1st Grade - Gateway 1

The phonemic awareness scope and sequence in Letterland meets the expectations for Indicator 1c. The materials contain a clear, evidence-based sequence for teaching phonemic awareness that progresses from simpler to more complex skills. Instructional follows a defined hierarchy moving from isolating to blending, segmenting and manipulating phonemes, with explicit modeling and daily practice through Ears Ready routines. The Scope, Sequence, and Skills outlines a logical progression across units that limits time on broader phonological tasks and quickly transitions to phoneme-level instruction. Phonemic awareness lessons are systematically aligned to phonics instruction, allowing students to apply oral sound manipulation skills directly to letter-sound correspondence and decoding. 

• Materials contain a clear, evidence-based explanation for the expected sequence for teaching phonemic awareness skills. 

  • In the Grade One Teacher’s Guide, Phonological and Phonemic Awareness section, the materials explain that “it is children’s phonemic awareness knowledge that has been directly tied to early literacy success by research.” The guide notes that while research emphasized syllables and rhyme as prerequisites (Brady, 2020; IDA, 2022), more recent studies identify phonemic awareness-specifically blending and segmenting phonemes-as the primary focus of instruction even as early as Kindergarten (Brady, 2020; Moats, 2024; IDA, 2022). The materials emphasize Moats’ finding that “it is phoneme awareness-specifically, the ability to say the individual phonemes in words, to pull them apart, and to put them together-that enables kids to read and spell an alphabetic writing system like English” (Moats, 2024). 

    • Based on this research, the materials follow a defined sequence of phonemic awareness skills in Grade 1: 

      1. Isolate phonemes (review initial, final, and medial sounds from Kindergarten)

      2. Blend phonemes (combine 2-3 phonemes, including those with digraphs)

      3. Segment phonemes (say a word, then separate it into phonemes)

      4. Manipulate phonemes (add, delete, or substitute sounds in words)

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

  • In Scope, Sequence, and Skills, students practice phoneme-level skills in a sequenced progression: 

    • Unit 1: isolate initial and final phonemes; blend 2-3 phonemes

    • Unit 2: isolate medial phonemes; segment 3 phonemes

    • Unit 3: isolate medial phonemes; blend and segment 3 phonemes

    • Unit 4: isolate medial phonemes; blend and segment 3 phonemes

    • Unit 5: blend and segment 3 phonemes; substitute initial phonemes

    • Unit 6: blend and segment 3 phonemes; isolate medial phonemes

    • Unit 7: blend and segment 2-3 phonemes; delete final phonemes 

  • In Section 2: Open Syllables, Consonant Blends, and Magic e, the sequence advances to more complex skills: 

    • Unit 8: blend and segment 2-3 phonemes; isolate medial phonemes 

    • Unit 9: substitute initial and final phonemes

    • Unit 10: blend and segment 2-3 phonemes; add initial phonemes

    • Units 11-12: blend 3-4 phonemes; add initial phonemes

    • Unit 13: blend and segment 3-4 phonemes; substitute final phoneme

    • Unit 14: blend and segment 3-4 phonemes; blend 5 phonemes

    • Unit 15: blend and segment 3-4 phonemes; isolate medial phonemes 

    • Unit 16: blend and segment 3-4 phonemes; substitute medial phonemes

    • Unit 17: blend and segment 3-4 phonemes; substitute initial phonemes

    • Unit 18: blend and segment 3-4 phonemes; substitute final phonemes 

  • In Section 3: Long Vowels and Vowel Teams, students extend to advanced phonemic awareness:

    • Unit 19: blend and segment 3-4 phonemes; substitute initial phonemes

    • Unit 20: blend and segment 2-4 phonemes; substitute initial phonemes

    • Unit 21-22: blend and segment 2-4 phonemes; identify vowel position

    • Unit 23: blend and segment 3-4 phonemes; substitute final phonemes

    • Unit 24: blend and segment 2-4 phonemes; substitute final phonemes

    • Unit 25: blend and segment 2-4 phonemes; substitute final vowel 

    • Unit 26: manipulate by substituting vowels and initial phonemes

• Materials attend to developing phonemic awareness skills and avoid spending excess time on phonological sensitivity tasks. 

  • In Unit 1, Day 1, Section 1, Ears Ready, Phonemic Awareness, Isolate Initial Phoneme, students briefly practice phonological sensitivity tasks by listening to and repeating a whole word (sun) as the teacher models stretching the sounds with a rubber band. Instruction then moves immediately to phoneme-level skills. Students isolate the first sound in sun by stretching and stopping on /s/, then practice blending with the roller coaster trick by sliding along their arms to combine two sounds (/z/ + /oo/ -> zoo), Students join in choral practice with the teacher and repeat the blended word. 

    These routines demonstrate that the materials provide short, engaging exposure to syllable or word-level listening only at the start of Grade 1 and quickly shift to isolating and blending phonemes. This supports students in developing phonemic awareness skills while avoiding extended time on phonological sensitivity tasks.

• Materials contain a phonemic awareness sequence of instruction and practice aligned to the phonics scope and sequence. 

  • In Unit 2, Day 1, Section 1, Ears Ready, Blend the First Two Phonemes, Then Add the Final Phoneme, students learn to blend words beginning with stop sounds, /b/, /d/, /t/, /g/, /k/. The teacher models how to prepare the mouth for the next sound without pausing and demonstrates blending using the Roller Coaster Trick and arm-tapping routine (e.g., /t/ /e/ /m/ -> team). The Ears Ready routine directly supports the phonics concept introduced in the same lesson, Let’s Learn - Digraph ck as in duck. Students immediately apply the same blending strategies from phonemic awareness to phonics-based blending and word reading during Live Reading. 

  • In Unit 26, Day 1, Section 3, Ears Ready, Phonemic Awareness, Add a Syllable, students orally manipulate syllables by combining two spoken parts to form multisyllabic words (e.g., can + dy ->; fun + ny -> funny; pen + ny -> penny). The teacher models each example, prompting students to repeat and identify how adding a syllable changes a single-syllable word into a multisyllabic one. This oral routine directly supports the phonics concept introduced in the same lesson, Let’s Learn - y as in baby. During phonics instruction, students blend and read words that apply the same syllable structure (pony, penny, lazy, lady, sleepy, soapy) using the Live Reading procedure for multisyllable words. The alignment between the Ears Ready oral practice and the phonics application ensures students first rehearse syllable addition orally and then apply that understanding to decoding printed multisyllabic words containing y as /ē/.

The phonemic awareness instruction in Letterland meets the expectations for Indicator 1d. The materials include systematic, explicit instruction in phonemic awareness through consistent, teacher-led routines that focus on isolating, blending, segmenting, and manipulating phonemes. Lessons follow a clear sequence that progresses from simple to complex phoneme-level tasks, with repeated opportunities for modeling and guided practice. The materials provide detailed, scripted examples to support accurate instruction and include embedded guidance for corrective feedback, ensuring that the teacher can address errors and reinforce accurate sound production. Phonemic awareness instruction is explicit, cumulative, and consistently reinforced across the year. 

Note: This indicator is analyzed at the lesson level to examine the instructional progression within and across lessons. Repeated references to a single week or lesson reflect the structured sequence of explicit instruction and guided practice, which is representative of how the materials support this skill throughout the year. 

• Materials include systematic, explicit instruction in sounds (phonemes). 

  • In Unit 11, Day, 3, Section 2, Ears Ready, Phonemic Awareness - Phoneme Manipulation: Add Initial Phoneme, the teacher guides students in adding an initial sound to create a new word (e.g., lat, f -> flat; lick, k -> click; lan, p -> plan; lass, k -> class). This activity is systematically placed to prepare students for the upcoming introduction of I-blends in Unit 12. 

  • In Unit 14, Day 3, Section 2, Ears Ready, Phonemic Awareness - Blend 5 Phonemes, students are introduced to a more challenging blending task after practicing four-phoneme words in earlier lessons. The teacher explains the routine for finger tapping four sounds with fingers and using the side of the hand to tap the fifth. Students then blend sounds into words such as plant, blast, and crust, demonstrating a systematic progression from simpler to more complex blending tasks.

• Materials provide the teacher with examples for instruction in sounds (phonemes). 

  • In Unit 3, Day 2, Section 1, Ears Ready, Phonemic Awareness - Segment 3 Phonemes, the teacher leads students through a structured segmentation routine. The teacher models each word, students repeat, and then use finger tapping to separate each phonemes (e.g., big -> b…ĭ…g; cage -> k…ā…j; thick -> th…ĭ…ck; gate -> g…ā…t; pin -> p…ĭ…n). 

  • In Unit 11, Day 3, Section 2, Ears Ready, Phonemic Awareness - Phoneme Manipulation, the lesson provides multiple scripted examples for teacher modeling (lat, lick, lan, lip, lane, lub, lack, lass, lime) and directs the teacher to “demonstrate the first item and repeat with students.” 

• Materials include teacher guidance for corrective feedback when needed for students. 

  • In Unit 3, Day 2, Section 1, Ears Ready, Phonemic Awareness - Segment 3 Phonemes, Corrective Feedback section, the teacher is instructed to model the word slowly using the rubber band trick, repeat the process with students, and then have students stretch the word again as they segment each phoneme. 

  • In Unit 11, Day 3, Section 2, Ears Ready, Phonemic Awareness - Phoneme Manipulation, Corrective Feedback section, the teacher notes provide guidance for common errors, such as students inserting a vowel after stop consonants (e.g., saying /buh/ or /guh/ instead of /b/ or /g/). The teacher is directed to model careful pronunciation of the target phoneme and have students repeat, with references to the sound cards for articulation support. 

The daily phonemic awareness lessons in Letterland meet the expectations for Indicator 1e. The materials include daily, brief phonemic awareness instruction that aligns to the phonics portion of each lesson and supports the development of phoneme-grapheme correspondence. Instruction typically appears at the start of the phonics lesson and includes explicit teacher modeling, guided practice, and corrective feedback. Students engage in consistent routines that build from isolating and blending to segmenting and manipulating sounds while connecting phonemes to graphemes. Materials provide clear articulation guidance to support accurate pronunciation, with teacher directions describing mouth position and sound formation. 

Note: This indicator is analyzed at the lesson level to examine the instructional progression within and across lessons. Repeated references to a single week or lesson reflect the structured sequence of explicit instruction and guided practice, which is representative of how the materials support this skill throughout the year.

• Daily phonemic awareness instruction aligns to the scope and sequence, progressing from isolation, blending, and segmenting to more advanced phoneme manipulations, with phoneme-grapheme correspondences introduced to connect sounds to letters. 

  • In Unit 1, Day 2, Section 1, Ears Ready, Phonemic Awareness - Isolate and Pronounce Final Phoneme; Blend 2 Phonemes (2-3 minutes), the teacher introduces the routine by cueing students with “ears ready.” Students isolate final phonemes using the rubber band trick (e.g., feet -> fffeeet-t-t -> /t/) and practice with additional words (head, leg, nose, back, chin). Students also blend two phonemes with the roller coaster trick, sliding their hand down their arm to combine sounds (/n/ + /e/ -> knee; /m/ + /o/ -> mow). 

  • In Unit 12, Day 2, Section 2, Ears Ready, Phonemic Awareness - Segment 3-4 Phonemes, (2-3 minutes), students engage in a short daily routine where the teacher says a word, students repeat, and then segment each phoneme. Words include black, flag, club, and glad. Following Ears Ready, students review the corresponding grapheme in a Quick Dash and Sounds Race activity using Picture Code Cards. 

• Materials include opportunities for students to practice connecting sounds to letters.

  • In Unit 1, Day 2, Section 1, Let’s Review Phonemes to Graphemes (Picture Code Card or Phonics Online, 2 minutes), students practice linking phonemes to graphemes through a structured “Guess Who?” routine. The teacher presents a hidden picture code card, says the sound, and prompts students to repeat it. Students then identify the corresponding character (e.g., /a/ -> Abbie Apple), confirm the match when the character side is revealed, and state the letter name. Finally, the teacher displays the plain letter side, traces the letter shape, and prompts students to say the sound and letter name together. 

  • In Unit 13, Day 3, Section 2, Let’s Review Graphemes to Phonemes (PCCS or Phonics Online, 2 minutes), students respond to plain letter cards by producing the associated phoneme. Letters and digraphs reviewed include ă, b, d, ĭ, n, ŏ, ŭ, r, t, y /ī/ ck, ch, sh, ll. For example, students say /a/ and /ā/ for a, and /i/ and /ī/ for i. 

• Materials include directions to the teacher for demonstrating how to pronounce each phoneme (articulation/mouth formation). 

  • In the Grade 1 Tricks & Strategies Manual, Pronunciation Guide, the objective is to ensure correct pronunciation of letter sounds, noting that inaccurate pronunciation can cause delays in reading and predictable spelling errors (e.g., saying “suh-ip” instead of sip). The guide provides three categories of guidance whispered sounds (never add a voiced “uh,” e.g., /c/ not /cuh/), prolonged sounds that can be extended (e.g., /fff/), and almost closed mouth sounds that may carry slight voicing but should avoid an added vowel. 

    • The manual includes teacher-facing corrective strategies: listen for students adding extra vowel sounds during activities like Quick Dash or Guess Who?, model the correct pronunciation for the whole group without singling out students, and use the guidelines above to correct errors. The teacher is also prompted to check for sound accuracy during small groups and provide extra practice as needed.

  • In Unit 12, Day 2, Section 2, Ears Ready, Phonemic Awareness - Segment 3-4 Phonemes (2-3 minutes), in the Corrective Feedback section, the teacher is guided to address common errors in segmenting blends. If students struggle to hear or separate the first two phonemes, the teacher is instructed to model careful pronunciation by emphasizing the first sound and drawing attention to tongue placement for /l/ (“tongue touches the ridge behind the upper teeth”). 

The assessment opportunities for phonemic awareness in Letterland meet the expectations for Indicator 1f. The materials provide regular and systematic assessments throughout the year to monitor student progress in phonemic awareness. Assessments are administered individually at key instructional benchmarks with clear mastery criteria and guidance for scoring and interpretation. The teacher is supported with record forms, benchmarks, and progress monitoring tools to evaluate current skill levels. Materials include explicit next-step guidance based on results, outlining reteaching, small-group instruction, and multisensory routines to address specific skill needs.

• Materials provide a variety of assessment opportunities throughout the year (e.g., at least three times per year or aligned to key instructional benchmarks) to monitor student progress in phonemic awareness. Assessment types may include oral tasks, encoding assessments, decoding activities requiring phoneme manipulation, and teacher observations. 

  • Materials include a variety of assessment opportunities throughout the year to monitor student progress in phonemic awareness, including oral tasks, encoding assessments, decoding activities requiring phoneme manipulation, and teacher observations. 

    • In the  Grade One Assessment & Progress Monitoring Manual, the  Phonemic Awareness Check is administered one-on-one three times a year: Beginning, Middle, and End of Year. 

      • At Beginning of Year, students complete subtests such as initial and final phoneme identification. The teacher says a word (top), the student repeats it (“top”), and then identifies the first and last sounds (/t/, /p/). 

      • At Middle of Year, subtests include blending phonemes. The teacher says sounds with pauses (/s/ /ŏ/ /k/), and the students repeats them and blends to form the word (“sock:). 

      • At End of Year, subtests advance to phoneme substitution. For example, the teacher says make, the students repeat it, and then substitute the /m/ with /l/ to form lake. 

      • Each administration takes 3-5 minutes per student, and mastery is defined as producing 3 out of 4 items correctly per set. 

    • In addition to these three checkpoints, screening assessments are administered at the first week of instruction, again between Units 18-20, and in the final week of instruction. 

• Assessment materials provide the teacher-and, when appropriate, caregiver-with clear information about student’s current skill levels in phonemic awareness. 

  • In the  Grade One Assessment & Progress Monitoring Manual, the  Phonemic Awareness Check, the teacher, record results on an individual record form, noting accuracy across tasks such as identifying initial and final sounds (rose -> /r/, ship -> /sh/), blending sounds (/m/ /a/ /d/ -> mad), or substituting phonemes (make -> lake). The manual notes that the data helps determine how well students have retained Kindergarten phonemic awareness concepts and how prepared they are for daily Ears Ready routines. It also states that results can inform the creation of small groups. According to the Screening Assessment Flowchart, if a student does not meet mastery on the Phonemic Awareness Check, the teacher is directed to use the instructional suggestions listed on the previous page to plan targeted or small-group instruction. 

  • In the Grade One Assessment & Progress Monitoring Manual, the  Phonemic Awareness Check, Scoring and Next steps section, mastery is defined as 3 out of 4 correct per subtests, with a class benchmark of 80 percent proficiency. At Beginning of Year, students complete five subtests, representing Kindergarten skills, at Middle of Year, four subtests assessing blending and segmenting; and at End of Year, three subtests measuring more advanced manipulation skills. 

• Materials support the teacher with instructional suggestions or next steps based on assessment results to support student progress toward mastery. 

  • In the  Grade One Assessment & Progress Monitoring Manual, the  Phonemic Awareness Check, each subtest includes explicit corrective feedback guidance. If students miss an item, the teacher is directed to model the process (using sample items such as top -> /t/ /p/ for sound identification or /z/ /i/ /p/ -> zip for blending), then repeat it with the student before returning to the test item. For substitution tasks, the teacher is prompted to model the change, then repeat the new word with the student. Additional support includes encouraging use of multisensory routines such as finger tapping, the roller coaster trick, chips, or manipulatives for segmenting and manipulating phonemes. 

    • The Scoring and Next Steps section outlines explicit decision-making guidance: 

      • Beginning of Year: If at least 80 percent of students meet mastery, the teacher continues with Grade 1 whole-group instruction. If fewer do, the teacher reviews data alongside other screening results and may reteach Units A and B or use the modified small group lesson plan focusing on phonemic awareness and letter-sound correspondence, supported by multisensory routines such as letter tiles. 

      • Middle of Year: If at least 80 percent meet mastery, no additional support is needed. If fewer do, the teacher is directed to immediately address deficits in blending and segmenting using small group routines, supplementary phonemic awareness assessments, and activities from the Tricks & Strategies Manual. The teacher is also encouraged to collaborate with their grade-level team if difficulties persist. 

      • End of Year: If at least 80 percent meet mastery, students are considered prepared for Grade 2 instruction. If not, the teacher is directed to share phonemic awareness data-especially in blending and segmenting-with Grade 2 colleagues to support instructional planning. 

The phonics scope and sequence in Letterland meets the expectations for Indicator 1g. Materials provide a clearly defined, evidence-based progression for phonics instruction. The Scope, Sequence, and Skills follows a structured path from short vowels and digraphs to blends, vowel-consonant-e patterns, vowel teams, r-controlled syllables, and diphthongs. Instruction builds systematically from simple to complex skills, with cumulative review and consistent opportunities for application through decoding, encoding, and connected-text reading. The order of instruction reflects an intentional design that supports the development of accurate and fluent word reading. 

• Materials contain a clear, evidence-based explanation for the expected sequence for teaching phonics skills. 

  • According to the Teacher Guide, Phonics: Letters & Sounds, the Grade 1 phonics sequence is grounded in established reading research indicating that systematic, explicit, and cumulative phonics instruction leads to stronger reading outcomes (National Reading Panel, 2000; Ehri, 2022; Brady, 2020). The materials explain that Letterland’s scope and sequence is intentionally spiraled to maximize practice and minimize instructional gaps, using the six syllable types of English as organizing anchors across grade levels.

    • The Grade 1 sequence intentionally revisits and extends Kindergarten phonics concepts in the same instructional order to reinforce accuracy and continuity. Early units consolidate letter–sound correspondences and blending and segmenting of closed-syllable words, while introducing syllable identification to deepen understanding of word structure. High-utility consonants and vowels are prioritized, and potentially confusable letter–sound correspondences are spaced apart. As instruction progresses, additional syllable types, spelling patterns, and morphemes are introduced in a cumulative manner, with each new concept explicitly connected to prior learning. This progression reflects research-based principles of phonics instruction that move from simpler, more regular patterns to increasingly complex word structures while maintaining strong connections to previously taught skills.

• Materials provide a cohesive, intentional phonics sequence that progresses from simple to more complex skills and includes ample opportunities to apply skills through decoding in connected text. 

  • According to the Scope, Sequence, and Skills, phonics instruction progresses systematically from single-letter sound correspondences and simple closed-syllable word structures to more complex patterns. At each stage, students apply newly taught skills through daily decoding, encoding, and repeated reading of connected, decodable text.

    • The sequence is as follows: 

      • Section 1: Short Vowels and Consonant Digraphs

        • Unit 1: Short a vowel

        • Unit 2: Short a, ck 

        • Unit 3: Short i, th 

        • Unit 4: Short o, sh 

        • Unit 5: Short e, ll, wh

        • Unit 6: Short u, suffixes -s, -es

        • Unit 7: Short vowel review, ch, tch, qu, silent letters 

      • Section 2: Open Syllables, Consonant Blends and Magic e

        • Unit 8: Open Syllables (e, i, oy)

        • Unit 9: all as in ball

        • Unit 10: Double consonants (ff, ss, ll, zz)

        • Unit 11-14: s, l, r blends and final blends

        • Unit 15: ng, nk, suffix -ing

        • Units 16-17: Vowel-consonant-e patterns (a_e, i_e, o_e, u_e, e_e)

        • Unit 18: Soft c, g

      • Section 3: Long Vowels and Vowel Teams

        • Unit 19-21: Vowel teams (ee, ea, ai, ay)

        • Unit 22: oa, ow, kn silent letters

        • Unit 23: ie, igh

        • Unit 24: Closed syllable exceptions (-lld, -ind, -old, -olt, -ost)

        • Unit 25: ue, ui, ew

        • Unit 26: y as /ē/, doubling consonants in two-syllable words 

      • Section 4: More Vowel Sounds, Suffix -ed and Diphthongs

        • Units 27-28: Suffix -ed (three sounds) 

        • Units 29-31: R-controlled vowels (ar, or, ore, ir, ur) 

        • Units 32-34: oo, u long and short sounds 

        • Units 35-37: Dipthongs (ow, ou, oi, oy, aw, au)

        • Unit 38: Comparative endings -er, -est 

      • Section 5: (Supplementary Units) 

        • Unit 39: Contractions

        • Unit 40: Complex consonant blends (scr, spl, str)

        • Unit 41: Compound words

        • Unit 42: Suffixes -ly, -ful 

        • Unit 43: Prefixes re-, un-

        • Unit 44: Consonant + le syllables 

        • Unit 45: Variant vowel pattern ea as in head

• Phonics instruction is based on high utility patterns and/or specific phonics generalizations. 

  • According to the Scope, Sequence, and Skills, phonics instruction is grounded in high-utility patterns and widely applicable phonics generalizations. 

    • Early instruction emphasizes closed syllables with short vowels and common consonant spellings, followed by frequent digraphs such as th, sh, ch, tch, wh, and ck. 

    • Inflectional endings, including -s, -es, -ing, and -ed, are introduced systematically and applied to both decoding and encoding.

    • High-frequency double final consonants and consonant blends are taught sequentially after mastery of simpler syllable structures.

    • Instruction later expands to long-vowel patterns, common vowel teams, r-controlled syllables, and closed-syllable exceptions, followed by diphthongs and variant vowel spellings. 

    Across the sequence, instruction prioritizes recurring spelling patterns that occur frequently in English and are revisited through cumulative practice.

The materials’ exclusion of three-cueing strategies in Letterland meets expectations for Indicator 1h. Materials do not include instructional language or routines that rely on the three-cueing system. Lessons focus on explicit instruction in phoneme-grapheme correspondences and phonics-based decoding. When students encounter unfamiliar words, instruction emphasizes attention to letter-sound relationships rather than relying on context or visual cues to guess the word. 

• Materials do not contain elements of instruction that are based on the three-cueing system for teaching decoding. 

  • The materials do not contain elements of instruction that are based on the three-cueing system for teaching decoding.

The pacing and practice opportunities of phonics instruction in LetterLand meet expectations for Indicator 1i. Materials introduce new phonics skills sequentially and one at a time, allowing students to achieve accuracy before progressing to more complex patterns. Lessons follow a consistent weekly structure of explicit instruction, guided practice, and independent application, ensuring reasonable pacing and sufficient time for mastery. Instruction provides distributed and cumulative review through daily blending, spelling, and connected-text reading routines. Students engage in repeated and interleaved practice of previously taught skills, reinforcing decoding and encoding toward automaticity and fluency across the year. 

• Materials include reasonable pacing of newly taught phonics skills. 

  • According to the Teacher Guide, Phonics: Letter & Sounds section, the Grade 1 sequence spirals back through the Kindergarten concepts using the same instructional order to ensure accuracy and prevent gaps. Early units consolidate students’ knowledge of letter-sound correspondences and provide extensive practice in blending and segmenting closed-syllable words, both with and without blends. Instruction gradually introduces the concept of syllable identification and reviews previously taught suffixes within the context of morphemes that carry both meaning and grammatical function. 

    • As the year progresses, new letter–sound correspondences, spelling rules, and affixes are introduced on a weekly basis within the first five syllable types, allowing students to apply established phonics skills while learning one new concept at a time. Lesson pacing follows a consistent weekly structure: Day 1 introduces and models the new phonics focus through guided blending and word reading; Days 2–4 provide repeated opportunities for live spelling, guided practice, and independent or partner reading to support accuracy and automaticity. Whole-group, small-group, and individual practice are integrated throughout the week to ensure sufficient cumulative review before new phonics skills are introduced.

• The lesson plan design allots time to include sufficient student practice to work towards automaticity. 

  • In Unit 1, Day 4, Section 1, Let’s Practice, Spelling, students listen to each word, repeat it aloud, and finger tap the individual sounds before identifying the corresponding rime column (-ad, -ap, -at). Students explain their reasoning for word placement and self-correct with teacher guidance as needed before writing each word. After writing, students reread and finger tap each word to verify accurate spelling, reinforcing the connection between segmenting, blending, and encoding. The routine concludes with partner reading of the completed page, giving students repeated opportunities to read and spell familiar word patterns, supporting accuracy and automaticity in both decoding and encoding. 

  • In Unit 24, Day 3, Section 3, students apply newly taught phonics patterns and suffixes while reading connected text during the “Let’s Read Decodable” Story routine. Before reading, students identify words from the text that contain target spelling patterns (-ild, -ind, -old, -ost) and finger tap to blend and read each word. Students work in pairs to locate and decode additional examples, then demonstrate their blending for the class. During reading, students participate in teacher-guided and independent reading routines, including echo reading, choral reading, and partner reading. Lessons also prompt students to review suffixes such as -s and -ing, discussing both structure and meaning, reinforcing previously taught phonics and spelling concepts. 

• Materials contain distributed, cumulative, and interleaved opportunities for students to practice and review all previously learned grade-level phonics. 

  • In Unit 11, Day 1, Section 2, students engage in cumulative review of short vowel and consonant blend patterns through live reading and blending practice. During the activity, students identify vowel letters within words, predict the corresponding sound, and confirm it by flipping the picture code card to the character side. Students then blend the individual phonemes aloud while finger tapping each sound (e.g., /s/ /k/ /ĭ/ /n/) before reading the whole word. The routine includes manipulation of letter cards to build and read multiple words containing previously taught blends (skip, spin, spot, sled, swim, stuff, still), providing interleaved review of earlier vowel and consonant patterns. Students repeat the blending process with each new word, reading and discussing meaning to reinforce decoding accuracy and automaticity across varied word patterns. 

  • In Unit 42, Day 1, Section 5, students engage in cumulative practice through a live spelling routine that integrates previously taught phonics patterns and suffixes (-ful, -ly). During the activity, students repeat each word, identify the suffix, and separate it from the base word before segmenting individual phonemes. Students finger tap to segment the base word only (e.g., /h/ /ă/ /n/ /d/ in handful), determine the letters needed to represent each sound, and line up with picture code cards to build the word. After spelling the base word, students add the suffix to form the complete word and read it aloud, connecting decoding and encoding within the same routine. The lesson reinforces cumulative phonics knowledge by combining vowel teams (ou, igh), consonant patterns, and derivational suffixes across multisyllabic words (lonely, mouthful, brightly, sadly, grateful, handful). Students conclude the routine by reading all completed words as a group, providing interleaved practice and review of previously taught sound-spelling correspondences and affix patterns. 

The phonics instruction in Letterland meets the expectations for Indicator 1j. Materials include systematic and explicit teacher modeling of newly taught phonics patterns through consistent routines for blending, segmenting, and spelling. The teacher models sound-by-sound analysis before students apply routines with guided practice. Lessons include dictation of words and sentences aligned to newly taught phonics patterns, supporting students’ application of encoding skills. Materials also include clear guidance for corrective feedback, reinforcing accurate phoneme–grapheme correspondence.

Note: This indicator is analyzed at the lesson level to examine the instructional progression within and across lessons. Repeated references to a single week or lesson reflect the structured sequence of explicit instruction and guided practice, which is representative of how the materials support this skill throughout the year. 

• Materials contain explicit instructions for systematic and repeated teacher modeling of newly taught phonics patterns. 

  • In Unit 5, Day 1, Phonics Concept, Introduce the Digraph wh (as in when), the teacher displays the wh picture code card, points to the characters, and says “Walter Walrus and Harry Hat Man.” The teacher then tells the wh story, “When Walter is next to Harry in a word, he sometimes whooshes his hat off with a big wave, leaving Harry too startled to speak.” Students practice by pushing the plain wh card forward three times while repeating /wh/ /wh/ /wh/, reinforcing the sound through multisensory modeling and repetition. The teacher models how to apply the new pattern in the word when, finger tapping the sounds and identifying that wh represents one sound within a closed syllable. Students repeat the process through guided practice, confirming syllable type and vowel sound, and consolidating the pattern through digital reinforcement with Phonics Online or Beyond ABC. 

  • In Unit 35, Day 1, Section 4, Phonics Concept, Diphthong Vowel Teams ou (as in out) and ow (as in how), the teacher models both pronunciations through story-based explanations: first showing the ow (ō) card and reminding students that “Ms. O steps in and says, ‘Oh no you don’t!” then showing the ow/ou (ow) card to explain that “Walter Walrus goes right ahead splashing Oscar Octopus, and they both howl, ‘ow!” Students repeat each sound aloud, push the cards forward while miming the story actions, and explain the logic to a partner. 

• Lessons include blending and segmenting practice using structured, consistent blending routines with teacher modeling. 

  • In Unit 5, Day 1, Let’s Practice, Blending, students practice blending and segment short-vowel -ell words using a consistent live reading routine. The teacher distributes picture code cards (e, b, d, l, r, s, t, w, y, ll, sh) and calls students to the front to build words such as tell, well, yell, and shell. The teacher explicitly models how to identify the vowel, predict the vowel sound, and confirm the syllable type, explaining that words with one vowel and at least one consonant after the vowel are closed syllables with short vowel sounds. Students blend each word aloud using the Roller Coaster Trick, with repeated modeling and guided practice for each new word. The “Best Friends” explanation for double consonants (e.g., ll) supports consistent understanding of final letter patterns through teacher modeling and visual demonstration. 

  • In Unit 17, Day 2, Section 2, Let’s Practice, Segmenting, Live Spelling,  students repeatedly segment and blend target words using a consistent routine: finger-tap to segment phonemes, build with picture code cards, then blend (or Roller Coaster Trick) to check (hid, hide, hiding; rode, rod,; lick, like; write, writing; size; nose; use; the). The sequence contrasts short/long vowel patterns (CVC ↔ VCe) and incorporates digraphs (wr, wh pronounced /w/ per guidance), providing multiple modeled practice cycles within one lesson. 

• Lessons include dictation of words and sentences using the newly taught phonics pattern(s). 

  • In Unit 35, Day 2, Section 4, Let’s Practice Segmenting, students participate in a live spelling routine using picture code cards (c, b, d, m, n, p, r, s, t, ll, ou, ow/ou, sh, th) to spell and read words with ou/ow patterns (now, cow, down, crown, brown, out, shout, south, mouth, sounds, proud). For each word, the teacher dictates it, provides a short sentence for context, and repeats it. Students segment and build the word one sound at a time, then blend to check accuracy. Each completed word is added to a word list on the board for rereading, reinforcing application of the new phonics pattern through dictation and connected reading practice. 

  • In Grade 1 Small Group Guide, Unit 2, Day 4, Section 1, Let’s Practice Writing, during the word dictation routine, the teacher dictates new words from the student word lists at a slightly slowed rate, and students repeat each word in unison before writing. Students write each dictated word and are directed to tap out sounds to check spelling, with teacher support provided as needed. Dictated words include: can, jam, back, ran, sam, sack, pam, pack, ham, van, fan, and man.

    • Lessons also include sentence dictation that requires students to apply the newly taught phonics patterns in connected text. The teacher dictates sentences such as “Sam and Pam like jam,” and “I like my backpack,” reading each sentence twice at a slightly slowed but natural pace. Students repeat each sentence orally until accurate before writing. After students write the sentence, the teacher rereads it more slowly so students can check for missing words and review spelling, capitalization, and punctuation. The materials include guidance for the teacher to support individual students throughout each step of the dictation process, reinforcing accurate encoding of newly taught sound and spelling patterns.

    Explicit sentence dictation is included in the Grade 1 Small Group Guide.

• Materials include teacher guidance for corrective feedback when needed for students. 

  • In Unit 5, Day 1, Corrective Feedback, when students are unsure of a syllable type, the teacher is guided to prompt with consistent questions, “Does it have one vowel?...Does it have at least one consonant after the vowel?... Then it is a closed syllable with a short vowel sound.” The teacher is also prompted to model again using the correct procedure or provide additional examples as needed to reinforce accuracy. 

  • In Unit 17, Day 2, Section 2, Corrective Feedback, materials specify corrective prompts when students struggle to decide long vs. short vowel: have students repeat the vowel sound, then the teacher models prolonging and matches it to the short-vowel character sound or the long-vowel “name” (e..g, /ooo/ Oscar Octopus vs. Ms. O), followed by student repetition and reattempt. Additional supports (Rubber Band Trick for segmenting; Roller Coaster for blending) are explicitly referenced for immediate reteach within the routine. 

The decoding and encoding practice opportunities in Letterland meet the expectations for Indicator 1k. Materials provide frequent and varied opportunities for students to decode words using taught phonics patterns through consistent blending, segmenting, and live reading routines. Encoding is reinforced through structured dictation and live spelling routines in which students segment sounds, build words, and apply newly taught patterns in writing. Students also engage in guided and independent blending practice across lessons, applying sound–spelling correspondences with increased accuracy. Repeated word- and sentence-level reading, supported by decodable texts, builds fluency and automaticity. Distributed and cumulative practice across units ensures that students revisit and apply previously taught phonics patterns over time.

Note: This indicator is analyzed at the lesson level to examine the instructional progression within and across lessons. Repeated references to a single week or lesson reflect the structured sequence of explicit instruction and guided practice, which is representative of how the materials support this skill throughout the year.

• Lessons provide students with regular opportunities to decode words with taught phonics patterns. 

  • In Unit 7, Day 1, Section 1, Let’s Practice Blending, students decode one-syllable words that include previously taught and newly introduced phonics patterns (qu, ch, ck, tch). The teacher distributes picture code cards for words such as quit, quick, quack, chin, chop, much, such, mat, mats, match, matches and guides students through a live reading routine. Students identify the vowel, predict the sound, and orally blend each phoneme to form the word. Students read decodable words arranged on the pocket chart by medial vowel and practice reading each column chorally and independently to strengthen accuracy and fluency. 

  • In Unit 19, Day 1, Section 3, Phonics Concept, ee as in bee, students decode words with the long e vowel team (ee). After reviewing the ee story, students identify the letters, say the sound /ē/, and practice reading words such as see, keep, and teeth by finger-tapping each phoneme. 

    • During Let’s Practice Blending, students use picture code cards to build and read decodable words (these, see, seed, need, help, helping, feet, them, feelings). Students identify the vowel, predict the sound, and blend the full word aloud. The teacher rearranges picture code cards to form new words and models how to read words with suffixes (e.g., help -> helping), providing distributed decoding practice across multiple word types. 

• Lessons provide students with regular opportunities to encode words with taught phonics patterns. 

  • In Unit 7, Day 1, Section 1, during Live Reading with picture code cards, students encode by manipulating letter cards to build and rebuild words. After blending a word, the teacher rearranges students holding the picture code cards to create a new word (e.g., match -> matches). Students identify which phoneme or suffix changes, reinforcing sound-symbol relationships and the connection between decoding and spelling. Encoding practice is integrated throughout by directing students to segment, spell, and rebuild words that share common patterns (e.g., ch, ck, tch). 

  • In Unit 35, Day 2, Section 4, Let’s Practice Segmenting, students encode words that include diphthongs and vowel digraphs (ou, ow). The teacher says each word (e.g.., cow, down, crown, brown, out, shout, south, mouth, sound, proud), uses it in a sentence, and repeats it for clarity. Students repeat the word, finger-tap to segment each phoneme, and identify which letters are needed to represent each sound. Students holding the picture code cards line up to form the word, and the class finger-taps again to blend and check accuracy. The teacher or a student writes each word on the board to create a cumulative list for later decoding and review. 

• Student-guided practice and independent practice of blending sounds using the sound-spelling pattern(s) is varied and frequent. 

  • In Unit 19, Day 1, Section 3, students participate in guided and independent blending using picture code cards while alternating roles as the two Mr. E characters -one waving and saying /ē/, the other watching for “vowel-stealing robots.” This interactive approach reinforces the pattern through story logic and role play. Students blend words chorally and individually, using finger-tapping or the Roller Coaster Trick for support as needed. The optional beehive challenge provides independent application of blending and syllable division, ensuring varied and frequent blending opportunities appropriate to student readiness levels. 

  • In Unit 35, Day 2, Section 4, students independently apply segmentation and blending routines during Live Spelling. After the teacher models the first example, students carry out all steps - repeating, segmenting, building, and blending - demonstrating independent application of vowel digraph and diphthong spelling patterns. The repeated use of multisensory techniques (rubber band trick, roller coaster trick) across the year provides consistent yet varied blending and segmenting practice that supports mastery and retention. 

• Materials provide opportunities for students to engage in word-level decoding practice focused on accuracy and automaticity. 

  • In Unit 7, Day 1, Section 1, in the Let’s Read, Reading Automaticity routine, students read columns of decodable words organized by medial vowel to build accuracy and visual automaticity. The teacher models by pointing to each word card while students read along, then fades support as students reread the words independently. Students participate in the Tractors, Trains, Planes, and Helicopters activity to vary reading rate-first reading slowly for accuracy, then faster for fluency. This repeated routine builds automatic word recognition of previously taught phonics patterns. 

  • In Unit 19, Day 1, Section 3, students reread ee words on the pocket chart for accuracy and fluency, confirming correct pronunciation and spelling. The Phonics Online and Bygone ABC resources reinforce automatic recognition through songs and repeated readings that feature the same ee words. The teachers’ guidance to “read through the text more than once” and gradually release support toward independent reading ensures students move from support decoding to accurate and automatic recognition of vowel team patterns. 

The instruction and practice of spelling rules and generalizations in Letterland meet the expectations for Indicator 1l. Spelling instruction aligns with the phonics scope and sequence, introducing and reviewing patterns in a logical progression connected to daily phonics lessons. Materials provide clear explanations of spelling rules and generalizations and incorporate consistent routines for modeling, guided practice, and independent encoding. Students engage in regular distributed and cumulative practice that reinforces accurate application of spelling patterns and supports development toward automaticity.

• Spelling rules and generalizations are aligned to the phonics scope and sequence. 

  • According to the Introduction, the Phonics, Segmentation and Spelling, describes a scope and sequence in which spelling instruction is directly aligned to the phonics progression. Encoding of each pattern occurs as the corresponding phonics concept is taught and reviewed. 

    • For example, in Unit 7, the program introduces -tch immediately after reviewing ch, allowing the teacher to connect the new spelling rule to a known digraph and provide structured opportunities to differentiate when each is used. 

    • In Unit 15, -ing is reviewed before the vowel-consonant e syllable type is introduced. Students practice adding -ing to unchanging base words before learning the drop e rule, ensuring that spelling generalizations unfold in a logical, developmentally appropriate order. 

    • Across Sections 1-5 (Section 5 is considered a Supplemental Unit), spelling patterns are explicitly sequenced from closed and open syllables to vowel-consonant e, vowel teams, r-controlled vowels, and consonant -le syllables. Inflectional endings, prefixes, and suffixes are introduced gradually and revisited cumulatively for mastery. 

• Materials include explanations for spelling of specific words or spelling rules. 

  • In Unit 22, Day 1, Section 3, Phonics Concept, Introduce ow as in show, the teacher explicitly defines ow as a vowel team (“two letters making one vowel sound”) and provides story-based mnemonics to explain the pattern (e.g., “Ms. O does not get along with Walter Walrus, so they make the sound /ō/”). The lesson provides a clear spelling rule, “The vowel team oa is usually used when the vowel sound is in the middle of a base word (e.g., boat, coat). The vowel team ow is usually used when the vowel sound is at the end of a base word (e.g., show, snow).” The teacher guides students to compare the two patterns visually and explain why oa rarely appears at the end of words, reinforcing understanding of the positional rule governing each spelling. 

  • In Unit 28, Day 4, Section 4, Let’s Learn Recap New Concepts, the teacher models how the suffix -ed makes three different sounds - /ed/. /d/, and /t/ - and guides students to listen for which applies. The rule explanation reinforces that when -ed is added to a base word ending in a silent e, the e is dropped (“-ed takes the place of silent magic e”).  Students are reminded to check the meaning and tense, “If this is something that happened in the past, you will need to spell the suffix -ed at the end.” Instruction combines auditory and visual supports: students pronounce the sounds of -ed while pointing to the spelling on the board. 

• Students have sufficient opportunities to practice spelling rules and generalizations. 

  • In Unit 4, Day 2, Section 1, Let’s Practice, Segmenting, students receive guided and repeated encoding practice through the seven-step Live Spelling Routine to spell short-o CVC words and -ck final pattern words ((hot, dot, got, not, lot, rot; rock, dock, lock, mock, sock). During segmentation, students physically manipulate picture code cards, finger-tap each phoneme, and blend to confirm accuracy, providing multisensory engagement with each word. The teacher gradually releases responsibility-first modeling every step, then prompting students to complete the process with decreasing scaffolds. At the end of the activity, words are written on the board for rereading, allowing students to review and reinforce accurate spellings for automatic recall. 

  • In Unit 10, Day 4, Section 2, Let’s Practice Spelling, students repeatedly engage in encoding practice through the 5-step spelling sort: (1) The teacher says a word, (2) the students repeat and finger-tap the sounds, (3) the students identify and point to the correct spelling column, (4) the students write the word, and (5) students reread to confirm accuracy. During the Segment and Spell activity, students write each word on erase boards or paper, compare their spellings to the teacher’s model, and make corrections as needed. Partner reading and rereading of the final list provide additional opportunities for review and automatic recall of the ff, ll, ss, zz spelling rule. 

The decodable texts and instructional routines in Letterland meet the expectations for Indicator 1m. Decodable texts consistently reflect the phonics patterns taught and align with the program’s scope and sequence, providing controlled reading practice connected to daily phonics instruction. Lessons include structured routines for repeated readings that build accuracy, automaticity, and confidence through teacher modeling, guided practice, partner reading, and independent rereading. Texts avoid predictable patterns and require students to apply decoding skills rather than rely on memorization or picture cues. Across the year, materials show a progression toward longer and more complex decodable texts with reduced scaffolds, supporting students’ transition from controlled decoding practice to increasingly fluent, independent reading.

Note: This indicator is analyzed at the lesson level to examine the instructional progression within and across lessons. Repeated references to a single week or lesson reflect the structured sequence of explicit instruction and guided practice, which is representative of how the materials support this skill throughout the year.

• Decodable texts reflect grade-level phonics patterns aligned to the program’s scope and sequence.

  • In Unit 1, Day 3, Section 1, Abbie Apple a Short Vowel, students read a decodable story Cat Nap, which focuses on short a CVC patterns aligned to the week’s phonics target. Before reading, the teacher previews the short a sound of Abbie Apple and points out examples in the text containing the new pattern. Students locate additional short a words (e.g., cat, nap, mat, fan, hat), finger-tap and blend them, and identify other instances of the short vowel within the story. The decodable text directly reinforces the short a vowel pattern taught in the phonics lesson, connecting oral blending and print-based decoding practice.  

  • In Unit 28, Day 3, Section 4, Let’s Read Decodable Text, the story Quizzing Queen is Locked Out reinforces the phonics focus on the -ed suffix and its three pronunciations /ed/, /d/,/t/. Before reading, the teacher connects the text to the phonics concept by reviewing that -ed indicates past tense and can have different sounds. Students locate and read words with the -ed ending, finger-tap and blend the base word, and then add the suffix to confirm pronunciation and meaning. The text includes decodable words that reflect the unit’s focus, noting alignment between the phonics skills and reading practice. 

• Lessons include detailed plans for repeated readings of decodable texts to reinforce accuracy, automaticity, and confidence. 

  • In Unit 1, Day 3, Section 1, Abbie Apple a Short Vowel, the lesson includes explicit guidance for multiple readings of Cat Nap. During the first read, the teacher models fluent reading while pointing to each word, stopping to have students decode new words aloud. For the second reading, the teacher engages students in echo reading (teacher reads a line, students repeat) and choral reading, prompting students to point out words as they read together. Students then partner-read the story, with teacher circulation for feedback and support. The teacher revisits the story later in the week for a whole-group reread, reinforcing fluency and accuracy through repeated exposure. Guidance in the Tricks & Strategies Manual includes “teacher think-alouds” for demonstrating decoding and provides corrective feedback prompts to address errors and build oral fluency. 

  • In Unit 28, Day 3, Section 4, Let’s Read Decodable Text, Quizzing Queen is Locked Out, the lesson includes multiple reading opportunities with scaffolded teacher support. During the first read, the teacher models fluent decoding while pointing to words and prompting students to join in reading -ed words aloud. For the second read, the teacher selects specific sentences for echo reading and choral reading to build accuracy, rhythm, and expression. Students then partner-read the story to apply decoding strategies independently, with opportunities for self-correction and peer support. Rereading is integrated with follow-up activities such as sorting -ed words by pronunciation. 

• Reading practice occurs in decodable texts aligned to the taught phonics patterns and reflects an absence of predictable texts. Use of decodable texts decreases over time as students demonstrate decoding proficiency and transition into increasingly complex texts. 

  • In Unit 1, Day 3, Section 1, Abbie Apple a Short Vowel, the decodable story Cat Nap uses controlled vocabulary that aligns with taught short a and consonant patterns and includes newly introduced high-frequency words (a, the). The text avoids predictable sentence frames, requiring students to apply decoding rather than rely on repetition or picture cues. Students read for meaning as they answer comprehension prompts, “What color is your imagined cat?” and “What happened in the story?” after rereading. 

  • In Unit 28, Day 3, Section 4, Let’s Read Decodable Text, the text Quizzing Queen is Locked Out contains controlled vocabulary aligned to taught phonics skills and avoids predictable sentence structures or repetitive phrasing. Students rely on phoneme-grapheme decoding rather than memorized text patterns or picture cues to access meaning. The story is followed by a structured discussion and optional Plan and Play dramatization, which promotes comprehension while keeping the decoding focus central. 

    Across the year, materials show a clear progression in text complexity, with early decodables using simple short-vowel patterns and high-frequency words, and later decodables incorporating multisyllabic words, suffixes, and varied sentence structures. As students’ decoding proficiency increases, teacher scaffolding gradually decreases, and decodable texts become longer and more linguistically complex. This progression supports a smooth transition from highly controlled decoding practice to fluent, independent reading of increasingly complex texts. 

The phonics assessment opportunities in Letterland meet the expectations for Indicator 1n. Materials regularly and systematically assess students’ mastery of taught phonics skills through weekly unit spelling checks, supplementary and diagnostic assessments, and a summative assessment aligned to the Grade 1 phonics scope and sequence. Assessments include both in-context and out-of-context measures of phonics application and provide clear administration procedures and defined mastery criteria. Materials include structured tools for recording and interpreting student performance at the individual and group levels. The teacher receives explicit guidance for responding to assessment results through differentiated instructional pathways, targeted reteaching routines, and ongoing progress monitoring, supporting students’ progression toward mastery and independence in phonics.

• Materials regularly and systematically provide a variety of assessment opportunities over the course of the year to demonstrate students’ progress toward mastery and independence in phonics. 

  • In Unit 1, Day 5, Section 1, Let’s Check, Progress Monitoring, Unit Spelling Check, the assessment includes five sound dictations, seven words (five new and two review), three high-frequency/tricky words (two new and one review), one new sentence, and three diagnostic words drawn from Lists A-C in the Unit table. Example items reflect the unit’s focus on short a and early consonant patterns: 

    • New concepts: short a as in cat, nap, mad

    • High-frequency/tricky words: the, is, my, on, a 

    • New words: cat, nap, mad, hat, sat, dad, lap, had

    • Diagnostic words: bat, cap, fat, sad, nap, cat, map, dad, had, lap

    • Sentence dictation: “The cat is on my lap.” “The cat had a nap.”

    The Unit Spelling Checks occur on Day 5 of every unit and focuses on measuring student mastery of the Unit concepts. 

  • The Assessment and Progress Monitoring Manual outlines a year-long, systematic assessment plan that includes: 

    • Weekly Unit Spelling Checks (Day 5 of every unit) 

    • Summative Assessment - Word Spelling Accuracy given in the final two weeks of instruction, containing four word banks aligned to each section of the Grade 1 scope and sequence: 

      • Section 1 (Units 1-7): matches - “You have to use matches to light the fire.”

      • Section 2 (Units 8-18): spilling - “My cat keeps spilling her water onto the floor.”

      • Section 3 (Units 19-26): snowing - “It is snowing right now.”

      • Section 4 (Units 27-38): barked - “Helen’s dog barked all night long.” These assessments provide both in-context (sentence dictation) and out-of-context (sound and word spelling) measures of phonics application and are administered systematically throughout the year. 

    • Supplementary Review Assessments are after every third unit for students not meeting mastery benchmarks. 

    • Supplementary Diagnostic Grouping Assessments with error matrices (Word Spelling Accuracy) administered as needed to confirm skill gaps. 

• Assessment materials provide teachers and students with information concerning students’ current skills/level of understanding of phonics. 

  • According to the Assessment and Progress Monitoring Manual, each assessment specifies clear mastery thresholds:

    • Unit Spelling Checks: 80 percent of decodable + high-frequency words and 2 of 3 diagnostic words correct.

    • Supplementary Review Assessments: 80 percent mastery for Word Spelling Accuracy 

    • Summative Assessment: 8 of 10 words (80 percent) correct per section.

    • The teacher records results on the G1 Group Record Form, entering numbers for diagnostic words (“D”) and total words (“S”). Color coding automatically displays student status—green = mastery, yellow = close to mastery, red = below mastery—so the teacher can instantly interpret performance.

    • Screening and summative data are shared with the next-year teacher to support instructional continuity and grade-level planning.

• Materials support teachers with instructional suggestions for assessment-based steps to help students to progress toward mastery in phonics. 

  • According to the Assessment and Progress Monitoring Manual, the Digging Deeper Flowchart provides guidance based on student performance of the Unit Spelling Checks. 

    • If students spell words and sentences accurately, the teacher is directed to continue instruction as designed. 

    • If students do not demonstrate mastery, materials guide teachers to determine whether students understand the relevant spelling rule and can apply it independently. When students need additional support with spelling rules, the teacher is directed to create and use class anchor charts, emphasize spelling generalizations during whole group instruction, and support students in retelling rules to one another. 

    • Materials also guide the teacher to review spelling rules during small group instruction using student-created versions of the anchor charts and to reteach and practice quick coding steps with words students can accurately spell. The teacher is directed to use grade-level posters and anchor charts to support discussions about word structure and to monitor progress using supplementary spelling assessments and progress charts.

    • If students demonstrate difficulty blending sounds to read words, materials direct the teacher to reteach and practice blending for one to two minutes at least three times per week during the instructional day. The teacher is guided to use differentiated small group lesson plans and activities from the phonological and phonemic awareness sections of the Tricks and Strategies Manual, online teacher resources, and previously taught lessons. Progress is monitored using supplementary phonemic awareness assessments included in the Assessment and Progress Monitoring Manual.

The high-frequency word instruction in Letterland meets the expectations for Indicator 1o. Materials include a systematic and explicit instructional routine for introducing and reviewing high-frequency and tricky words, with consistent teacher modeling that connects phonemes to graphemes and supports identification of regularly spelled and temporarily irregular parts of words. Instruction is aligned to the phonics scope and sequence and incorporates cumulative review through repeated routines, sentence-level application, and connected text reading. Materials introduce a sufficient number of high-frequency and tricky words across the year, with frequent spiraling opportunities that support accurate recognition and increasing automaticity over time.

• Materials include systematic and explicit instruction of high-frequency words with an explicit and consistent instructional routine. 

  • In Unit 1, Day 2, Section 1, Let’s Practice High-Frequency/Tricky Words, materials include explicit, systematic instruction using the Tricky Word Procedure. The teacher introduces the words the, is, my, on, and a following a defined sequence that models pronunciation, segmentation, spelling, and identification of tricky parts. The teacher says the word, uses it in a sentence (“The cat sat on the mat.”), and stretches the sounds (“the, /th/, /ŭ/”). Students draw sound boxes for each phoneme, identify which letters make their usual sounds, and determine which letters represent unexpected spellings. The teacher models writing the letters while explaining that th may be unfamiliar and that e represents an unexpected sound, marking these tricky parts with a wavy line. Students repeat the word, trace the letters, erase, and rewrite the word independently before checking against the word card. The procedure concludes with students composing oral sentences using each target word. Notes in the lesson emphasize differentiation for students who may already know certain tricky words from Kindergarten and direct the teacher to continue using the procedure for consistency and mastery.

  • In Unit 19, Day 1, Section 3, Let’s Practice High-Frequency/Tricky Words, materials direct the teacher to introduce the words their, soon, and of using the Tricky Word Procedure. The teacher models pronunciation, segmentation, and spelling, guiding students to identify the parts of each word that are regular and the parts that are tricky. Students practice writing and reading each word following the standard routine, which includes saying the word, stretching the sounds, marking tricky letters, and spelling aloud. On Day 2, in Let’s Read High-Frequency/Tricky Words, the teacher reviews the words their, soon, and of along with two to three additional words using a constant time delay routine. The lesson directs the teacher to select approximately five word cards from both the current unit and previous units to ensure cumulative review and distributed practice.

• Materials include teacher modeling of the spelling and reading of high-frequency words that includes connecting the phonemes to the graphemes. 

  • In Unit 9, Day 3, Section 2, Let’s Read Decodable Text, materials provide explicit teacher modeling and guided practice for reading tricky words in connected text. Before reading the story, the teacher points to and reads the underlined tricky words within the text and has students repeat them. The teacher then returns to these words for choral reading to reinforce recognition. The lesson note identifies apples as a story word that is difficult to decode orally at this stage but highlights its function as an example of a plural noun with the suffix –s pronounced /z/. This supports students in connecting orthographic and morphological features to pronunciation and meaning. During reading, the teacher models fluent reading aloud while pointing to each word, pausing mid-sentence for students to read the next word. After the initial read, the teacher selects sentences for echo and choral reading and then prompts partner reading for cumulative practice. Comprehension prompts engage students in discussing meaning and structure (for example, identifying words in which Giant All “gets an apple” or “Abbie Apple makes her usual sound”). These prompts extend students’ analysis of sound patterns and reinforce tricky word recognition within meaningful reading.

  • In Unit 34, Day 1, Section 4, Let’s Practice High-Frequency/Tricky Words, when introducing new tricky words, such as can’t, don’t, and shoes, the teacher follows a consistent Tricky Word Procedure outlined in the Tricks and Strategies Manual. The teacher says each word, uses it in a sentence, and repeats it with students. Students stretch and segment the word into individual phonemes, and the teacher models mapping each sound to letters using sound boxes. The teacher guides students to identify which sounds are spelled as expected and which are spelled in an unexpected way, explicitly noting irregular spellings. For words with contractions, the teacher reminds students that the apostrophe represents missing letters and discusses how this affects the spelling of the word. The teacher runs a finger beneath the graphemes as students say the word slowly, reinforcing the connection between sounds and letters. Students reread and orally spell the word, identify the tricky part, and explain why it is tricky, supporting understanding of the regularly spelled and temporarily irregular parts of high-frequency words.

• Materials include a sufficient quantity of high-frequency words for students to make reading progress.

  • Grade 1 materials introduce approximately 119 high-frequency/tricky words across the year with instruction designed to support both isolated word recognition and sentence-level application. 

  • According to the Scope, Sequence, and Skills, instruction begins in Unit 1 with is, my, the, on, a and continues through Unit 45 with words such as walk, care. High-frequency and tricky words appear consistently across units, with explicit instruction including like, this, to, he (Unit 3), she, do, we (Unit 5), many, there, Mr., Ms. (Unit 8), and said, our, now (Unit 12). Lessons follow a consistent routine in which the teacher introduces, segments, maps, spells, and reads each word, guiding students to identify both the regularly spelled and tricky parts.

    • Section 1: 

      • Unit 1: is, my, the, on, a; Unit 2: and, I, like; Unit 3: this, to, likes, he; Unit 4: for, they, went; Unit 5: she, do, we; Unit 6: two, helps; Unit 7: too, me

    • Section 2: 

      • Unit 8: many, there, Mr., Ms.; Unit 9: over, see, cannot; Unit 10: as, have; Unit 11: what, you, down; Unit 12: said, our, now; Unit 13: under, into; Unit 14: about, some; Unit 15: want, along; Unit 16: where, was, very; Unit 17: would, o’clock, your; Unit 18: from, her, little

    • Section 3: 

      • Unit 19: their, soon; Unit 20: listen; Unit 21: saw, give; Unit 22: could, done, are; Unit 23: one, lives; Unit 24: himself, look, wind; Unit 25: how, house, put; Unit 26: story, work, here

    • Section 4: 

      • Unit 27: of, friend, wash; Unit 28: out, took, before; Unit 29: hello, heard, come; Unit 30: who, words, ever; Unit 31: move, warm; Unit 32: father, water, does; Unit 33: around, eyes, again; Unit 34: through, head; Unit 35: can’t, don’t, shoes; Unit 36: together, people; Unit 37: near, should, across; Unit 38: worse, worst

    • Section 5 (Supplementary Units) 

      • Unit 39: won’t, guess, sure; Unit 40: ready, were, behind; Unit 41: enough; Unit 42: talking, hurry; Unit 43: school, thought, learned; Unit 44: even, goes; Unit 45: walk, care

The instructional opportunities for syllabication and morpheme analysis in Letterland meet the expectations for Indicator 1q. Materials provide explicit, systematic instruction in syllable types, including open and closed syllables and common closed syllable exceptions, with clear teacher modeling and structured routines that support decoding and encoding. Materials also include explicit instruction in morpheme analysis through repeated identification of base words and affixes, supporting students in using meaningful word parts to decode unfamiliar words. Across the year, students regularly apply word-analysis strategies through guided and independent practice, including quick-coding routines, blending and segmenting with affixes, and application within connected text. 

Note: This indicator is analyzed at the lesson level to examine the instructional progression within and across lessons. Repeated references to a single week or lesson reflect the structured sequence of explicit instruction and guided practice, which is representative of how the materials support this skill throughout the year.

• Materials contain explicit instruction of syllable types and syllable division that promote decoding and encoding of words. 

  • In Unit 8, Day 1, Section 2, Syllable Types: Open, materials include explicit, systematic instruction in syllable types that support decoding and encoding. The teacher introduces open syllables using the Six Syllable Types poster and explains that open syllables contain one vowel at the end that makes its long vowel sound. The teacher models with examples such as he, hi, and go, guiding students to finger-tap and blend the sounds (/h/ /ē/, /h/ /ī/, /g/ /ō/). To contrast, the teacher adds final consonants to form hit and got, prompting discussion about how the added consonant “closes” the syllable and changes the vowel sound from long to short. Through the Letterland characters Mr. E, Mr. I, and Ms. O, students visualize that vowels “shout their names into the open air.” 

  • In Unit 24, Day 1, Section 3, Let’s Learn New Concepts: Closed Syllable Exceptions, materials include explicit instruction in syllable types and division through direct modeling and practice identifying closed syllable exceptions. The teacher begins with the word old and guides students in identifying that although it appears to be a closed syllable, the vowel o makes a long sound. Students learn that this is an exception to the closed syllable rule and that Ms. O “likes old things,” helping them remember that old, told, hold, and similar words contain long vowels. The teacher extends this concept by building additional words such as most, post, bolt, colt, and molt and discussing why these also contain long vowels. Instruction continues with words containing the vowel i, such as kind, find, mind, mild, child, and wild, where students repeat the process of identifying the long vowel sound in a closed syllable. The teacher models and discusses the dual pronunciation of wind—short /ĭ/ in a cool wind and long /ī/ in to wind the yarn—to emphasize how context determines pronunciation. Students finger-tap, blend, and read the target words, repeatedly articulating that these are closed syllable exceptions. Instruction concludes with the teacher reinforcing that while most closed syllables contain short vowels, a small group of words ending in -old, -ost, -olt, -ind, and -ild contain long vowels instead.

• Materials contain explicit instruction in morpheme analysis to decode unfamiliar words. 

  • In Unit 15, Day 1, Section 2, Let’s Learn New Concept: Suffix ing, the materials provide explicit instruction in morpheme analysis through direct teaching of an inflectional suffix. The teacher explains that ing is a suffix and defines it as a word part, or morpheme, that is added to the end of a base word and impacts meaning or grammar. Using a previously taught word, the teacher models adding the suffix ing to form a new word, resting, demonstrating how the suffix attaches to the base word. Students are instructed to tap out the sounds in the base word before adding the suffix, reinforcing separation of the base word from the morpheme. Students then practice forming additional words, such as flying and sending, by identifying the base word, adding the suffix ing, and reading the complete word. 

  • In Unit 29, Day 2, Let’s Learn Word Analysis, materials include explicit instruction in identifying meaningful word parts through morpheme analysis within r-controlled syllables. During the “We Do” portion of the Quick Coding routine, the teacher introduces the word parked and explicitly models how to locate and label the suffix -ed. The teacher circles the -ed ending, explaining that it is a suffix that can signal something already happened and that the base word park remains the same in both park and parked. The teacher then guides students to identify the vowel–r pattern (ar), mark it with an arch, and add a small r under the syllable railcar to indicate that it is an r-controlled (robot) syllable.

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

  • In Unit 15, Day 1, Section 2, Let’s Practice Blending, the materials provide an application opportunity for students to use word-analysis strategies with words that include suffixes. Using the Live Reading procedure for words with suffixes, students analyze and read words such as thinking, crying, winking, and raining. Students identify the suffix ing, separate the base word from the suffix, and focus analysis on the base word by identifying vowels, discussing syllable type, predicting vowel sounds, and confirming pronunciation using the character-side cards. Students finger tap and blend the base word before reading the full word with the suffix attached. The teacher supports meaning-making by using each word in a sentence or explaining its meaning. The routine is repeated with multiple words, allowing students to apply consistent word-analysis steps across varied examples.

  • In Unit 24, Day 2, Let’s Learn Word Analysis, materials provide students with guided and independent opportunities to apply the concept of closed syllable exceptions. The teacher models quick-coding using the I Do, We Do, You Do process with words such as child, kind, find and bolt, most, old, hold. The teacher places a dot under the vowel, boxes digraphs, underlines blends, and adds a railcar with a small c below it to show that it appears to be a closed syllable. The teacher then draws a slash through the c to indicate that it is an exception, explaining that although these words appear to be closed, the vowels make long sounds. Students follow along on their own papers, replicating the markings and explaining how they know the vowel sound is long.

    • During Word Detectives, students read and reread sentences containing exception words, such as “The child was kind to his little dog Bolt.” and “She likes her old doll the most.” Student leaders model coding and think aloud about each word, identifying child, kind, old, and most as closed syllable exceptions. The teacher facilitates discussion about why these words do not follow the usual closed syllable pattern and confirms the vowel sound in each example. This combination of explicit modeling, guided practice, and application within connected text provides students with varied opportunities to practice and apply word analysis strategies to decode and understand closed syllable exception patterns.

The assessment opportunities for word recognition and analysis in Letterland meet the expectations for Indicator 1r. Materials provide regular and systematic assessments across the year that measure students’ progress in word recognition and explicitly assess word analysis skills aligned to the program scope and sequence. Assessment tools include clear performance expectations and diagnostic guidance that support interpretation of student understanding. Materials also provide instructional direction for adjusting whole-group and small-group instruction based on assessment results, supporting students’ progress toward mastery and independence in word recognition and analysis.

• Materials regularly and systematically provide a variety of assessment opportunities over the course of the year to demonstrate students’ progress toward mastery and independence of word recognition and analysis. 

  • According to the Assessment and Progress Monitoring Guide, Word Analysis Checks are administered to all Grade 1 students twice per year—at the middle and end of year—and can be completed whole class, in small groups, or independently. Each student receives a Word Analysis Check Student Page containing a word bank that aligns to concepts explicitly taught up to that point in the program’s scope and sequence. The assessments are untimed (approximately 5–10 minutes) and measure students’ developing understanding of word structure elements including syllable types, vowel sounds, suffixes, digraphs, and blends.

    • During the mid-year check, the teacher distributes the student page, reads the word list aloud, and models how to mark up the sample word pack following the Quick Coding checklist. Students are expected to identify and label vowel sounds, digraphs, blends, and suffixes as they code each word. 

    • During the end-of-year check, students complete a similar task but at a higher level of independence, sorting and quick-coding words according to syllable type headings and vowel patterns. The sample word coasting is used to demonstrate the process. 

  • According to the Assessment and Progress Monitoring Guide, Supplementary Assessments, materials regularly and systematically provide assessment opportunities to measure students’ progress in word recognition across the year through Word Reading Accuracy assessments. At the beginning of the year, the Word Reading Accuracy – Grouping Assessment is administered individually during the first two weeks of school, concurrent with the Word Spelling Accuracy assessment, to support initial instructional grouping. The assessment is untimed, typically lasting two to five minutes per student, and includes a list of fifteen words representing foundational concepts taught in Kindergarten. Students read words aloud from a Student Prompt, progressing left to right across rows, with guidance to skip unfamiliar words or move on when prompted by the teacher. Sample words include quacks, shuts, and buses. Results are used in combination with screening data to determine initial small-group instruction needs.

    • Throughout the year, Word Reading Accuracy – Review Assessments are administered approximately after every third unit of instruction to monitor progress within small-group instruction. These assessments may be given individually or in small groups and remain untimed. Word banks are organized into clusters of three units and include a mix of decodable words and high-frequency or tricky words aligned to the program scope and sequence. Across unit clusters, assessed words increase in complexity and include examples such as cups (Units 4–6), matches, beds, chops (Units 7–9), clocks, bells, classes (Units 10–12), trips, flying, hands, dresses, sending (Units 13–15), and helps, meaning, teaching, wheels, waiting (Units 19–21).

• Assessment materials provide the teacher and students with information concerning students’ current skills/level of understanding of word recognition and word analysis. 

  • According to the Assessment and Progress Monitoring Guide, the Word Analysis Checks are diagnostic in nature and provide the teacher with clear expectations for evaluating students’ progress with word structure knowledge. The Answer Key includes general benchmarks for each administration, describing expected levels of performance across categories of word analysis. For the mid-year check-in, students should correctly identify 8 of 9 vowel sounds, 3 of 4 digraphs, 3 of 4 blends, and 2 of 4 suffixes. For the end-of-year check-in, expectations increase to 15 of 15 syllables sorted correctly, 13 of 15 vowels marked correctly, and all digraphs, blends, and suffixes accurately identified. The teacher can reference posted Syllable Type posters during the assessment, but the Quick Coding poster is removed to determine independent mastery. The directions encourage the teacher to remind students of the process as needed but to observe how independently they can apply previously taught routines. This allows the teacher to pinpoint which elements of word structure have been internalized and which require additional support. Students who can accurately sort and mark most of the words are considered on track for mastery and ready to participate fully in word analysis activities during whole-group instruction.

    • The Word Reading Accuracy – Grouping Assessment provides the teacher with detailed diagnostic information about students’ current decoding and word recognition abilities. The teacher uses the Student Prompt and the Individual Record to document accuracy, error types, and student behaviors during administration. The marking guide specifies that correct words are left unmarked, incorrect words are slashed with the student’s response written above, skipped words are crossed out, and words taking longer than five seconds are marked with a “t.” The teacher is directed to stop the assessment if a student misreads more than three words in the first row or becomes unduly frustrated. 

    • The HF/Tricky Words Progress Chart provides fine-grained information on each student’s current status for specific words: mastery is defined as three dated instances of accurate reading and/or spelling (in isolation or context), enabling the teacher and students to see which words have been secured and which still need practice. The chart key (bold = fully decodable by end of Grade 1; * = previously introduced in K) further contextualizes student performance against program expectations.

• Materials support the teacher with instructional suggestions for assessment-based steps to help students progress toward mastery in word recognition and word analysis. 

  • According to the Assessment and Progress Monitoring Guide Scoring and Next Steps, the teacher is advised that if more than 40 percent of the class struggles to complete the word analysis check accurately, both whole-group and small-group instruction should be adjusted. Recommended strategies include creating a class-made anchor chart of taught spelling rules and patterns for reference during lessons and independent work. The guide also suggests providing frequent, varied opportunities for practice, such as incorporating quick-coding warm-up words during morning routines or having students make a short “movie” explaining spelling rules like Magic e.

    • For individual students needing additional support, the guide recommends continued use of scaffolds embedded in the Word Detectives routines—cycling between I Do, We Do, and independent practice as needed. The teacher is reminded to review previously taught concepts (e.g., syllable types, vowel patterns) and provide targeted small-group instruction for students who do not yet demonstrate proficiency. 

The instructional opportunities for oral reading fluency in Letterland meet the expectations for Indicator 1s. Materials include regular and varied opportunities for explicit, systematic instruction in rate, accuracy, and prosody using grade-level decodable connected text. Instruction incorporates teacher modeling, repeated readings, choral and echo reading, and supported partner practice. Students hear fluent, expressive reading throughout the program, and lesson routines consistently attend to accuracy and phrasing as decoding skills develop. Materials also provide structured fluency routines that reinforce controlled rate and automaticity over time. Across the year, students engage in multiple modes of rereading and receive explicit guidance that supports steady progression toward fluent oral reading.

Note: This indicator is analyzed at the lesson level to examine the instructional progression within and across lessons. Repeated references to a single week or lesson reflect the structured sequence of explicit instruction and guided practice, which is representative of how the materials support this skill throughout the year. 

• Materials include regular and varied opportunities for explicit, systematic instruction in rate, accuracy, and prosody using grade-level decodable connected text. 

  • In Unit 1, Day 3, Section 1, Let’s Read Decodable Text, materials include structured and explicit fluency instruction using the story Cat Nap. The teacher guides students through a before-, during-, and after-reading sequence that explicitly supports accuracy, phrasing, and expression with decodable connected text. Before reading, the teacher previews the short a vowel sound of Abbie Apple and prompts students to locate and blend words containing the target sound. Students practice finger-tapping and blending to strengthen decoding accuracy before moving into connected reading. During reading, the teacher models fluent reading aloud, pointing to each word and pausing mid-sentence for students to read the next word. This call-and-response approach provides scaffolded practice in rate and accuracy. After the initial read-through, the teacher selects sentences for echo-reading and choral-reading to model phrasing and expression, and then transitions students to partner reading of the story for additional practice. The lesson closes with a comprehension conversation that connects meaning to fluent expression.

  • In Unit 22, Day 3, Section 3, Let’s Read Decodable Text, materials provide structured and explicit fluency instruction using the story Lots of Snow. The teacher begins by connecting the reading to the unit’s phonics focus, the vowel teams oa and ow, and previewing examples from the text to reinforce decoding accuracy. Students locate additional words containing the target patterns and finger-tap blend them with the teacher, strengthening accuracy before reading connected text. The lesson also includes a review of suffix -ing using words from the story (flying, snowing, going), supporting automaticity in recognizing inflectional endings within context.

    • During reading, the teacher models fluent, expressive reading aloud while pointing to words in the text, pausing occasionally for students to read the next word to maintain engagement and accuracy. After the initial reading, the teacher selects sentences for echo reading and choral reading, allowing students to practice phrasing and prosody with support. Students then reread the story with partners, and later independently, to build confidence and fluency through repetition. The teacher is also directed to conduct a follow-up word study, asking students to identify which words in the story contain oa or ow and to predict spelling patterns, reinforcing fluency through pattern recognition and analysis.

• Materials provide opportunities for students to hear fluent reading of grade-level text by a model reader. 

  • In Unit 1, Day 3, Section 1, Let’s Read Decodable Text, the Cat Nap lesson explicitly directs the teacher to read the story aloud to students while pointing to the words in the text, ensuring that students hear a model of fluent, expressive reading. As the teacher reads, students follow along visually, attending to accuracy, pacing, and tone. The teacher also references the Teacher Think-Aloud routine in the Teaching & Support Manual for additional modeling guidance. 

  • In Unit 22, Day 3, Section 3, the Lots of Snow lesson provides multiple opportunities for students to hear fluent reading modeled by the teacher. During the first read-through, the teacher is directed to read the story aloud to the class while pointing to each word, explicitly demonstrating how fluent reading sounds. The teacher reads at a natural pace, modeling phrasing, accuracy, and expression while stopping mid-sentence for students to participate in reading key words. The modeled fluent reading is reinforced during echo reading, when students mimic the teacher’s phrasing and tone, building understanding of fluency as a combination of accuracy, expression, and comprehension.

• Materials include a variety of resources for explicit instruction in oral reading fluency, supporting skill development across the year. 

  • In Unit 22, Day 4, Section 3, after repeated and partner readings of Lots of Snow, students engage in Red Robots Reading Race, a dedicated fluency routine where they read word and sentence lists multiple times with increasing speed. The routine includes three progressive pacing stages, Rusty Robots (slow), Warming Robots (moderate), and Rapid Racing Robots (fast), encouraging students to read with controlled accuracy and growing rate. These rehearsed rereadings prepare students for the weekly fluency check on Day 5. The teacher is also guided to use varied rereading formats for the story, including choral reading, echo reading, partner reading, independent reading, and repeated reading, depending on student readiness. When students demonstrate fluency with the text, materials suggest transitioning to interactive comprehension routines or alternative reading selections to maintain engagement and challenge. 

  • In Unit 32, Day 3, Section 4, Let’s Read Decodable Text, Beavers, fluency practice is intentionally integrated with previously taught decoding concepts, such as r-controlled syllables and suffixes, allowing students to apply foundational skills to connected text while developing fluency. Teachers are provided with routines for echo, choral, partner, and independent reading, ensuring multiple modes of fluency practice. Additionally, materials encourage repeated readings across small-group and whole-group settings, supported by extension activities such as the Story Stone retelling routine. 

    Across the year, materials provide consistent and varied fluency practice through repeated readings, modeled fluent reading, and structured routines such as Red Robots Reading Race. These opportunities build rate, accuracy, and expression systematically, supporting students’ literacy development as decoding skills advance.

The instructional opportunities for supported fluency practice in LetterLand meet the expectations for Indicator 1t. Materials provide varied and frequent opportunities for students to develop automaticity and prosody through repeated readings, choral and echo reading, partner reading, and other supported routines introduced in mid-Grade 1. The teacher receives clear guidance for modeling fluent reading and adjusting instruction based on student readiness, including prompts for phrasing, expression, and rate. Materials also include explicit corrective-feedback routines that address accuracy, prosody, and pacing, ensuring students receive consistent support during oral reading. Across the year, flexible fluency routines are revisited in whole-group, small-group, and partner settings, promoting sustained and developmentally appropriate growth in fluent oral reading.

Note: This indicator is analyzed at the lesson level to examine the instructional progression within and across lessons. Repeated references to a single week or lesson reflect the structured sequence of explicit instruction and guided practice, which is representative of how the materials support this skill throughout the year.

• Varied, frequent opportunities are provided over the course of the year for students to gain automaticity and prosody in connected text, aligned to program expectations and developmental readiness. 

  • In Unit 20, Day 3, Section 3, Let’s Read,  Decodable Text, The Soccer Team, the materials provide explicit and supported fluency practice appropriate for mid-year Grade 1 students who have developed foundational decoding accuracy. Before reading, the teacher reviews the unit’s target concept, vowel team syllables (ea), and guides students in identifying and blending example words from the text. During reading, the teacher models fluent, expressive reading by reading the story aloud while pointing to words, then pausing mid-sentence for students to read the next word. This supported oral reading structure promotes automaticity and smooth phrasing. After the initial read-aloud, students engage in echo reading, choral reading, and partner rereading, progressively gaining independence and fluency with the same text. 

    • On Day 4, the teacher is directed to use a combination of fluency routines, choral, echo, repeated, partner, and independent reading—based on student readiness. This variety of approaches ensures students have multiple, scaffolded opportunities to build automaticity and prosody with connected text, aligning to developmental expectations for mid- to late Grade 1.

  • In Unit 36, Day 3, Section 4, Let’s Read – Decodable Text: Roy’s Letterland Friends, students engage in guided fluency practice aligned to the unit’s phonics focus (oy and oi spelling patterns). Before reading, the teacher models accurate decoding by pointing out target spelling patterns and leading students to blend example words. During reading, the teacher reads the story aloud while pointing to words, pausing mid-sentence for students to read the next word. Students then echo and chorally reread selected sentences to practice phrasing and smooth expression. The lesson concludes with partner reading, allowing students to reread the story with increasing automaticity and expression. By this point in the program, students have built foundational decoding accuracy and are transitioning to fluent, prosodic reading. The sequence of modeled, echo, and partner reading reflects this developmental progression.

• Materials provide practice opportunities for word reading fluency in a variety of settings (e.g., repeated readings, dyad or partner reading, continuous reading), with sufficient frequency to support progress towards mastery. 

  • In Unit 36, Day 4, Section 4, students participate in Red Robots Reading Race, a dedicated fluency routine where they reread word and sentence lists three times, increasing speed with each repetition while maintaining accuracy. The progression, Rusty Robots (slow), Warming Robots (moderate), and Rapid Racing Robots (fast), provides structured pacing cues that make repeated readings engaging while reinforcing smooth, automatic word recognition. The lesson then transitions back to connected text fluency through rereading of the decodable story using various routines, choral reading, echo reading, repeated reading, partner reading, and independent reading, each reinforcing prosody and comprehension.

  • According to the Grade One Tricks and Strategies manual, lessons incorporate diverse oral reading routines to promote fluency through repeated, supported practice in multiple settings. These include:

    • Echo reading, where the teacher reads a sentence or short passage aloud and students immediately repeat it, focusing on phrasing and intonation

    • Choral reading, in which the teacher and students read together to build pacing and confidence; and partner reading, where students alternate reading sections to each other, providing peer modeling and feedback

    • Reader’s Theater supports expressive reading through assigned parts and performance

    • Mumble reading allows all students to read quietly at their own pace, giving the teacher opportunities to “lean in” and monitor individual progress

    • Guided silent reading is introduced gradually for more proficient readers, with follow-up discussion to ensure comprehension and accountability. The teacher is encouraged to use these routines flexibly, alternating between whole-group, partner, and independent practice, to maintain engagement and reinforce fluency through multiple, meaningful encounters with grade-level text

• Materials include teacher-facing guidance on modeling fluent reading and delivering corrective feedback that supports students’ growth in rate, expression, and phrasing. 

  • In Unit 20, Day 3, Section 3, Let’s Read, Decodable Text, The Soccer Team, the lesson directs the teacher to “read the story aloud to the students, pointing to words while reading,” explicitly demonstrating pacing, accuracy, and prosody. The teacher is prompted to stop mid-sentence for students to read the next word, allowing real-time observation and feedback on student accuracy and flow. The teacher is also encouraged to revisit the text for targeted practice by selecting “interesting or challenging sentences to echo-read or choral-read with the class,” supporting fluency through immediate correction and modeled rereading. The Teacher Think-Alouds and T&S Manual provide additional explicit supports for modeling fluent reading. 

  • In the Teacher Guide, Appendix, Corrective Feedback: Fluency, Vocabulary & Comprehension, materials provide step-by-step routines teachers use when students misread words, hesitate during reading, or self-correct. 

    • For Oral Reading: Accuracy, guidance directs the teacher to identify the word in question, state it accurately, prompt students to repeat it, and then reread the full sentence to reinforce accuracy within connected text. Materials also include routines for prompting students to analyze letter–sound correspondences and blend sounds when decoding errors occur, ensuring that corrective feedback reinforces automaticity.

    • For prosody, materials include instruction for addressing word-by-word reading, monotone phrasing, and limited expression. The teacher is directed to model appropriate phrasing while students track print, draw attention to pitch changes when reading questions, and demonstrate how emphasis on key words supports meaning. Materials guide the teacher to model expressive reading aloud, prompt students to identify how the teacher grouped words or changed tone, and then reread the same sentence or passage with improved phrasing.

    • To support rate, materials include routines for students who read slowly but accurately. The teacher models several sentences or a passage while students track print, reread the same passage together at a slightly faster pace, and then prompt students to read independently with an adjusted rate. 

    Across guidance for accuracy, prosody, and rate, materials provide consistent corrective-feedback language and modeling routines that enable teachers to support students’ progression toward fluent oral reading.

The assessment materials for oral reading fluency in LetterLand meet the expectations for Indicator 1u. Materials provide regular, systematic fluency assessments that measure students’ rate and accuracy and offer clear benchmarks that progress across the year. The teacher and students track performance using structured tools that document growth and identify instructional needs. Guidance supports the teacher in interpreting results and making targeted adjustments, including additional fluency practice, accuracy support, and small-group intervention. These assessment routines occur consistently and provide actionable information that informs ongoing fluency development.

• Multiple assessment opportunities are provided regularly and systematically over the course of the year for students to demonstrate progress toward mastery and independence of oral reading fluency. 

  • In Unit 1, Day 5, Section 1, Let’s Check – Progress Monitoring: Unit Fluency Check, the teacher administers a timed fluency check designed to measure students’ developing rate and accuracy with early-grade decodable words and simple sentences. The teacher sets a 60-second timer and prompts students to begin reading either the Student List or, for students demonstrating higher readiness, the Unit Story. If students finish reading before time expires, they continue with the review word section at the top of the list. The teacher calculates words correct per minute (WCPM) by subtracting the number of errors from the total words read, marking the final word read with a bracket when time ends. 

  • According to the Assessment and Progress Monitoring Guide, the Unit Fluency Check occurs on Day 5 of each unit and serves as a primary measure of oral reading fluency. The teacher administers the check using either the Student List (word- and sentence-level text) or the Unit Story (connected decodable text). Each assessment is administered for 60 seconds, with the teacher recording errors and calculating words correct per minute (WCPM). 

    These recurring fluency checks allow teachers to document growth across units, identify when students are ready to progress, and determine whether reteaching is necessary. When students meet or exceed mastery in both rate and accuracy, teachers are directed to continue to the next unit; if not, the text states, “the data from these assessments can determine how and what support you provide by identifying individual skill deficits so that the teacher can intervene and get students back on track early.” 

• Assessment materials provide the teacher and students with information about students’ current skills/level of understanding of oral reading fluency. 

  • According to the Assessment and Progress Monitoring Guide, the Unit Fluency Check yields precise data on students’ oral reading rate and accuracy, recorded on the Group Record and My Reading Progress Chart, which tracks words correct per minute, errors, the unit, and the date. The visual bar graph on the student chart helps learners monitor their own growth over time. The teacher is provided with mastery thresholds for each grade-level range, ensuring consistency in interpreting fluency progress. The guide emphasizes that fluency checks “allow you to see if students have mastered the phonics skills taught in the unit,” and mastery is defined as reading with accuracy and comprehension at or above the WCPM goals. Optional tools, such as the I Am Accurate Chart, allow the teacher to track accuracy separately for students who read quickly but inaccurately, reinforcing the balance between fluency and comprehension.

    • Fluency mastery expectations increase systematically across Grade 1, reflecting students’ developmental progression:

      • Early Grade 1 (Units 1–12): 15 WCPM (Student List) / 20 WCPM (Unit Story)

      • Mid Grade 1 (Units 13–24): 25 WCPM (Student List) / 30 WCPM (Unit Story)

      • Late Grade 1 (Units 25–42): 55 WCPM (Student List) / 50 WCPM (Unit Story)

• Materials support the teacher with instructional adjustments to help students make progress toward mastery in oral reading fluency. 

  • According to the Assessment and Progress Monitoring Guide, the Day 5 Fluency Check Flowchart outlines a structured diagnostic process:

    • If students meet fluency goals: Continue to the next unit; no additional assessment is needed.

    • If students are accurate but not fluent: Emphasize fluency practice during Day 4 reading and use the Differentiated Small Group Lesson Plan for Fluency (Teacher’s Guide – Small Group). Incorporate routines from the Fluency, Vocabulary, and Comprehension section of the Tricks & Strategies Manual.

    • If students struggle with accuracy: Use targeted reteaching from the Letter Sounds section of the manual, with 2–3 minutes of daily practice, 4 times per week.

    • If students cannot blend sounds: Use activities from the Phonological and Phonemic Awareness section or supplementary phonemic awareness assessments and routines.

    • Progress is monitored through additional tools, including the Letter Sound Progress Chart, High-Frequency/Tricky Word Progress Chart, and Word Reading Accuracy Assessments. The guide also cautions teachers to “ensure students can decode a story with very few errors before encouraging them to read faster,” emphasizing accuracy and comprehension as prerequisites for fluency growth.