The materials reviewed for Kindergarten meet the criteria for 1a.i.

The materials provide a Teacher Guide that includes lessons designed to teach students to recognize and name all 26 uppercase and lowercase letters of the alphabet. The program has a well-defined scope and sequence for letter instruction that can be completed in the first 15 weeks of the school year.

Materials contain isolated, systematic, and explicit instruction for all 26 letters (recognize and name uppercase and lowercase). For example:

• Recognize and name all upper- and lowercase letters of the alphabet.

  • In Unit 1, Week 1 Session 1, the teacher displays the Word Building Cards M and m and says, “This is the uppercase, or capital M, and this is the lowercase m.” Students repeat the letter name. The teacher displays the Sound-Spelling & Articulation Cards (SS&A), names the picture, and explains that the letter m stands for the /m/ at the beginning of moon. Students say the letter sound and use the articulation support. The teacher introduces the Letter Train and the Alphapillar in the Student Workbook and students sing the Alphabet Song while pointing to each letter. Students find and circle the uppercase M on the Letter Train and the lowercase m on the Alphapillar and identify the letters they know. 

  • In Unit 2, Week 6, Session 1, the teacher displays the Word Building Cards P and p and says, “This is the uppercase, or capital P, and this is the lowercase p.” Students repeat the letter name. The teacher displays the Sound-Spelling & Articulation Cards (SS&A), names the picture, and explains that the letter p stands for the /p/ at the beginning of pumpkin. Students say the letter sound and use the articulation support. The teacher introduces the Letter Train and the Alphapillar in the Student Workbook and students sing the Alphabet Song while pointing to each letter. Students find and circle the uppercase P on the Letter Train and the lowercase p on the Alphapillar and identify the letters they know. 

There is a defined sequence for letter instruction to be completed in a reasonable time frame over the school year.  For example:

• In the Weekly Planner, the Kindergarten Scope and Sequence includes a defined sequence of letter instruction that indicates that students will recognize and name all upper and lowercase letters of the alphabet within the first three units or 15 weeks of the school year. 

  • In Unit 1, students learn m, t, a, b, s, i, g, h. 

  • In Unit 2, students continue to work on learning letters a, b, c, d, e, f, h, i, k, m, n, o, p, r, s, and t. 

  • In Unit 3, Week 12, students learn w.

  • In Unit 3, Week 13, students learn u.

  • In Unit 3, Week 14, students learn z.

  • In Unit 3, Week 15, students learn x and y.

The materials reviewed for Kindergarten meet the criteria for 1aii.

The materials provide students with frequent opportunities to practice identifying, locating, and naming all 26 letters of the alphabet. Students have opportunities to engage in the practice of identifying upper and lower case letters using a letter train, Alphapillar. Students practice locating letters on word cards and naming the letters as they write them. 

Materials provide students with frequent opportunities to engage in practice identifying all 26 letters (uppercase and lowercase). For example:

• In Unit 1, Week 2, Session 1, the teacher displays the Word Building Card A and says, “This is the uppercase or capital A, and this is lowercase a.” Students identify and circle the uppercase A on the Letter Train in their workbooks and the lowercase a on the Alphapillar. Students listen to “Amazing Animal Acrobats” in Alphabet Tales and give a thumbs-up when they hear initial /ă/ and point to words that begin with the letter a.

• In Unit 2, Week 10, Session 1, the teacher displays the Word Building Card E and says, “This is the uppercase or capital E, and this is lowercase e.” Students identify and circle the uppercase E on the Letter Train in their workbooks and the lowercase e on the Alphapillar. Students listen to “The Eager Elephant” on page 12 of Alphabet Tales and give a thumbs-up when they hear initial /ĕ/ and point to the words that begin with the letter e.

Materials provide opportunities to engage in practice locating all 26 letters (uppercase and lowercase). For example:

• In Unit 2, Week 6, Session 1, students practice locating the letter P. The directions say, “Point to the letter P and say its name.”  The Letter Train activity has several box cars that list several different letters, P being one of them. Students also locate the letter Pp in “The Picture” on page 34 of Alphabet Tales and in the Printable Alphabet Book Pp.

• In Unit  3, Week 15, Session 2, Student Workbook/Practice Book, students practice locating the letter V. The directions say, “Point to the letter V and say its name.”  The Letter Train activity has several box cars that list several different letters, V is one of them. Students also locate the letter Vv in “The Vegetable Volcano” on page 46 of Alphabet Tales and in the Printable Alphabet Book Vv.

Materials provide opportunities to engage in naming all 26 letters (uppercase and lowercase).  For example:

• In Unit 1, Week 3, Session 1, students name all 26 upper case letters of the alphabet as they sing the Alphabet Song and point to the letters on the Letter Train. 

• In Unit 2, Week 8, Session 3, students practice naming and writing upper and lower case Kk. The teacher is prompted to remind students to say the letter name as they write the letter.

The materials reviewed for Kindergarten meet the criteria for 1a.iii.

The materials include tasks and activities that apply letter identification and naming of all 26 uppercase letters to meaningful print. The alphabet books provide letter identification and naming tasks. There is an alphabet book for each letter. Additionally, the Weekly Planner provides directions for letter sorts.

Materials contain a variety of tasks/activities that apply letter identification and naming of all 26 uppercase letters to meaningful print use (e.g., initial letter of a child’s name, environmental print, letter assortments, alphabet books, shared writing). For example:

• In Unit 2, Week 6, Session 3, students sing the alphabet song and point to the uppercase letters on their letter train. Students listen and look for words that begin with uppercase C in “Cool Crabs” on page 8 of Alphabet Tales and use their knowledge of letters and sounds to read, build, and write about Cam and Pam and their costumes in the Duet Passage.

• In Unit 3, Week 13, Session 1, students sing the alphabet song and circle the uppercase letters on their letter train. Students listen and look for words that begin with uppercase U in “The Upside-Down Umbrella” on page 44 of Alphabet Tales and use their knowledge of letters and sounds to read, build, and write some of the words in the Duet Passage, “What Bugs Like to Eat.” 

Materials contain a variety of tasks/activities that apply letter identification and naming of all 26 lowercase letters to meaningful print use (e.g. initial letter of a child’s name, environmental print, letter assortments, alphabet books, shared writing).  For example:

• In Unit 1, Week 2  Session 1, the teacher displays the Word Build Cards A and a. When the teacher shows the a card, the teacher says, “This is a lowercase a.” The teacher directs students to say the name of the letter. Later in the same lesson, students sing the Alphabet Song and identify the lowercase letters in the Alphapiller Big Book, in their workbooks, and the student printable Alphabet Book A.

• In Unit 2, Week 7, Session 2, the teacher uses the Oo alphabet book. The students add anchor words to their chart of words that start with O. Then the teacher has students identify and put thumbs up or thumbs down for words that start with a lowercase o. 

The materials reviewed for Kindergarten meet the criteria for 1a.iv.

The materials provide clear directions for the teacher related to providing explicit instruction and modeling how to correctly form all 26 of the uppercase and lowercase letters. The Instructional Resources Letter Formation Guide provides guidance on posture, position for left-handed and right handed writers, pencil grip, and scripting on how to model each letter. In addition, the materials provide frequent opportunities for students to practice forming all of the letters using various multimodal and multisensory methods. 

Materials include clear directions for the teacher concerning how to explain and model how to correctly form each of the 26 letters (uppercase and lowercase).  For example:

• Print many upper- and lowercase letters.

  • In Unit 2, Week 8, Session 1, materials include explicit instruction for how to form K and k. Materials state for uppercase K, “Draw straight down and step, lift to the top, slant backward and then slant forward.” For lowercase k, materials state, “Step 1 draw straight down, lift, slant backward to the middle of the line and then slant forward.” The teacher is directed to use the Teacher Guide Instructional Resource Letter Formation on A68-A71 for specific directions. Students practice writing the letters while saying the name. 

  • In Unit 3, Week 13, Session 2, Formation of Uu and Jj  Review, the teacher reinforces letter formation by modeling how to form uppercase and lowercase Uu as well as uppercase and lowercase Jj. The teacher is directed to use the Teacher Guide Instructional Resource Letter Formation on A68-A71 for specific directions. 

Materials include frequent opportunities for students to practice forming all the 26 letters (uppercase and lowercase).  For example:

• In Unit 1, Week 1, Session 1, students practice skywriting the letters A, a and M, m before they practice in their workbooks. 

• In Unit 2, Week 10, Session 2, students practice letter formation of uppercase and lowercase J j and practice in their workbooks, 

Materials include frequent opportunities for students to practice forming letters using multimodal and/or multisensory methods.  For example:

• In Unit 2, Week 9, Session 2, students practice letter formation of Rr and Kk and skywrite the letters Rr, and Kk before they practice in their workbooks. 

• In Unit 3, Week 2 Session 3, students practice letter formation of Letter U and u, and air tap letters and use pipe cleaners and clay to form letters.

Grade 1 Score + Rationale + Evidence:

The materials reviewed for Grade 1 meet the criteria for 1aiv.

The materials provide clear directions for the teacher related to providing explicit instruction and modeling how to correctly form all 26 of the uppercase and lowercase letters. The materials do not provide opportunities for students to practice forming all of the letters using a variety of multimodal and multisensory methods. 

Materials include clear directions for the teacher concerning how to explain and model how to correctly form each of the 26 letters (uppercase and lowercase). For example:

• Print all upper- and lowercase letters.

  • In Unit 1, Week 2, Session 2, the teacher models how to form uppercase and lowercase a and i. The teacher thinks aloud while forming the uppercase I by stating, “Start at the top line, Lift to the top line and slide right across the top line. Lift to the bottom line. Then slide across the bottom line,” and  lowercase i by stating, “Start at the middle. Draw straight down to make a line. Lift and add a dot above the line.” The teacher is directed to use the Teacher Guide Instructional Resource Letter Formation on A68-A71 for specific directions

  • In Unit 2, Week 9, Session 2, the teacher models how to form uppercase and lowercase Bb. The teacher thinks aloud while modeling letter formation for uppercase B by stating, “Start at the top line. Draw straight down to make a line. Lift to the top line. Make a curve to the right and meet your line in the middle. Then make another curve to the right and meet your line at the bottom” and lower case b by stating, “Start at the top line. Draw down to make a line. Lift to the middle of your line. Curve to the right and meet your line at the bottom.” The teacher is directed to use the Teacher Guide Instructional Resource Letter Formation on A68-A71 for specific directions.

Materials include frequent opportunities for students to practice forming all of the 26 letters (uppercase and lowercase). For example:

• In Unit 1, Week 5, Session 2, students practice Letter Formation of uppercase and  lowercase Uu. 

• In Unit 4, Week 20, Session 2, students practice letter formation as they write words that the teacher dictates: we, seem, green, brain, He sees three trees. 

Materials include frequent opportunities for students to practice forming letters using multimodal and/or multisensory methods. For example:

• In Unit1, Week 1, Session 2, students with data variance in letter formation receive small group prerequisite instruction. In the Reteach lesson students review and reinforce Letter Formation: Mm. Students practice writing with their finger on their palm the letters M and m before they practice in their workbooks. Students say the letter name and letter sound each time they write a letter. Then students practice their phonics skills in their Student Workbooks.

• In Unit 1, Week 5, Session 2, students with data variance in letter formation receive small group prerequisite instruction. In the Reteach lesson students review Letter Formation: Aa and practice skywriting each letter A and a before they practice in their workbooks. Students say the letter name and letter sound each time they write a letter. Then students practice their phonics skills in their Student Workbooks.

The materials reviewed for Kindergarten meet the criteria for 1b.

The materials include explicit instruction for students related to the organization of print concepts. The materials include a variety of print materials, including Alphabet Tales, Magnetic Readers, and student workbooks. The materials provide student practice of previously learned concepts. The materials include a variety of physical books (teacher-guided, such as big books) that are suitable for the teaching of print concepts.

Materials include explicit instruction for all students about the organization of print concepts (e.g., follow words left to right, spoken words correlate sequences of letters, letter spacing). For example:

• Follow words from left to right, top to bottom, and page by page.

  • In Unit 1, Week 4, Session 2, the teacher displays a sentence and says, “ I am going to start reading here. Then I’ll go this way.”  The teacher slides a finger to the right, stops at the period, and says. “This is a period. It means I’m at the end of the sentence.”  The students then practice with a partner. 

  • In Unit 1, Week 5, Session 1, the teacher uses the Alphabet Tales book and points to the letters at the top left of page 20, and says,” I am going to start reading the page here at the top,” and points to each word. The teacher explains, “When we read, we start at the top of the page. We read across this way. When we reach the end of a line, we move to the beginning of the next line.” 

• Recognize that spoken words are represented in written language by specific sequences of letters.

  • In Unit 1, Week 1, Session 2, the teacher introduces students to the letters M and m. The teacher uses the Word Building Cards. Materials state, “Display Word Building Cards M and m. Say, this is the uppercase, or capital, M, and this is the lowercase m. Have students say the letter name. Then display the Sound Spelling & Articulation Cards. Name the picture and explain that the letter m stands for the /m/ at the beginning of moon. Guide students to notice the sequence of letters in moon. Use the articulation support.”

  • In Unit 2, Week 8, Session 2, the teacher explains letter sequence in words. The teacher points to the word Kim in the Duet Passage and says, “This is the word Kim. The word is made up of three letters: K, i, m. The letters each stand for a sound: /k/ /ĭ/ /m/.” The teacher explains that the letters must be in this order to spell Kim. The teacher says “When we write the word Kim, we need to put the letters in the right order so we can read it.” Students apply their learning to the word hit, identify what letter comes first, next, and last, and then to blend the sounds to read the word.

• Understand that words are separated by spaces in print.

  • In Unit 1, Week 2, Session 2,  the teacher points and reads, “The mat is round and points to the space between mat and is.” The teacher says, “At the end of a word, there is a space before the next word.” Next, the teacher writes, This is Tom, and points out the space between each word.

  • In Unit 3, Week 11, Session 3, the teacher tells students that letters make up a word. The teacher points to the first word in a sentence and explains that they are close together with no spaces. Students draw a line between the two words in the sentence to show the space and continue with short sentences of readable words, such as Get the cat. Pet the dog. Get a hat.

Materials include frequent and adequate lessons, tasks, and questions for all students about the organization of print concepts (e.g., follow words left to right, spoken words correlate sequences of letters, letter spacing). For example:

• In Unit 1, Week 7, Session 2, students reread page 32 of the Alphabet Tales. The teacher reminds students they start at the top and read word by word and then move from left to right. When students reach the end of the page, they the page and start at the top again. 

• In Unit 3, Week 15, Session 1, students read the text, The Vegetable Volcano and practice text directionality. Students point to each word in the title sweeping down to the next line moving from top to bottom.

Materials include a variety of physical books (teacher-guided, such as big books) that are suitable for the teaching of print concepts. For example:

• Examples of physical books include Connected (decodable) text, student alphabet texts, Big Book Alphabet book, Magnetic Readers, and student workbooks.

• In Unit 1, Week 3, Session 1, materials include the Letters S and B Alphabet Tales physical book that the teacher uses to teach print concepts. 

Materials include explicit instruction about the organization of print concepts (e.g. follow words left to right, spoken words correlate sequences of letters, letter spacing) in the context of a book.  For example:

• In Unit 2, Week 5, Sessions 1 and 2, the teacher displays Letters Vv and Xx and the Alphabet Tales book. The teacher reads The Vegetable Volcano reviewing text directionality. The teacher models and says, “When we read, we go this way, moving from the top of the page to the bottom.” The students demonstrate tracking from top to bottom, left to right, word by word. 

• In Unit 3, Week 14, Sessions 3, the teacher displays the Duet Passage, which includes letters, Qq and Zz, and points out the space between Zip and can. The teacher tells students to remember the spaces between words.

Materials consistently include opportunities for students to engage in authentic practice using print concepts in the context of student books. For example:

• In Unit 2, Week 13, Session 2,  students practice print concepts with Letter Ll and Gg in the Letter Alphabet Book. Students practice matching print to speech and concepts of words in their student alphabet books.

• In Unit 3, Week 13  Session 4, students practice print concepts with the Alphabet book and review that letters make up words and identify which letter is first, middle, and last in the word in their student alphabet book.

Materials contain periodic cumulative review opportunities during which the teacher reminds students about previously learned grade-level print concepts, letter identification, and letter formation.  For example:

• In Unit 1, Week 3, Session 4, the teacher identifies that spaces break apart words and reviews Letters Ss and Bb, which is repeated in Unit 3, Week 11. 

• In Unit 1, Week 5, Session 1, the teacher tells students that when they read, they read across the page, and then when they get to the end of the line, they move to the beginning of the next line. Students review print concepts and Letter formation for  Ff and Hh. Students review this again in Unit 3, Week 12.

• In Unit  2, Week 10, Session 5, the teacher cumulatively reviews letters learned in Sessions 1-4 and letters previously learned in the preceding units using the Letter Identification Alphabet Train. 

Materials include students’ practice of previously learned print concepts, letter identification, and letter formation.  For example:

• In Unit 1, Week 3, Session 3, students review and practice letter recognition with Word Building Cards A, a, B, b, M, m, T, and t. Students say the letter names and identify the S and s cards from the student word building cards.

• In Unit 1, Week 5, Session 3, students review and practice previously learned lessons about Top to Bottom Return Sweep. In a review, the teacher says: “Start at the top and read to the bottom of the page. Students practice return sweep at the end of each line, return to the beginning of the next line to keep reading.” The teacher calls on students to take over the pointer as the teacher reads the page again.

• In Unit 3, Week 13, Session 2, students review letter formation for uppercase J and U and lowercase j and u. Students skywrite the letters Jj and Uu before they practice in their workbooks. Students say the letter name and letter sound each time they write a letter.

The materials reviewed for Kindergarten meet the criteria for 1c.

The materials provide daily opportunities for students to practice phonological awareness skills. All skills are introduced with explicit teacher modeling, and students engage in oral practice activities that are reinforced through a variety of multimodal activities. Using the Teacher Toolbox Articulation Videos students practice articulating sounds with visual and auditory modeling of phonological awareness activities.

Materials include a variety of activities for phonological awareness. For example:

• In Unit 1, Week 2, Session 1, students use counters for each syllable to count the syllables in each word. Students clap and count the beats in the word thumb. The teacher says the word thumbtack, and students clap once for each syllable. 

• In Unit 4, Week 16, Session 2, students practice isolating the middle sounds. To reinforce isolating the vowel sound in the middle of short a words students move their hands like a roller coaster as they say each sound in a word words hat, sat, tap.

• In Unit 6, Week 27, Session 2, students take away initial and final sounds from a word to say a new word. Students say the word with the deleted phoneme and repeat by saying a word and clapping in place of the deleted final sound. Students delete /f/ from feel to form eel. Students practice deleing inital sounds in tin − /t/ = in cat − /k/ = at cup − /k/ = up beets − /b/ = eats.  Students delete the ending sound from beep to form bee. Students practice deleting final sounds in seek − /k/ = see teen − /n/ = tee meet − /t/ = me weep − /p/ = wee.

There are frequent opportunities for students to practice phonological awareness. Over the course of the year, students participate in daily phonological awareness activities. For example: 

• In Unit 1, Week 5, Session 1, students clap each syllable in the word football and farmhouse. Students use the clapping routine to identify the syllables in the following words: fishbowl, fish-bowl; goldfish, gold-fish, footstep, foot-step; and barefoot, bare-foot. 

• In Unit 3, Week 12, Session 3, students identify the first sound in the words go, get, and gum. Then students listen to the same three words, and identify the sound. Then the teacher has students identify the sounds in three different examples of words. 

• In Unit 5, Week 22, Session 3, students practice removing the /v/ from pave to form pay. Students practice the Delete Sounds Routine with the following words:  lane - /n/=lay; same -/m/=say; wave-/v/=wave; time -/m/ =tie; mane-/n/=may; and grape -p=gray

The materials reviewed for Kindergarten meet the criteria for 1d.

The materials include systematic, explicit instruction in phonological awareness in all six units through modeling of teaching syllables, phonemes, and spoken words. Each lesson is designed to follow a routine where the teacher models a specific skill. The materials provide the teacher with six examples or six words for each activity within the lessons for teacher modeling. 

Materials provide the teacher with systematic, explicit modeling for instruction in syllables, sounds (phonemes), and spoken words. For example:

• Recognize and produce rhyming words.

  • In Unit 1, Week 1, Session 4, the teacher says, “I am going to say words that rhyme” and explains that the words top,hop rhyme because they both end in -op. Students say the words top, hop. 

  • In Unit 1, Week 2, Session 2, the teacher says, “I am going to say words that rhyme” and explains that the words mat, hat rhyme because they both end in -at. Students say the words mat, hat. The teacher says the word ham and explains that it does not rhyme because it does not end with -at. 

• Count, pronounce, blend, and segment syllables in spoken words.

  • In Unit 1, Week 2, Session 3, the teacher introduces syllables by saying the name of the school and clapping the beats in the name. The teacher explains that each part of a word is called a syllable, and clapping while saying a name is a way to segment, or break apart the syllables. The teacher models by saying the names of students by segmenting their names and clapping. 

  • In Unit 2, Week 9, Session 1, the teacher models blending syllables together to say a word, and then models putting the syllables back together using the word ruler. 

• Blend and segment onsets and rimes of single-syllable spoken words.

  • In Unit 2, Week 7, Session 2,  the teacher models blending onset and rime using single-syllable words. The teacher states, “I am going to blend sounds to say a word. Listen as I say the first sound and then the rest of the word /ch//op/ chop. The word is chop.”  

  • In Unit 4, Week 19, Session 1, the teacher models breaking the word bet into two parts, the onset, first sound, and rime, the rest of the word. The first sound is /b/, and the rest of the word is /et/. The two parts of bet are /b/ /et/. 

• Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

  • In Unit 3, Week 13, Session 1, the teacher models listening for the first sound in a word. The teacher says the first sound in at and states the first sound is /a/. 

  • In Unit 3, Week 14, Session 4, the teacher provides instruction and modeling for isolating the initial and final phonemes using the Segment the Sounds Routine. The teacher models using the word zip. The guide includes additional words for practice.

• In Unit 6, Week 27, Session 1, the teacher models isolating and pronouncing the middle sound in the word feed. 

• Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

  • In Unit 5, Week 21, Session 1, using the Change Sounds Routine, the tteacher models changing the sound /n/ for the /d/ sound in the word deck.

  • In Unit 6 Week 30, Session 1, the teacher says, “I am going to change the middle sound to make a new word. I will change the /ē/ in seed.” The teacher models changing the long e sound to a short e sound; and changes seed to said.  

Materials provide the teacher with examples for instruction in syllables, sounds (phonemes), and spoken words called for in grade-level standards. For example:

• In Unit 2, Week 6, Session 3, the teacher explains and models how to blend the syllables in the word candy. The teacher says, “I am going to blend syllables together to say a word. Listen as I say the syllables, can-dy.”  The teacher continues,” Now I will put those syllables together: candy. The word is candy.” 

• In Unit 5, Week 26, Session 3, the teacher says, “I'm going to listen for the same sound in three words. The teacher models with the words, June, tube and rude.  Now I will say the sound that is in all three words /oo/. The middle sound in June, tube, and rude is /oo/.” 

The materials reviewed for Kindergarten meet the criteria for 1e.

The materials provide practice opportunities for students throughout the lessons for each newly taught sound and sound pattern. Lessons include multimodal/multisensory activities for student practice of phonological awareness skills.

Materials provide ample opportunities for students to practice each new sound and sound pattern. For example: 

• Recognize and produce rhyming words.

  • In Unit 1, Week 1, Session 4, students determine if pot and lot rhyme. The students practice listening to pairs of words to determine if the words rhyme. If the word rhymes, the students give a thumbs up or a thumbs down if the pair does not rhyme. Practice words include: tall, ball; tot, cot; hill, will; cat.

  • In Unit 1, Week 2, Session 2, students practice making up rhyming words and identify if mat and hat rhyme with pat. Students practice by listening to pairs of words and suggesting other words that rhyme with each pair: sat, bat; nap, lap; hot, not.

• Count, pronounce, blend, and segment syllables in spoken words.

  • In Unit 1, Week 2, Session 1, students apply the skill of counting and pronouncing syllables with four examples, including catfish, mailman, backyard, and snowman. 

  • In Unit 2, Week 6, Session 3, students use the Blend Sounds routine to tap, blend, and say the syllables in the words nap • kin, fam • ily, cac• tus, per • son

• Blend and segment onsets and rimes of single-syllable spoken words.

  • In Unit 2, Week 10, Session 1, students practice blending onset and rime with the word pet /p//et/ and then with the following four words: /w//eb/, web; /m//en/, men; /s//ock/.

  • In Unit 3, Week 11, Session 1, students practice segmenting the onset and rime of the word land and continue to practice segmenting the onset and rime in the following words: last, /l//ast/; lick, /l//ick/; late, /l//ate/; and big, /b//ig/. 

• Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

  • In Unit 3, Week 15, Session 1, students use the Isolate Sounds Routine to isolate the first sound in the words vet and fox. The students repeat the routine to model isolating the final sound in the words sax and fix. 

  • In Unit 4, Week 16, Session 1, students practice Identifying the middle sound in the words pat, can, and lap. The students listen for the same middle sound in three words and name the sounds. 

• Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

  • In Unit 5, Week 23, Session 3, students practice adding phonemes to the end of one-syllable words. Students use the Add Sounds routine and add phonemes to the ends of words to say the new words: way + /v/, wave; gray + /p/, grape; tie + /m/, time; lay + /n/, lane; moo + /n/, moon; Jay + /n/, Jane.

  • In Unit 6, Week 29, Session 1, students first practice changing the /ō/ sound in coat to cot and then continue to practice substituting phonemes within one-syllable words using the following words: /e/ in net to/ō/ in note; /s/ in soap to/r/ in rope.

Materials include a variety of multimodal/multisensory activities for student practice of phonological awareness. For example: 

• In Unit 1, Week, 3, Session 1, students place their hands under their jaws as they say each sound to notice that their hand moves down for each syllable. Students practice counting, pronouncing, and blending syllables with the following six words: subject (2); sip (1); sunset (2); telephone (3); Sunday (2); and monkey (2). 

• In Unit 3, Week 12, Session 1, students use counters to identify onset and rime. One counter stands for the onset and the other stands for rime as students build the words:  joy, light, jar, and luck.

The materials reviewed for Kindergarten meet the criteria for 1f.

The materials provide teachers with explicit instructional routines, systematic and repeated modeling, and instruction for students to hear, say, encode, and read the newly taught grade-level phonics pattern. 

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

• Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

  • In Unit 1, Week 3, Session 1, the teacher uses the Recognize Letter Sounds Routine. The teacher says the first sound in sit, /s/, and says the first sound in sit is /s/. Students listen for the first sound in the word see met, sat, sell, and shout out the word that does not begin with /s/. The teacher displays the Word Build Cards for the capital S and lowercase s, and explains that the letter s stands for the /s/ sound at the beginning of the word seal.

  • In Unit 3, Week 11, Session 1, the teacher uses the Recognize Letter Sounds Routine. The teacher says the first sound in  leaf, /l/, and says the first sound in leaf is /l/. Students listen for the first sound in the word light. The teacher uses the routine for the first sound in each word: land, dog, lawn, lady, loop. The teacher displays the Word Build Cards for the capital  L and lowercase  l, and explains that the letter l stands for the /l/ sound at the beginning of the word leaf. 

• Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

  • In Unit 4, Week 19, Session 1, the teacher displays the Sound Spelling and Articulation Card to review short e. The teacher reminds students that some words have a short vowel sound in the middle. The teacher explains that the vowel e in the middle of red has the /ě/ sound and repeats with the word bed.

  • In Unit 6, Week 29, Session 1, the teacher displays the Sound Spelling and Articulation cards to review short and long o and u. The teacher reminds students after saying the image name that the letter o can stand for the short o and the long o sound. 

• Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

  • In Unit 3, Week 13, Session 2, the teacher models connecting letters and sounds to read words that students will encounter in the decodable Duet Passage. The teacher says, “The first sound is /b/, so the first letter is b.” The teacher models building the word bud with Word Building Cards. Students point to each letter and say its name and sound: b, /b/; u, /ŭ/; d, /d/. Students sound out and read the word bud. The teacher repeats the instructional routine with the word bug, and students identify the sounds of letter that differ. 

  • In Unit 4, Week 17, Session 4,  the teacher uses Word Building Cards to form big. The teacher changes one letter within the word to read and students distinguish between similarly spelled words by identifying the sounds of the letters that differ: bid, kid, did, dig, wig, will, bill.

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

• In Unit 2, Week 8, Session 3, the teacher uses the Encode Words Routine which includes Word Building Cards, Connect Sounds to Spellings Routine, and Dictation to build and read the word name. The teacher guides students through building and reading the words new, note, nurse, now, and nail. The teacher models saying a word slowly and recording a letter for each sound and dictates the words mat and Tam, emphasizing the vowel sound.

• In Unit 6, Week 27, Session 1, the teacher uses the Encode Words Routine which includes Word Building Cards, Connect Sounds to Spellings Routine, and Dictation to build and read long e words. The teacher guides students through building and reading the words Pete. The teacher models saying a word slowly and recording a letter for each sound and dictates the words beet, feet, and the sentence We beep at Pete.

The materials reviewed for Kindergarten meet the criteria for 1g.

The materials provide students with opportunities to decode phonetically spelled words. Phonics lessons are designed to provide students with frequent opportunities to read words of newly learned grade-level phonics skills and review previously learned grade-level phonics skills through word lists and student workbook pages. Materials contain a variety of methods such as word cards, student workbook pages, and connected text, to promote students’ practice of previously taught grade-level phonics skills.     

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

• In Unit 1, Week 5, Session 4, students use the Sound Spelling and Application Cards to reinforce the connection between letters and sounds. Students read the Duet Passage on pages 92–93 in their workbooks to decode and read two sentences: It fit him. It fit Tam, while pointing to each word as they read. 

• In Unit 3, Week 15, Session 4, students review that the letter y stands for the /y/ sound. Students read the Duet Passage Can I Get It? on pages 276–277 in their workbooks and decode six sentences: Can I get it? Get the yak, Quin! It is for you. Yes, it can. A yak can zip!

• In Unit 5, Week 23, Session 3, students review that when a is followed by a consonant and a final silent e, the a usually has the long a sound. Students read the Duet Passage Bag of Fun on pages 148–149 in their workbooks and decode ten sentences that include the words name, same, Dale, made, cane, mane, tape, gave, Jane, and cape.

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

• In Unit 4, Week 20, Session 2, students learn that some words have a short vowel sound in the middle. Students read the title of the Duet Passage Her Cubs Swim and review that the vowel u in the middle of sun stands for the short u sound, /ŭ/. Students practice reading words with long or short u to reinforce the newly taught phonics skill. 

• In Unit 6, Week 29, Session 2, students learn that the vowel o stands for its long sound, /ō/, when it is followed by a consonant and final e. The teacher points out that the vowel o at the beginning of the word stands for the short o sound, /ŏ/. Students read complete words by saying the words with long or short o and students practice reading target-skill words for automaticity. 

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

• In Unit 1, Week 2, Session 1, the students review short e words presented in previous Sessions 1, 2, and 3 phonics lessons presented in Week 2. The students read the Alphabet E Book and Duet Passage in unison and with partners to practice short e words embedded in the text. 

• In Unit 4, Week 17, Session 4, the students review the short i words presented in previous Sessions 1, 2, and 3 phonics lessons presented in Week 17. The students read the passage in unison and with partners to practice short i words embedded in the text.

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

• In Unit 1, Week 3, Session 4, students use a variety of activities to practice letter Bb. For example, students use word-building cards B and b alongside the cards for previously-taught letters A, a, S, s, M, m, T, and t to practice previously taught and newly taught letter names and sounds. 

• In Unit 3, Week 13, Session 1, the students use a variety of activities to practice the letter u representing the /ŭ/ sound. The teacher reminds students that they have already learned letters and sounds c /k/, p /p/ in Week 6, g /g/ in Week 11, and j /j/ in Week 12. Students read, build, and write the words  up, Gus, and Jud and then read the Duet Passage, “Jud and Gus.”

The materials reviewed for Kindergarten meet the criteria for 1h.

The materials provide explicit, systematic instruction to support students with decoding phonetically regular words in a sentence. Lessons provide students with frequent opportunities to decode words in a sentence, including Duet Passages and Student Workbook pages.

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

• In Unit 1, Week 3, Session 2, the teacher connects letters and sounds to read words students will encounter in the Duet Passage, “Sam and Tam.” The teacher calls attention to words with the target sound spellings Ss and the previously learned sound spellings Aa, Mm, Tt. The teacher models reading aloud the blue lines and students read the white lines pointing to each word as they read the text in unison. 

• In Unit 4, Week 16, Session 2, the teacher connects letters and sounds to read words students will encounter in the Duet Passage, “Get It.” The teacher calls attention to words with short a and the Super Words he, she. The teacher models decoding the first sentence, pointing to each word as students point along. Students practice reading words that have a short vowel sound in the middle. Students point to each word as they read and reread the text using partner-reading or whisper-reading.

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

• In Unit 1, Week 5, Sessions 3–4, students practice decoding words in sentences in the Duet Passage “It Fit Him.” The passage contains two sentences. 

• In Unit 4, Week 16, Session 4, students practice decoding words in sentences in the Connected Text passage, “Bag It!” The passage contains eight sentences. 

• In Unit 6, Week 25, Session 2, students practice decoding words in sentences in the Connected Text passage, “It is Hot.” The passage contains eleven sentences.

The materials reviewed for Kindergarten meet the criteria for 1i.

The materials contain teacher-level instruction and modeling for building, manipulating, spelling, and encoding words using common and newly-taught sound and spelling patterns of phonics utilizing Word Building Cards. In addition, the materials provide students with frequent opportunities to build, manipulate, spell, and encode words using common and newly-taught sound and spelling patterns phonics through the use of Word Building Cards.

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

• In Unit 3, Week 11, Session 4, the teacher uses the Blend Sounds Routine and models blending each sound in order and says, “We just read the word dog, now we will build it. The teacher uses the Word Building Cards and places the corresponding letter card to spell dog. Then the teacher runs a finger under the cards and slowly says dog. The teacher uses the Blend Sounds Routine and students blend and sound practice words. The teacher dictates the words dog and get, emphasizing the sound /g/. Students say the sounds as students write the words on a whiteboard.

• In Unit 5, Week 21, Session 4, the teacher uses the Blend Sounds Routine and models blending each sound in order. The teacher uses Word Building Cards to model building the word lick. The teacher uses the Spell it Routine to connect sounds to spell the word lock. Students use the Connect Sounds to Spelling Routine to write and read the words sick and sock. 

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

• In Unit 1, Week 5, Session 2, students use the Word Building Cards to build words, say the sounds, and blend the words. Students change one letter to spell fit and Bif. Students use the Connect Sounds to Spelling Routine to sound and write the dictation words fit and Bif. Students say the sounds as they write the words on a whiteboard.

• In Unit 6, Week 30, Session 2, students use the Word Building Cards to build words, say the sounds, and blend the word. Students uses the Word Building Cards to change, add, or delete cards to build and read the words fed, feed, feet, meet, met, pet, Pete. Students skywrite each letter before they complete page 265 in their workbooks.

The materials reviewed for Kindergarten meet the criteria for 1j. (mid K-Grade 2)

The materials include explicit, systematic teacher modeling that demonstrates the use of phonics to encode sounds to letters and words in writing tasks through the use of the Word Building Cards, Spell It Routine, and Connect Sounds to Spelling Routine. Lessons provide students with frequent activities and tasks to promote the application of phonics as they encode words in sentences or in phrases based on common and newly taught phonics patterns through the use of dictated sentences and activities in the Student Workbook.

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

• In Unit 4, Week 16, Session 1, the teacher uses the Spell It Routine to model encoding the word rose. The teacher thinks aloud and spells the word rose by connecting sounds to spellings, saying each sound, and writing the word on the board for students. The teacher dictates the words and students write them in their Student Workbook.

• In Unit 6, Week 27, Session 3,  the teacher uses Word Building Cards to model building the word feet. The teacher models and demonstrates how to connect sounds to spellings and encodes words with the long e spellings. Teachers dictate the words and write them in their Student Workbook.

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

• In Unit 4, Week 16, Session 2, students use the Connect Sounds to Spelling and the Spell it Routine to build and read the words cube and mule, and the sentence, Jude can get a tube. Students encode the words and sentences in the Student Workbook. 

• In Unit 6, Week 30, Session 4, students use the Connect Sounds to Spelling and the Spell it Routine to build and read words. Students encode the words vet and box, and the sentence, Nick takes a nap. Students encode the words and sentences in the Student Workbook. 

The materials reviewed for Kindergarten meet the criteria for 1k.

The materials include systematic and explicit instruction of high-frequency words. Materials include frequent opportunities for the teacher to model the spelling and reading of high-frequency words in isolation in Sessions 1 and 2, with a review in Sessions 3 and 4. Materials include a sufficient quantity of grade-appropriate high-frequency words for students to make reading progress, with students learning 60 high-frequency words in the year. Students practice identifying and reading high-frequency words in isolation and in context each week, reviewing words from the previous week as well.

Materials include systematic and explicit instruction of high-frequency words. For example:

• Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 

  • The Kindergarten Instructional Routines outline the process for introducing high-frequency words, which includes seeing and saying the word, spelling the word, and writing the word. The materials indicate that the routine focuses on helping students identify known sound-spellings in the words before learning unknown spellings. 

  • In Unit 3, Week 11, Session 2, the teacher displays the Super Word Cards for a and the. The teacher uses the Super Words Routine and students See and Say the Word, Read the Repeat the word, Listen to the word in context, Spell the Word, Write the word and apply learning on the Super Words practice page

  • In Unit 5, Week 23, Session 1, the teacher displays the Super Word Cards from, or, there, and this. The teacher uses the Super Words Routine and students See and Say the Word, Read the Repeat the word, Listen to the word in context, Spell the Word, Write the word and apply learning on the Super Words practice page.

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

• In Unit 5, Week 21, Session 2, the teacher introduces the high-frequency super words and displays the Super Word Cards: for, are, have, one, and with. The teacher uses the Super Words Routine and models seeing and saying the word, spelling the word and writing the word. The teacher spells and reads the context sentence on the back of the card and spells each word aloud before asking the students to spell each word chorally.

• In Unit 6, Week 28, Session 2, the teacher displays the Super Word Cards more, other, people, and your. Students read the cards. Then the teacher leads students in cheering the spelling of each word, saying, for example, “Give me an m! Give me an o! Give me an r! Give me an e! What does that spell?”

Students practice identifying and reading high-frequency words in isolation. For example: 

• In Unit 4, Week 17, Session 3, students identify and read the Super Word Cards he, she, some, and that. Students read the words chorally. Then the teacher mixes up the cards and displays one card at a time. Students read the word. 

• In Unit 5, Week 25, Session 3, students participate in speed drills. The teacher flashes each card while students read the word using the Super Word Cards for  said, what, would, could, out, about, by and my. 

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

• The Kindergarten Scope and Sequence high-frequency words are presented beginning in Unit 3, Week 11 and continue for the remainder of the school year. In Weeks 11– 20, two high-frequency words are presented each week. In Weeks 21–30, four high-frequency words are presented. 

• The Program Implementation Kindergarten Scope and Sequence indicates that 60 high-frequency words are included in instruction.

The materials reviewed for Kindergarten meet the criteria for 1l.

The materials provide frequent opportunities through the use of connected text and the student workbook for students to read grade-level high-frequency words in a sentence and write them in tasks designed to promote automaticity. Materials also use Super Word Cards to provide repeated, explicit instruction on how to use student-friendly reference materials and resources and read high-frequency words.

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

• In Unit 3, Week 11, students read the Duet Passage, “A lot!” and “Len Set the Lid” which contain the Super Words the and a in sentences. The high-frequency words are in bold print in the text. 

• In Unit 5, Week 22, Session 4, students read the connected text, “Yes, We Can,” which contains the week’s high-frequency words had, made, town, and water. The high-frequency words are in bold print in the text. 

Lessons provide students with frequent opportunities to write grade-level high-frequency words in tasks (such as sentences) in order to promote automaticity in writing grade-appropriate high-frequency words. For example:

• In Unit 3, Week 11, Session 1, students use the Super Words Routine and write the Super Words a and the on a practice page and in their student workbooks. 

• In Unit 6, Week 29, students write four sentences by choosing the correct Super Word from a word bank that contains the week’s newly taught Super Words: all, also, calls, and many. 

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

• In the Instruction book, Volume 1, High-Frequency Words, Share Tools for Learning and Self-Checking, guidance directs the teacher to post the Super Word Cards for student reference.

• Every Session throughout each unit  includes high-frequency word instruction through the Super Words Routine. The routine includes See and Say, Spell and Write, isolated practice, Student Workbook practice, and connected texts with the Super Words bolded. Students use the connected texts as a resource for the review of high-frequency words.

The materials reviewed for Kindergarten meet the criteria for 1m.

The materials provide frequent, explicit instruction of word analysis and decoding strategies, through the use of teacher scripts, teacher modeling, and student practice. Materials include frequent opportunities for explicit instruction of word solving strategies to decode unfamiliar words. Materials contain varied and frequent opportunities for students to learn, practice, and apply word analysis strategies in decodable text and in student workbook pages through words in isolation and sentences. 

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

• In Unit 2, Week 9, Session 2, the teacher uses the Word Building Cards to build the words rip and rap that students will read in the Duet Passage. The teacher uses the Connect Sounds to Spelling Routine and models saying each sound while writing the letter. The teacher then uses the Blend Sounds Routine, to read the word. 

• In Unit 5, Week 24, Session 2, the teacher uses the Connect Sounds to Spelling routine and says the word slowly, and tells students that they are going to think about the first sound in the word, lime. The teacher tells students that the first sound in lime is /l/. Then the teacher says what the sound is and writes it. 

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

• In Unit 2, Week 8, Session 2, the teacher presents the letters and sounds to read the one syllable words that students will encounter in the Duet Passage. The teacher uses World Building Cards to provide instruction and support students with knowing letters/sounds and blending sounds together in order to decode words. 

• In Unit 5, Week 21, Session 2, in the fix it up strategy for the decodable text, “Six Ducks,” the teacher reminds students that if they get stuck on a word, they can reread the word by sounding out each part and then blending the sounds together. Then the teacher tells students to read the whole word again, and then ask if that sounds like a real word. The teacher also tells students to ask if the word makes sense in the sentence. 

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

• In Unit 3, Week 15, Session 2, students use the Blend Sounds Routine to read the word fox. The teacher writes the word fox on the board, points to each letter and children name the letter, and the sound for the word fox. Students blend the sounds together and read the word. 

• In Unit 5, Week 22, Session 2, students use Word Building Cards to build words words that end in -ll, -ss. Students practice with the words yell, pass, and fuss that are in the connected text, “Hot Sun.” 

• In Unit 6, Week 27, Session 1, students use Word Building Cards to build words. The teacher switches out the sounds to build new words and students begin with the word feet and change out one card and build the word feed. Students read the word and then switch out one card to build new words including, seed, seek, week, peek, and peel.

The materials reviewed for Kindergarten meet the criteria for 1n. (K-1)

The materials include frequent opportunities for both teacher explicit instruction and student practice in decoding text with accuracy and automaticity. The materials include teacher scripts for four Fix-Up Strategies: Confirm and Correct Word Recognition, Read Out Loud, Read More Slowly, and Reread. These scripts focus on accuracy and cue the teacher on modeling and guiding students to apply these strategies along with automaticity within daily lesson plans in the Teacher’s Guide. Instruction and guided student practice occur in Units 1–3 with the Duet Passages and in Units 4–6 with the Read Connected Text and Magnetic Readers. 

Materials provide systematic and explicit instruction and practice in fluency by focusing on accuracy and automaticity in decoding. For example:

• In Unit 5, Week 24, Session 2, the teacher reads aloud a portion of the Magnetic Reader, “Ride My Bus.” The teacher models misreading the word dime as dim. The teacher asks students if dim sounds correct and makes sense, then explains that they will use the Fix-Up Strategy, Confirm and Correct Word Recognition, to correct the error. The teacher models saying each sound in the word out loud and correcting the error. Students read pages 1–4, and the teacher reminds them to use a Fix-Up Strategy when they have misread a word. 

• In Unit 6, Week 27, Session 2, the teacher reads aloud a portion of the Magnetic Reader, “Look at the Sky.” The teacher reminds students they are going to read text fluently and accurately. On page 3, the teacher models misreading the word like as lick. The teacher asks students if that word makes sense in the sentence and then uses a Fix-up Strategy, Confirm and Correct Word Recognition, to read the word correctly. 

Materials provide opportunities for students in Kindergarten and Grade 1 to engage in decoding practice focused on accuracy and automaticity. For example:

• In Unit 4, Week 19, Session 3, students read words that have sound-spelling patterns short e and o for accuracy and automaticity in speed drills.

• In Unit 6, Week 27, Session 3, students read pages 4–8 in the Magnetic Reader, “Look at the Sky.” The teacher checks that students can decode with automaticity and read with accuracy. The teacher reminds students to use what they know about letters and sounds and what is happening in the text to self-correct.

The materials reviewed for Kindergarten meet the criteria for 1q.

The materials include multiple opportunities for students to read emergent-reader texts with purpose and understanding. Each unit features a unit theme to which the unit texts connect. The teacher opens and closes each unit with a discussion of the theme that includes explicit sentence frames for supporting discussion. Lesson plans for the weekly Magnetic Readers provide explicit directions for the teacher to model and guide students to set a purpose for reading.

Multiple opportunities are provided over the course of the year for students to read emergent-reader texts (K) for purpose and understanding. For example:

• Read emergent-reader texts with purpose and understanding.

  • In each teacher toolkit, each lesson contains a printable book that students can take home. There is a “how to use this book” letter that goes home to parents and provides guidance on reading with purpose and asking students comprehension questions. 

  • In Unit 4, Week 17, Sessions 1–4, Magnetic Reader, students read the text “At the Park” over a series of four sessions. In the first session, the teacher guides students to set a purpose for reading and gives the example of finding the ways the family in the story has fun. In Sessions 2 and 3, the teacher asks comprehension questions after the students read the text. In Session 4, the teacher prompts students to make connections between the story and themselves and the story and the Unit 4 theme, “In My Community.” 

  • In Unit 6, Week 27, Sessions 1–4, Magnetic Reader, students read the text “Look at the Sky” over a series of four sessions. In the first session, the teacher guides students to set a purpose for reading and gives the example of finding out what is in the sky. In Sessions 2 and 3, the teacher asks a comprehension question after students read the text. In Session 4, the teacher prompts students to make connections between the story and themselves and the story and the Unit 4 theme, “What’s the Weather.” 

Materials contain explicit directions and/or think-alouds for the teacher to model how to engage with a text to emphasize reading for purpose and understanding. For example:

• In Unit 5, Stories About, Unit Wrap-Up, the teacher reminds students of the texts they read in the unit and the unit words. The teacher tells students they can use the words to talk about the characters and places from the text. The teacher provides the following sentence frames to help students recall details from the texts: “The characters made ____. ____ took the bus around town. Some _____ played in the water. Many of the characters had _____.”

• In Unit 6, What’s the Weather, Unit Opener, the teacher introduces the unit topic and engages in a Read aloud of the unit title, and explains that students will read about different kinds of weather. The teacher asks, “What types of weather do you like? What activities do you like to do in that weather?” The students look at pictures in the Student Workbook from texts they will read in this unit. Students turn and talk with a partner about what they notice and what kind of weather the text will be about. The teacher provides the following sentence frame to support discussion: “I think this text is about ____ weather because ____.”