blends; closed syllables.
• Week 2, students practice double final consonants; inflections: spelling changes. 
• Week 3, students practice consonant digraphs, prefixes un-, re-.
• Module 4
• Week 1, students practice consonants k, ck; silent letters kn, wr, gn, mb.
• Week 2, students practice long a patterns; multisyllabic words: long a.
• Week 3, students practice long e, short e patterns; multisyllabic words: long and short e.
• Module 5
• Week 1, students practice long a patterns, multisyllabic words: long o.
• Week 2, students practice long i patterns; multisyllabic words: long i.
• Week 3, students practice suffixes -ful, -less; multisyllabic words: spelling changes before suffixes -ful, -less.
• Module 6
• Week 1, students practice suffixes -y, -ly; multisyllabic words: spelling changes before suffixes -y, -ly.
• Week 2, students practice prefixe dis-; inflections: spelling changes.
• Week 3, students practice r-controlled vowel ar; multisyllabic words: ar.
• Module 7
• Week 1, students practice r-controlled vowels or, ore; multisyllabic words: or, ores.
• Week 2, students practice r-controlled vowels er, ir, ur; vowel patterns air, are, ear.
• Week 3, students practice vowel team oo; multisyllabic words: oo.
• Module 8
• Week 1, students practice vowel patterns: /oo/; multisyllabic words: /oo/, /oo/.
• Week 2, students practice vowel teams ou, ow; dipthongs oy, oi.
• Week 3, students practice vowel patterns: /o/; vowel patterns ear, eer.
• Module 9
• Week 1, students practice prefix pre-; multisyllabic words.
• Week 2, students practice three-letter blends; contractions.
• Week 3, students practice consonant +le; six syllable types.
• Module 10
• Week 1, students practice prefix mis-; affixes review: prefixes, suffixes; open and closed syllables; syllable division patterns.
• Week 2, students practice: open and closed syllables; syllable division patterns.
• Week 3, students practice long a (ei, ey) and e (y, ey); multisyllabic words: long a, e.
• Module 11
• Week 1, students practice vowel team syllables; syllable division patterns.
• Week 2, students practice r-controlled vowel syllables; multisyllabic words: r-controlled vowel syllables.
• Week 3, students practice final e syllables; multisyllabic words: final e syllables.
• Module 12
• Week 1, students practice final stable syllables; multisyllabic words: final stable syllables.
• Week 2, students review syllable types: open, closed, consonant +le; review o syllable types: final e, vowel teams , and  r-controlled vowels.
• Week 3, students review affixes: prefixes, suffixes, and inflections; review affixes: spelling changes

The materials reviewed for Grade 2 Into Reading meet the expectation for materials, questions, and tasks provide explicit instruction for and regular practice to address the acquisition of print concepts, including alphabetic knowledge, and directionality (K-1), structures and features of text (1-2).

Materials include some direct instruction to address acquisition of print concepts including text structures and features of text through shared reading. Shared reading lessons and small-group lessons provide the opportunity for students to both learn and apply these skills. There are opportunities for students to independently practice text features and text structure.

Examples of materials that include frequent and adequate opportunities to identify text structures (e.g. main idea and details, sequence of events, problem and solution, compare and contrast, cause and effect) include but are not limited to the following:

• In Module 1, Lesson 9, p. T152, the teacher uses Anchor Chart 4: Summarize. Students practice the skills with the shared reading text Being a Good Citizen. The chart provides four steps for summarizing a text:
• 1. Read part of the text. 
• 2. Stop to think about the most important ideas. Say them in your own words. 
• 3. Repeat for the next part. 
• 4. At the end, put it all together. Say all the most important ideas in a few sentences.
• In Module 4, Lesson 1, page T284, the teacher reminds students that authors use informational texts to fit the topic and purpose for their writing. The teacher displays Anchor Chart 27: Text Organization. The teacher reviews that chronological order is when the author writes or tells about events in a certain order. The teacher references the text, Gingerbread for Liberty! as an example. The teacher tells students this text is a procedural text because it is written in a certain order. Students practice identifying text organization when they read the next text Recipe for a Fairy Tale.
• In Module 4, Lesson 14, page T476, students learn about cause and effect using Anchor Chart 28: Cause and Effect. The chart provides a definition and an example for each, “Cause: Why something happens (the reason) It rained a lot.” “Effect: What happens: (the result); so the flowers in the garden grew.” The chart provides “Cause and effect clue words: so, since, as a result, because, if...then.” Students look for cause and effect in the video Those Clever Crows. 

Examples of materials that include frequent, adequate lessons and activities about text features (e.g., title, headings, table of contents, glossary, pictures, illustrations) include but are not limited to the following:

• In Module 3, Lesson 11, page T192, when previewing the story Mice Can Help, the teacher is instructed to, “Draw attention to page 37, the title page. Discuss the title and the pictures on the first few pages. Have children predict who Mr. and Mrs. Mouse will help.” 
• In Module 5, Lesson 8, page T140, the teacher displays Anchor Chart 29: Text Features. The teacher tells students that an author gives information about photos in captions.  During Shared Reading, the teacher discusses how captions help readers. The teacher tells students that headings are helpful for finding information. The teacher tells students that fact boxes are included to give additional information. After the lesson, students reread a previously read text to apply their knowledge of text features. 
• In Module 6, Lesson 1, page T284, the teacher reminds students during Shared Reading that authors use text features to explain an idea or help locate information. The teacher displays Anchor Chart 30: Text Features. The teacher explains the purpose of graphs, maps, and icons. Students practice identifying text features in the text Weather Through the Seasons.

The materials reviewed for Grade 2 Into Reading meet the expectation for instructional opportunities are frequently built into the materials for students to practice and gain decoding automaticity and sight-based recognition of high-frequency words. This includes reading fluency in oral reading beginning in mid Grade 1 and through Grade 2.

Students have opportunities over the course of the school year to read grade-level texts with purpose and understanding. In small-group reading lessons, the teacher consistently helps students set a purpose for reading. There are lessons across the school year that focus on fluency skills such as rate, intonation, expression, accuracy, and self-correction. Students have multiple opportunities to develop automaticity of grade- level words to know through word activities. Fluency lessons are included in lessons and follow a Gradual Release Model of I Do, We Do, You Do.  

Multiple opportunities are provided over the course of the year in core materials for students to purposefully read on-level text. For example:

• In Module 1, Lesson 6, page T115, the teacher reminds the small group of students that the topic of a text is the person or thing it is about and that details or supporting details give information about the topic. Supporting details are used to figure out the central idea. The teacher demonstrates filling out Reading Graphic Organizer 12 to identify the central idea of The William Hoy Story. In the Apply to Independent Reading portion of the lesson, students identify the central idea of just right books being read independently using question prompts, “What is the topic, or person or thing that your book is about? What details, facts, or examples does the author include about the topic? How does the supporting evidence help you figure out the book’s central idea?”
• In Module 3, Lesson 2, page T50, the teacher explains that point of view is the way someone sees things when those things happen and provides examples. The teacher discusses first-person and third-person point of view and shares an example. The teacher introduces the book, Mango, Abuela, and Me and reminds students the purpose for reading a realistic fiction story is to learn about the characters and to think about the story’s message. 
• In Module 4, Lesson 4, p. T328, students read the text At Home With Kris. The students set a purpose for their reading, and students then silently read the story. 

Multiple opportunities are provided over the course of the year in core materials for students to demonstrate sufficient accuracy, rate, and expression in oral reading with on-level text and grade level decodable words. For example: 

• In Module 1, Lesson 8, page T135, the teacher explains to the students, “When good readers read aloud, their reading sounds like talking.” The teacher advises that reading too quickly or too slowly makes the reading harder to understand. The teacher reads from The Red Van as students follow along using Echo Reading. In We Do It, the teacher reads two sentences from page 22 too quickly, asking the students how it sounds. The students use the Choral Reading routine to read with the teacher. In You Do It, the students use the partner reading routine to reread the same story or a story in their myBook as the teacher reminds them they should read at a rate that sounds like they are talking. The teacher tells the students that they may have to slow down for words they do not know. The teacher is to “explain that rereading can help them improve the rate at which they read and make their reading smoother.”
• In Module 2, Lesson 3, page T307, the teacher explains the importance of using correct phrasing while reading to students. The teacher models using correct phrasing. Next, the class Choral Reads a page from the text, The Lone Cat to practice using correct phrasing. Students continue their practice with Partner Reading. 
• In Module 5, Lesson 13, page T211, the teacher tells students that intonation is the rise and fall of readers’ voices when they read and explains the use of punctuation to assist with intonation when reading aloud. The teacher models reading with intonation. Students use the Echo Reading routine to repeat after the teacher when reading a portion of text aloud. Students use Partner Reading to read with intonation. 
• In Module 4, Lesson 8, page T383, the teacher reminds students that good readers think about what they are reading and whether the words make sense.  Students follow along and pay attention to whether the words the teacher reads aloud make sense. The teacher models misreading the first sentence, self-corrects, and re-reads.  Students follow along in their own copy of the text while the teacher models misreading a text and asks a volunteer to explain how and why the teacher self-corrected. Students use Partner Reading to read text aloud and practice self correcting using the text to confirm, if needed.  

Examples of materials that include support reading of texts with attention to reading strategies such as rereading, self-correction, and the use of context clues include but are not limited to the following:

• In Module 2, Lesson 13, page T459, the teacher explains to students that good readers think about what they are reading and if it makes sense. The teacher tells the students to ask questions such as, “Does that sound right? Does that make sense? What would make sense here?” The teacher models reading a sentence incorrectly and asks students if it sounds correct. Then, the teacher reads it correctly telling students it makes more sense the second time. In We Do It, the teacher models reading the Start Right Reader, Not Yet incorrectly and models self-correcting. The teacher selects a student to review the process used to self-correct. In You Do It, students use the Partner Reading routine to read Not Yet or another story in their myBook. The teacher is to “point out that paying attention to words that do not make sense will help them become better readers and better understand what they read.”
• In Module 4, Lesson 8, page T383, the teacher reminds students that good readers think about what they are reading and whether the words make sense. Students follow along and pay attention to whether the words the teacher reads aloud from Tess and Jay Set Sail make sense. The teacher models misreading the first sentence, self-corrects, and re-reads. The students follow along in their own copy of a text while the teacher models misreading a text and asks a volunteer to explain how and why the teacher self-corrected. Students use Partner Reading to read text aloud and practice self-correcting, using the text to confirm, if needed.  
• In Module 7, Lesson 13, page T210, the teacher models misreading a sentence and going back to self-correct. “The air felt chilly as Nan and I heeded down the street. That sounds funny. I know that ea can also stand for the short e sound, so I’ll try headed instead. That sounds right.” Students Partner Read to work on self-correcting. 

Examples of materials that include student opportunities to practice and read irregularly spelled words include but are not limited to the following:

• In Module 3, Lesson 2, page T44, the teacher utilizes the High-Frequency Words routine to review the ten words of the week. Students cut out the high-frequency words from the Printable: Word List 7 and complete the Picture It! Activity. Students think of a sentence with a clear subject and verb and draw a picture to illustrate the sentence. Working in pairs, students guess which high-frequency word was used and tell their partner their sentence. Students repeat the activity using the Picture It! Activity for all of their words. The teacher has the students notice and discuss similarities and differences in their sentences and how the words were used.
• In Module 7, Lesson 9, page T156, the teacher reminds students they have been reading words with vowel patterns air, are, and ear. Students repeat given words from the text and identify which words have those patterns and vowel sound. 
• In Module 10, Lesson 12, page T446, students practice reading words with the more uncommon long a and long e spelling patterns. Students read the first line of words, reined, preys, keyed, and neighs. Then, the teacher asks, “What do you notice about the words? How are they different?” Students continue to practice reading words and sentences with these spelling patterns. 
• In Module 4, Lesson 14, page T472, the teacher reviews the week’s high-frequency words: clean, feel, ground, horse, leave, need, please, queen, seen and tree. Students then play a game called Act It Out to review the words. Students work with a partner to write sentences using the week’s high-frequency words. Students then perform their sentences for the class, and the class tries to guess which high-frequency words were used.

The materials reviewed for Into Reading Grade 2 meet the expectation for materials, questions, and tasks providing systematic and explicit instruction in and practice of word recognition and analysis skills in a research-based progression in connected text and tasks.

Applying word analysis and word recognition skills to connected texts and tasks are part of the weekly instructional routine. Opportunities to apply word recognition and word analysis skills are offered through decodable readers, as well as, during shared reading. The Start Right Decodable readers include numerous opportunities to apply the phonics skills students are learning as they read and write connected text. Start Right Readers also provide students the opportunity to read high-frequency words they have been learning during the week’s lesson sequence. Activities that target high-frequency words are provided in the back of each Start Right Reader.  The weekly lesson sequence incorporates the opportunity for students to complete writing tasks that tie in with both the text and phonics skills that students are working towards mastering. 

Materials support students’ development learn grade-level word recognition and analysis skills (e.g., apply spelling-sound relationship on common words, decode regularly spelled two-syllable words with long vowels, decode words with common prefixes and suffixes) in connected text and tasks. For example:

• In Module 4, Lesson 7, page T378, students read the decodable text Tess and Jay Set Sail and look for words with the long a sound. Students write down the long a words they find and underline the vowels/letters making the long a sound. Long a words that are used in the story are jay, sail, bay, waves, made, swayed, wave, making, afraid, may, and faint. 
• In Module 5, Lesson 2, page T54, students read the decodable text On the Move. Students reread one of the pages of the text to look for long o words. Students write down the words they find and underline the letters that produce the long o sound in each word. Words students should write down on this page are close, road, Willow, home, cold, coat, most, and owns. 

Materials provide frequent opportunities to read irregularly spelled words​ ​in connected text and tasks. For example: 

• In Module 1, Lesson 11, page T192, students read the text, Zane on a Hike. The text contains many high-frequency words students have been learning about: said, he, set, upon, walk, sure, do and give. At the end of the text, the high-frequency words for the week are listed in a box. Partners read the boxed words on page 43. Then, one partner reads a word from the box for the other partner to use in a sentence. Partners then switch roles. 
• In Module 4, Lesson 11, pages T430-T431, students read words with the long e and short e vowel sounds. In the I Do It portion of the lesson, the teacher displays the Sound/Spelling Card for e Eagle with e, e-e, ee, ea, _y, _ei_, _ey. The teacher tells students Ve is the silent e which lets students know to use the long vowel sound. The teacher reviews the ea sound which makes the long e or short e sound and reviews that y can stand for long e. In the We Do It portion of the lesson, the teacher uses Letter Cards with the Continuous Blending routine to create the words feet and lady, as they review the long e rules. In the You Do It portion of the lesson, the students practice blending words written by the teacher. 

Lessons and activities provide students many opportunities to learn grade-level word recognition and analysis skills while encoding (writing) in context​ ​and decoding words (reading) in connected text and tasks. For example:

• In Module 3, Lesson 7, page T130, students read the decodable text, The Van. The teacher is instructed to “have children reread pages 22-33 to find words that end with double consonants. Have them write the words they find and read their lists to a partner.” Words students find and read are will, Bill, still, full, well, putt, puffs, smell, off, and pass. 
• In the overview of Module 4  Literacy Centers, page T350, Word Work includes a Title Challenge for high-frequency words. Students think of as many movie titles as they can with the high-frequency words the teacher has displayed and records the words. 
• In Module 7, Lesson 5, page T92, after reading the decodable text Work Day, which contains many /ǒr/ words, students are given the task of working with a partner to build /ǒr/ words with their letter cards. Students write down the words that they have built.

The materials reviewed for Grade 2 Into Reading meet the expectation for materials supporting ongoing and frequent assessment to determine student mastery and inform meaningful differentiation of foundational skills, including a clear and specific protocol as to how students performing below standard on these assessments will be supported.

Assessment opportunities are provided frequently and consistently to monitor student progress and determine specific areas where extra support and practice are needed. Assessment types include beginning of the year screening assessments, Module Assessments, Module Inventories, Weekly Assessments, Selection Quizzes, and Benchmark Book Assessments. Additional Progress Monitoring Assessments are available to be used as needed. Answer keys are provided for all assessments. Foundational skills lessons include correct and redirect suggestions for teachers to work with students not mastering the lesson content. Additionally, foundational skills lessons include small-group instruction information for teachers to observe students practicing the skills. If students need additional support, a page with an additional lesson is included. If the student has mastered the targeted skill, an extension lesson is given.  Intervention Assessment materials provide Administering and Scoring Guides to provide specific goals for assessments throughout the year with advice for teachers on how to proceed if students are not meeting the goals. 

Multiple assessment opportunities are provided over the course of the year in core materials for students to demonstrate progress toward mastery and independence of foundational skills. For example:

• Screening Assessments for Grade 2 include Word Identification and Oral Reading Fluency. They help determine if students require additional Diagnostic testing.  
• The Diagnostic Assessments provide information on essential strategies and skills needed to help students become successful readers. The Diagnostic Assessments include the following from Kindergarten through Grade 2, as needed: The Print Concept Inventory includes print, directionality and written language (parts of a book/ sentence). The Letter-Sound Correspondence assesses the student's ability to associate letters and their sounds. The Phonological Awareness Inventory consists of phonological and phonemic awareness skills, which include  sound matching, sound isolation, sound blending, sound segmenting, sound deletion, and sound substitution (blending, segmenting, and deletion of syllables; recognition, production and onset of rhyming words; isolation of beginning, medial, and ending sounds; identifying, categorizing and blending of phonemes; segmenting, deleting, adding and substituting phonemes). 
• Progress Monitoring Assessments provide biweekly checks on student progress. These assessments are oral reading exams to assess a student’s growth or deficiencies in reading skills throughout the year. In Grade 2, there are Oral Reading Fluency passages given biweekly.
• Weekly Module Assessments are administered online and include a CCSS document to allow teachers to see which standards are covered on the assessment and the standards’ corresponding questions. 
• Grade 2 Module Inventories are provided. These inventories are to be given to students one-on-one to assess foundational skills throughout each of the 12 Modules. The tool is intended to “monitor progress of select children for whom a closer eye to their developing foundational skills is warranted.” The teacher can use these inventories as needed, and they may also select a specific portion of the exam to monitor the progress of a certain skill throughout the year. 

Assessment materials provide teachers and students with information on students’ current skill/level of understanding. For example:

• Under the Data and Reports tab for Reading and Language Arts, various reports are available to the teacher for Grade 2 online assessments taken by the students throughout the year (Weekly and Module assessments). Assessment Reports are provided, which contain student data on assessment proficiencies, assessment averages, and individual student test scores. The Standard Report itemizes questions and responses by standard student and domain. This report provides the number of test items along with student averages and a link to available resources throughout the Modules for that specific standard. There is also a Student Growth Report which monitors each students’ online assessment growth throughout the year. 
• In Module 8, Lesson 1, pages T280-T281, the Phonics lesson Vowel Patterns: /oo/  allows the teacher to informally assess students’ knowledge after the introduction of the lesson by observing the students work with the vowel pattern blending words with the teacher and independently. The Correct and Redirect prompt also gives the teacher the recommendation to make notes of types of errors during blending practice and gives the specific example of, “If a child reads rescue as /rē-sky/ in Transition to Longer Words, say rescue, and have the child repeat it. Explain that the letters re at the beginning of a word are not always the prefix re-. Guide the child to divide the word between the two middle consonants, blend each syllable individually, and then say the syllables together.”

Materials support teachers with instructional adjustments to help students make progress toward mastery in foundational skills. For example:

• The Recommendations for Data Driven Instruction located within the Intervention Assessments Guide provide teachers with specific steps to take to help students who are struggling. Each targeted skill provides four steps: 1. Identify student needs, 2. Teach to the need, 3. Scaffold the core, and 4. Monitor progress. For example, for Word Identification, step 1 states “Administer Diagnostic Assessment: Letter-Sound Correspondence to identify missing skills and knowledge about phonics elements.” (Intervention Assessments, T40). In this same manual, if a student is struggling with Oral Reading Fluency, step 4 states, “Monitor Progress with Progress-Monitoring assessments and core assessments.” 
• The Administering and Scoring Assessments document on page T34 provides teachers with Grade 2 Fluency goals for the beginning of the year (40-60 WCPM), mid-year (74-94 WCPM), end of year (90-100 WCPM). The section on Adjusting Instruction includes general recommendations such as, “For improving rate, provide texts at a student’s independent reading level for repeated or coached readings.”

The materials reviewed for Grade 2 Into Reading meet the expectation for materials, questions, and tasks providing high-quality lessons and activities that allow for differentiation of foundational skills, so all students achieve mastery of foundational skills.  

A variety of differentiation opportunities are presented throughout the materials. Teachers are provided with suggestions to address the needs of English Language Learners, students who may need additional support, or students who may need an extension of the concept. Differentiation suggestions are incorporated both as in-the-moment ideas that the teacher could use with the whole class and as ideas that would involve pulling a small group of students later to revisit a concept. Tabletop Minilessons are included to support students in need of additional instruction on specific topics. Students below level receive small-group instruction options for differentiation in targeted skill practice for foundational skills and Correct and Redirect prompts in daily lessons. Above grade-level student materials are provided for independent practice during small-group instruction in Literacy Centers to reinforce and extend concepts learned through direct instruction. Guided reading groups monitored by running-record data with Rigby Leveled Readers provide opportunities for differentiation. Students have multiple practice opportunities within each cycle to master grade-level foundational skills throughout the modules, including text practice with Start Right decodable readers.

Materials provide high-quality learning lessons and activities for every student to reach mastery of foundational skills. For example: 

• In Module 6, Lesson 1, page T280, when students are learning about the suffixes -y and -ly, the Teacher Tip box states, “Looking ahead! When providing practice with the suffixes -y and -ly, avoid base words that undergo spelling changes. Words with spelling changes before endings will be taught later this week.” 
• In Module 8, Lesson 1, pages T280-T281, Phonics Vowel Patterns /oo/ for independent practice through Blending Practice, students read words with different vowel /oo/ patterns written on the board. There is a Transition to Longer Words section where students use what they know about /oo/ patterns to read longer words. In Correct and Redirect, there is specific remediation instruction provided for students who mispronounce rescue, advising the student that re at the beginning of a word is not always a prefix. 
• In Module 9, Lesson 1, page T34, based on the results of the pretest, the teacher differentiates the Spelling Words for students as follows, “Assign the Basic and Review Spelling Words as needed for practice this week. If children do well on the pretest, assign the Challenge Spelling Words.” 

Materials provide guidance to teachers for scaffolding and adapting lessons and activities to support each student’s needs. For example:

• In Module 3, Lesson 1, page T33, students practice blending and reading short vowel words with the CVCC pattern. At the bottom of the page, there is a purple Correct & Redirect box that gives teachers advice on how to help students who are struggling. The following three tips are given: “If a child mispronounces a word during Blending Practice, make note of the error type and address it. If a child reads land as lank, say the correct word. Then use the sound-by-sound blending routine to call attention to each letter and sound. Help the child blend each sound and then blend the word. If a child reads wing as wink, say the correct word. Then determine if the error was a pronunciation error or a blending error and address it accordingly.” 
• In Module 6, Lesson 2, page T294, when teaching the suffixes -y and -ly, teachers are provided with different levels of support to use with English Learners. The instructional adjustments teachers can make are as follows: “Substantial-Provide first language translations of the Blending Practice words. For example, in Spanish, bravely is valientemente. Moderate-Discuss the definitions of the base words used in Blending Practice. Guide children to apply the suffix to the new meaning. Light-Challenge children to use selected Blending Practice words in oral sentences.” 
• In Module 11, Lesson 3 page T30, Options for Differentiation: Reinforce Foundational Skills, the teacher reads aloud page 13 of the Start Right Reader as students follow along, reminding students that good readers change the pitch of their voices to reflect punctuation. The teacher gives the additional support “Point out that you raised the pitch of your voice at the end of  the sentence 'Are we going to the clinic?' to show that Alex is asking a question.” 

Students have multiple practice opportunities with each grade-level foundational skill component in order to reach mastery. For example:

• In Module 6, Week 2, when learning about the prefix dis-, students have numerous practice opportunities with the skill: 
• In Module 6, Lesson 6, page T354, the teacher introduces the prefix dis- to students. The teacher explains the meaning of the prefix, and students practice blending words with dis-. Students also practice blending words with a variety of prefixes and practice identifying the prefix, root, and meaning of words. 
• In Module 6, Lesson 6, page T365, the activity suggestion for Connect to Phonics has students building words with the prefix dis-. 
• In Module 6, Lesson 7, page T369, students practice adding different prefixes and suffixes to form words. Two of the words that students form are disconnect and dishonest.
• In Module 6, Lesson 7, page T370, students practice blending and reading words with dis-.  
• In Module 9, Lesson 2, page T54, during Small-Group Instruction Options for Differentiation: Reinforce Foundational Skills, students practice the phonics lesson for the week with a Start Right Reader decodable book. The teacher reminds students they have been reading words with the prefix pre-. Students read page 6 of the Start Right Reader decodable, The Red Car, to find three words that contain the prefix pre-. 
• In Module 9, Lesson 9, page T148, the teacher is given a lesson plan for high-frequency words and segmenting/counting syllables.  The correct and redirect section provides ideas for students who confuse the high-frequency words.