1st Grade - Gateway 1

The instructional materials reviewed for Grade 1 meet the criteria for materials reflecting the distribution of text types and genres required by the standards at each grade level.

The materials, including shared reading texts, leveled readers, and trade books, contain a variety of topics and are balanced between literary and informational texts throughout each unit. The materials include informational text, narrative nonfiction, infographics, poetry, drama, realistic fiction, fables, folktales, biographies, historical fiction, persuasive text, and procedural text. 

Examples of literary texts include:

• Unit 1, Week 1: The Blackout by Zetta Elliott
• Unit 1, Week 5: Making a Map by Gary Miller
• Unit 2, Week 5: Bigger Shoes for the Big Race by Wade Hudson
• Unit 3, Week 2: The Clever Monkey by Rob Cleveland
• Unit 3, Week 4: The Cow and the Tiger by Sudha Ramaswami
• Unit 4, Week 1: Through Georgia’s Eyes by Rachel Rodriguez
• Unit 4, Week 5: Eleanor Roosevelt by Mathangi Subramanian
• Unit 5, Week: You Can’t Wear That by Judi Laman
• Unit 5, Week 2: Seasons Around the World by Ana Galan
• Unit 5, Week 3: In Spring by Angela Johnson

Examples of informational text include:

• Unit 1, Week 3: Neighborhoods Around the World by Traci Sorell
• Unit 1, Week 6: All Aboard the Bus, no author listed
• Unit 2, Leveled Readers: Sharks by Susan Hughes
• Unit 2, Week 1: The Life of a Frog by Rene Saldana Jr. 
• Unit 3, Trade Book: Imagination at Work by Jennifer Torres
• Unit 3, Week 1: Telling Stories by Angela Johnson
• Unit 4, Week 4: What is the Story of Our Flag by Janice Behrens
• Unit 5, Week 2: Seasons Around the World by Ana Galan
• Unit 5, Trade Book: Moving with the Seasons by Christopher Cheng

The instructional materials reviewed for Grade 1 meet the criteria for texts (including read-aloud texts and some shared reading texts used to build knowledge and vocabulary) have the appropriate level of complexity for the grade level according to quantitative analysis, qualitative analysis, and a relationship to their associated student task. Read-aloud texts at K-2 are above the complexity levels of what most students can read independently. 

Texts have the appropriate level of complexity for the grade according to qualitative analysis, quantitative analysis, and relationship to the associated student task. Anchor texts and shared reading texts are placed at the appropriate grade level according to the quantitative and qualitative analysis. The text complexity chart provides examples of places where students may need support through the qualitative measure. The leveled research articles from each unit during Week 6 have a Lexile range to support a variety of learning levels. Texts that are above or below grade level quantitative bands have qualitative features and/or tasks that bring the text to the appropriate level for students to access the text. The majority of texts gradually increase in complexity throughout the school year. The Lexiles of the shared reading text begin at 300L and end the year at 560L. 

Examples include, but are not limited to:

• Making a Map, 400L: This anchor text for Unit 1, Week 5, contains each step in the process of creating a neighborhood map and is clearly supported by illustrations. This is a procedural text: the steps needed to create a map are clear and in a logical order. Words such as first, then, and next help show the order of steps, and the illustrations assist in understanding each step. Vocabulary relating to neighborhood places should be familiar to students. The concept of maps, the information they provide, and their purpose is needed to understand the procedural text.
• Jackie Robinson, 560L: This anchor text for Unit 4, Week 2, includes an author’s purpose of informing readers about Jackie Robinson’s life that is clear and explicit from the first page: "Jack Roosevelt Robinson ... became a Hall of Fame baseball player. He was born in Cairo, Georgia." Signal words and phrases that include dates and years help clarify the sequence. Historical photos of Robinson and his teammates enhance the reader’s understanding of the text. The text includes a mix of simple and more abstract ideas, such as prejudice and the importance of pursuing goals despite challenges.
• In Spring, 480L: This anchor text for Unit 5, Week 3, includes illustrations that closely support the text by showing the characteristics of the spring season. Students who are unfamiliar with the spring season may struggle to understand the author’s reasons. Background knowledge of the spring season will help students’ understanding of the text.

The instructional materials reviewed for Grade 1 meet the criteria for materials supporting students’ literacy skills (comprehension) over the course of the school year through increasingly complex text to develop independence of grade level skills (leveled readers and series of texts should be at a variety of complexity levels). 

The materials contain the complexity of anchor texts and supporting texts to provide students with the opportunity to grow their comprehension skills throughout the school year. Series of texts are at a variety of complexity levels appropriate for the grade band. Skills build on one another, as well as the complexity of the texts to support the thinking and literacy skills. The Teacher's Edition provides appropriate scaffolds to support both the teacher and the students. The Shared Reading texts include a variety of complexity levels to help grow students’ literacy skills throughout the year.

Examples include, but are not limited to:

• In the beginning of the year, the students describe the setting of stories. In Unit 1, Week 2, Lesson 3, Reading Workshop, students recall the setting of the story from the Close Read. In the Student Interactive, students tell the setting and note what details from the story helped to describe the setting.
• In the middle of the year, students use setting details to visualize the story. In Unit 3, Week 4, Lesson 4, Reading Workshop, students recall the setting and make a picture in their mind about the setting and events. In he Student Interactive, students draw their own picture of how they see the forest, using the text for a reference.
• By end of year students identify the setting as a main component of fiction text. In Unit 5, Week 4, Lesson 1, Reading Workshop, students reference a fiction anchor chart to identify that all fiction stories have characters, a setting, and a plot that all relate to a theme. 

Throughout the materials, students compare characters:

• In the beginning of the year, students compare how two characters act. In Unit 1, Week 4, Lesson 3, Reading Workshop, Close Read,  students compare the main characters in two different stories, Garden Party and Click, Clack, Click!. The teacher does a Think Aloud to model how to describe the main character and then has the students underline the text that shows how the character in the second text feels. The teacher leads a discussion comparing and contrasting the two characters. 
• In the middle of the year, students compare how two characters are similar and different. In Unit 3, Week 2, Lesson 5, Reading Workshop, Compare Texts, students have read the folktales, The Clever Monkey and “The Tricky Wolf.” Students retell both texts with the teacher prompting for details. The teacher conferences with students and has students describe “one way tricky characters are alike." Then the teacher asks, "What do the tricky characters do in each text? What makes the tricky characters similar and different?”
• By the end of the year, students compare seasons and write an opinion piece using text evidence to support. In Unit 5, Week 2, Lesson 5, Reading Workshop, Compare Texts, after reading Every Season and Seasons Around the World, students write an opinion paragraph: “What part of the world you would want to live in and why.” Students are directed to support their opinion using text evidence.

The instructional materials reviewed for Grade 1 meet the criteria that anchor texts (including read-aloud texts in K-2) and the series of texts connected to them are accompanied by a text complexity analysis.

Each unit contains a shared reading text which is accompanied by quantitative and qualitative analysis, as well as Reader and Task Considerations. The publisher provides a text complexity analysis located in the Text Complexity Analysis Charts section of the instructional materials. In addition, there are additional considerations for English Language Learners, Intervention, and On Level and Advanced students. The Book Club guided reading books are also leveled to assist teachers in matching students to texts. The publisher provides information for the text rationale and placement in the Getting Started with myView Literacy page under Program Overview.  “Texts were chosen based on criteria such as literary merit, author’s craft, themes, gender and cultural representations/experiences, insight, readability and diversity. Final text selections for inclusion in myView Literacy were subject to numerous professional reviews to confirm the literature meets Pearson’s requirements for quality, appropriateness, and sensitivity. In developing myView Literacy, we worked to integrate multicultural experiences so students see themselves as part of what is valued in the school curriculum.” 

Examples of instructional and text notes include the following:

• In Unit 2, Week 2, students read The Life Cycle of a Sunflower by Linda Tagliaferr; Genre: Informational Text, 360L: The quantitative measures place this text in the Grade 1 complexity band. The qualitative measures suggest that students might need additional support with Language: Sequence words and phrases and Knowledge Demands: Life cycles. "Before reading the selection, use the Reader and Task Considerations to help you plan how to address various student populations." The purpose of the text is explicitly stated on the first page: "How do sunflowers grow? Sunflowers grow from the seeds of the sunflower plant." It should be clear that the author’s purpose is to inform readers. The stages of a sunflower’s growth are presented in a straightforward and clear manner. Sequence words (next, then, next year), headings, and photographs directly support the text. Domain-specific vocabulary is conveyed using simple sentences, is accessible for this age (buds, soil, stems, leaves), and reinforces science content in other life science areas, such as needs of plants and plant parts. However, students may need extra support understanding verbs used in the text: sprout, peek, form, bloom, scattered. Plant life cycles may be unfamiliar to students. Students will benefit from background knowledge of how plants grow from seeds and how the life cycle continues once a plant is fully grown.
• In Unit 3, Week 4, students read The Cow and the Tiger by Sudha Ramaswami Genre: Fable; 410L: The quantitative measures place this text in the Grade 1 complexity band. The qualitative measures suggest that students might need additional support with Text Structure: Fables, and Language: Descriptive words. "Before reading the selection, use the Reader and Task Considerations to help you plan how to address various student populations." The moral of the story is easy to understand and is explicitly stated at the end of the text: Always keep your promises. Always tell the truth. Students may need some assistance relating events in the text to the moral. Illustrations directly support and assist in interpreting the text. The story has a clear beginning, middle, and end. Students may need assistance recalling or understanding the characteristics of a fable. The sentence structure and dialogue are mainly simple, and repetitive language creates a pattern: “I promise, I promise ...” “You promised, you promised ...” Descriptions of the setting include simple, easy-to-understand adjectives: grassy, shadowy. Emotion-themed vocabulary should be familiar to students: sad, angry, happy, surprised. The fable’s moral explores a single theme. There are no references to other texts, but students may benefit from a discussion about the common traits of fables and the importance of their morals.
• In Unit 4, Week, 5, students read Eleanor Roosevelt by Mathangi Subramanian; Genre: Biography; 490L: The quantitative measures place this text in the Grade 1 complexity band. The qualitative measures suggest that students might need additional support with Purpose: How Eleanor Roosevelt used her role as President Roosevelt’s wife to help others and Knowledge Demands: American history. "Before reading the selection, use the Reader and Task Considerations to help you plan how to address various student populations." The author’s purpose to inform readers on Eleanor’s life is implied but clear: She wanted to be more than a President’s wife. She wanted to help people. Students may need support to understand how Eleanor’s role as the president's wife gave her opportunities to help others. The biography is structured by the ways that Eleanor helped people. Ideas are explicit and clear. Photos and a map support the text but are not essential for understanding social studies content. Language is mostly straightforward and familiar, with mainly simple sentences. Some words (vote, leader, rights) may be unfamiliar but are defined in the text. Students may need support understanding the mention of Europe and Asia in the context of World War II. While Roosevelt’s life and character can be understood without a lot of discipline-specific content knowledge, the allusions to the Great Depression and World War II make the text more complex. Students will benefit from background knowledge of the problems of that historical period.
• In Unit 5, Week 4, students read My Autumn Book by Wong Herbert Yee; Genre: Fiction; 540L: The quantitative measures suggest that this text is at the upper level of readability for Grade 1. The qualitative measures suggest that students might need additional support with Language: Figurative language; unusual sentence structures and Knowledge Demands: Characteristics of autumn; plant and animal life in autumn. "Before reading the selection, use the Reader and Task Considerations to help you plan how to address various student populations." While the author clearly describes autumn, there is a central idea that is implied: the author is creating a book that shows all the wonders of autumn. This is suggested by the title but is not evident until the end of the story. Several sentences follow an unconventional pattern, with fragments (Empty my pack) and reversed word order (Downstairs I rush). Continued lines often begin with capitalization reminiscent of poetry. Students will need support tracking text and understanding these patterns. Several instances of figurative language (Dogwood shows off a new crimson gown; Trees dressing up for the fall celebration) and onomatopoeia (rap-a- tap; KER-yak) will require support for student understanding. Many words are challenging (crisp, silken, investigate, beware, scamper, formation, delay, fetch). Students who are unfamiliar with autumn will require background knowledge of the characteristics of the season. Most students will need support understanding leaves changing color, animals preparing to hibernate, and birds migrating.

The instructional materials reviewed for Grade 1 meet the criteria that support materials for the core text(s) provide opportunities for students to engage in a range and volume of reading to support their reading at grade level by the end of the school year. 

The materials include several opportunities for students to engage in diverse literature and informational text in a day, week, and unit. Throughout the Reading Workshop, Reading-Writing Bridge, Writing Workshop in each week and the Project-Based Inquiry in each unit, students are exposed to text in the form of Read Aloud, Shared Reading, Close Reads, Mentor Stacks, Guided Reading, and Independent Reading. Reading Workshop each week includes the following: Read Aloud, Shared Read, Close Read, Compare texts.

Texts cover a variety of genres, complexity levels, and opportunities for students to work with diverse texts. Students also have the opportunity to engage with text through small group guided reading. Teaching support is provided in a separate guide that addresses each component to the guided reading with differentiation ideas and targeted support for ELLs, conversation prompts and Guided Writing. Examples include, but are not limited to:

• In Unit 1, Week 3, students listen to the informational text Read Aloud, Signs in Your Neighborhood. Next, using the Student Interactive, students Read Together a story in the same genre, Look Both Ways! Students Close Read the same text days later with support of questions in the Student Interactive.
• In Unit 3, Week 4, Lesson 1, students listen to a read-aloud of the poem, Think Big and Before. During genre and theme, students read the poem, Silly Animal Sights. During Shared Reading, students read and respond to Poodle Doodles, The Box and Sandcastles. During Close Reading, students identify the author’s purpose and make and confirm predictions of The Best Story. Students read the decodable books, What Could I be?, and Luke Meets Pete.
• In Unit 4, Week 2, students are introduced to biography in the Reading Workshop with the read-aloud, Sandra Day O’Connor, then a shared read, Jackie Robinson. Students are also guided to apply what they know by using a website about Martin Luther King, Jr. in the Student Interactive. The leveled readers are informational texts (Pioneer Village, A Restaurant, In the Past, and Ways to Learn) and narrative nonfiction texts (Bones and Welcome to America).
• In Unit 5, Week 3, the weekly genre focus is Persuasive Text during Reading Workshop. To introduce the unit, students listen to “Seasonal Activities.” Next, students listen to the Read Aloud, “Fall is the Best Season,” and the Shared Read text, “In Spring.” Texts are revisited as a Close Reading on Days 3 and 4.

The instructional materials reviewed for Grade 1 meet the criteria that most questions, tasks, and assignments are text-based, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).

The materials contain text-dependent questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics. Students analyze the author’s words and phrases as they interact with texts through questioning or by completing different tasks. The sequence of questions and tasks provide frequent opportunities for students to interact with texts, by completing a Shared Read on Day 2 and a Close Read on Days 3 and 4 of the weekly cycle. Text-based questions, tasks, and assignments support students’ literacy growth over the course of the school year. The teacher materials provide support for planning and implementation of text-dependent writing, speaking, and activities. 

Examples include, but are not limited to:

• In Unit 1, Week 1, Lesson 2, Shared Read, students “underline the words that tell what the boy says.” Using the underlined words, students answer, “What do the boy’s words tell you about what kind of person he is?”
• In Unit 2, Week 3, Lesson 5, Reading Workshop, students have a weekly question, “How are baby animals different from their parents?” Students are instructed to “use evidence from the texts they have read this week to respond the Weekly Question.”
• In Unit 2, Week 4, Lesson 1, Reading Workshop, Interact with Sources, students use the timeline, Changing with Seasons, to learn about timelines. Then students are asked the following questions about the timeline: "How does the snowshoe hare change with the seasons? How does the little brown bat change with the seasons? How are the snowshoe hare and little brown bat similar and different? Do you know any other animals that change with the seasons?"
• In Unit 3, Week 3, Lesson 2, Reading Workshop, Shared Read, the teacher conducts a read-aloud of three different poems, Poodle Doodles, The Box, and Sandcastle. Then students complete the following tasks: "Tell a partner which poem you liked best and explain why." Students select a poem and illustrate part of it.
• In Unit 4, Week 2, Lesson 3, Reading Workshop, Close Read, students learn about the structure of informational text. Students learn that biographies are usually organized in sequential order. After the teacher explains and models how to identify the text structure, students have two options: "1. Students organize statements about Jackie Robinson’s life by putting a number beside the event on page 100 of the Student Interactive Workbook. 2. Students use their notebooks to list three to five important events in order from a biography or other text that they are reading."
• In Unit 4, Week 5, Lesson 1, Reading Workshop, students use an infographic to discuss what they can learn about helping others based on the experiences of the three people. Teacher directions state to have student pairs refer back to the infographic to help them come up with a reason for the class.
• In Unit 4, Week 5, Lesson 2, Reading Workshop, Shared Read, students identify how Eleanor Roosevelt helped people. Students highlight in the answer from the text in their Student Interactive booklets pages 206-207.

The instructional materials reviewed for Grade 1 meet the criteria for materials containing sets of high-quality sequences of text-based questions with activities that build to a culminating task which integrates skills to demonstrate understanding (as appropriate, may be drawing, dictating, writing, speaking, or a combination).

Materials include culminating tasks across a year’s worth of material. Culminating tasks are varied and provide opportunities for students to demonstrate what they know and are able to do in speaking and writing. Each unit ends with Week 6 as an Inquiry Project where students research a real world issue and are asked to consider what they have learned across the unit to further develop their skills. Additionally, materials include a Unit Essential Question and Weekly Essential Questions that students answer to reflect on their learning.

Examples include, but are not limited to:

• In Unit 2, the Unit Essential Question is, "How do living things grow and change?" Each week, students read a text related to the unit theme and answer a weekly Essential Question during Reflect and Share and are asked to use what they learned from the week. At the end of the Unit, students answer the Unit Essential Question.
• Week 1 Essential Question: How do animals grow and change?
• Week 2 Essential Question: How do plants grow and change?
• Week 3 Essential Question: How are baby animals different from their parents?
• Week 4 Essential Question: How do animals change with the seasons?
• Week 5 Essential Question: How do people grow and change?
• In Unit 5, the Unit Essential Question is, "How do the seasons affect us?" Each week, students read a text related to the unit theme and answer a weekly Essential Question during Reflect and Share and are asked to use what they learned from the week. At the end of the Unit, students answer the Unit Essential Question.
• Week 1 Essential Question: What happens during the seasons?
• Week 2 Essential Question: What are seasons like around the world?
• Week 3 Essential Question: What do people like about seasons?
• Week 4 Essential Question: How do we know when seasons are changing?
• Week 5 Essential Question: What do living things do in the winter?

The instructional materials reviewed for Grade 1 meet the criteria for materials providing frequent opportunities and protocols for evidence-based discussions (small groups, peer-to-peer, whole class) that encourage the modeling and use of academic vocabulary and syntax.

The materials provide multiple opportunities for evidence-based discussions across the entire scope of instructional materials. The Small Group Guide contains protocols for teachers to teach, model, and practice with students when collaborating with their peers. For example, Small Group Guide protocols for Book Club include: come to Book Club prepared, listen to what others have to say, and do not interrupt each other. Most lessons provide discussion protocols for turn and talks, whole group discussions, and small group discussions. The teacher materials support evidence-based discussions and encourage modeling with a focus on using academic vocabulary and syntax. Students are provided with guidelines and objectives to engage in collaborative discussion. Students have the opportunity to share during each lesson and carry out discourse through several activities.  

Examples include, but are not limited to:

• In Unit 1, Week 6, Lesson 5, Celebrate and Reflect, students are taught to speak loudly and clearly when presenting their informational writing about neighborhood workers with a partner. Students refer to the following speaking and listening rules on page 232 of the Student Interactive Workbook: "Listen actively. Share ideas about the topic. Speak clearly."
• In Unit 1, Week 4, Lesson 5, students Reflect and Share about two of the text they read in the week, Garden Party and Click, Clack, Click. The Teacher Edition guides the Minilesson with a set of strategies for students to successfully discuss the stories. There is a Model and Practice component to the lesson with examples of what the teacher could state when modeling the discussion. 
• In Unit 2, Week 3, Lesson 2, after reading How Do Baby Animals Grow?, students underline the correct vocabulary word to match the picture in their student interactive readers. Next, they “Turn, Talk, and Share” with a partner and describe the different animals using their vocabulary words. The teacher is directed to “remind students that when they respond, or reply, to what their partner says, they should use the new vocabulary words.”
• In Unit 3, Week 5, Lesson 1, students make and use words to connect reading and writing in oral language. Students listen to the teacher model the use of the vocabulary word in a sentence and then are given the opportunity to respond using the word as well. 
• Unit 4, Week 4, Lesson 5: Protocols for discussions are given during a Minilesson about comparing texts. “They should: Listen actively when others speak. Ask questions about information they do not understand. Describe how they felt and what they saw during their personal experiences."

The instructional materials reviewed for Grade 1 meet the criteria for materials supporting students’ listening and speaking about what they are reading (or read aloud) and researching (shared projects) with relevant follow-up questions and supports.

Speaking and listening instruction takes place regularly over the course of the school year and includes facilitation, monitoring, and instructional supports for teachers. The materials include practice for speaking and listening skills that support students’ increase in ability over the course of the school year. The teacher regularly models using think alouds and facilitates the students talking about what they are listening to or reading throughout the year. Students regularly demonstrate what they are reading and researching through varied speaking and listening opportunities. Speaking and listening work requires students to gather evidence from texts and sources. Students have the opportunity to speak about shared projects.  Examples include, but are not limited to:

• In Unit 1, Book Clubs, students read Neighborhoods Around the World in small groups. After reading, students discuss the text, pictures, and designs using a Discussion Chart. Students will list Noticings, Connections, and Wonderings on the Discussion Chart.
• In Unit 1, Week 6, Lesson 5, Project Based Inquiry, students Celebrate and Reflect the project by reading their projects aloud or presenting digitally. In the Student Interactive page 232, rules for speaking and listening are presented to support students to successfully complete this task. Students also complete questions on the same page of the Student Interactive: “The source that helped me the most is…”
• In Unit 2, Week 2, Lesson 1, students actively listen to a story that is read aloud. The objective of the lesson states: "Students will listen actively, ask relevant questions to clarify information and answer questions using multi-word responses. Students will recognize characteristics and structures of informational text." This lesson also includes Think Aloud support for teachers to model their understanding of elements of informational text. Students are asked to set a purpose for listening to the story. Students are encouraged to tell what happens first, next, and last and chart it using the sample wrap-up graphic in the Teacher Edition page 106. 
• In Unit 3, Week 1, Lesson 1, Genre and Theme, students listen to The Tortoise and the Hare. Students turn and talk with a partner about the moral of the fable. 
• In Unit 3, Week 2, Lesson 1, Reading Workshop, Genre and Theme, students read The Tricky Wolf in the Student Interactive. Students work with a partner to describe how they know that the wolf is tricky, name the problem the characters have, and identify the moral. Partners will then share this information with the class.
• In Unit 4, Week 1, Lesson 2, students complete a Project-Based Inquiry while conducting research by interviewing a person. The Student Interactive page 241 provides students with the starting points of questions that need to be asked to conduct an interview. On page 239 of the Student Interactive, students work collaboratively with each other to develop meaningful interview questions. Through guided modeling in the Teacher Edition, page 412, the teacher may use a volunteer to stage a mock interview to provide an authentic experience for students. 
• In Unit 4, Week 5, Lesson 1, students actively listen to a biographical text. The objective of the lesson states: "Students will listen actively, ask relevant questions to clarify information and answer questions using multi-word responses." Students are asked to be active listeners and pay attention to details. 
• In Unit 5, Week 5, Lesson 4, Close Reading, students read Eleanor Roosevelt. Then students generate questions after reading to help them learn more about the text while the teacher circulates to assist when needed. 
• In Unit 5, Week 6, Lesson 2, Project-Based Inquiry, students read the research article, “Summer and Winter Sports,” to help develop background knowledge for writing. Students are provided with sentence stems to use for pairs to share their connections with the class: “In this season, I ____. This reminds of a time when ____."

The instructional materials reviewed for Grade 1 meet the criteria for materials including a mix of on-demand and process writing grade-appropriate writing (e.g. grade-appropriate revision and editing) and short, focused projects, incorporating digital resources where appropriate.

The materials include a mix of both on-demand and process writing, covering a year’s worth of instruction. Materials also include short and longer writing tasks and projects. Opportunities for students to revise and edit are provided and materials include digital resources where appropriate. The Steps to Writing Independently are outlined in the Launching Writing Workshop section of the Teacher Edition. This gradual release model guides teachers to present writing in a supported process, moving through a modeled writing, shared writing, guided writing, and independent writing. Conference prompts are provided for the teacher to utilize when identifying additional supports for students. Examples include, but are not limited to:

• In Unit 1, Week 2, Writing Workshop, students are taught to identify and apply features of a fiction book and features of a nonfiction book. During the Independent Writing time, students who demonstrate understanding continue to draw and write their own books using the skills learned in this lesson. Conferencing prompts are provided to teachers on page 226 of the Teacher Edition, which enable teachers to provide support for learners who have not yet fully mastered the concept. 
• In Unit 2, Week 1, Writing Workshop, students learn that authors write informational books to teach about a topic. Students then begin to create their own informational book by using the Stack Books as models to identify a topic, main idea, and create graphics.
• In Unit 3, Week 1, Writing Workshop, students are introduced to poetry. On page 51 of the Student Interactive, a poem is shown with labeling identifying key elements of the genre. The learning goal is to write poetry. In the Independent Writing section on page 84 of the Teacher Edition, students are guided to explore more poems or begin composing their own poems with guidance during the conference prompts. Throughout Week 1, students explore what a poem sounds like, what it looks like, and how to generate ideas. During Weeks 1-5, students learn how to include sensory language and imagery in their poems, include white space, sound words and rhymes, edit and revise their poems, and share a final draft of their poems with other students.
• In Unit 4, Week 6, Writing Workshop, students complete a research project in which they interview an older family member about a person who was important to them and write an essay on the interview. In the first Minilesson, students plan their project by thinking about who they will interview. In the second Minilesson, students conduct research by interviewing a family member. In the third Minilesson, students organize their notes and began writing the first draft of the essay. In the fourth Minilesson, students write thank you notes to the person they interviewed, revise, and edit their essays. In the fifth Minilesson, students share their research project with the class.
• In Unit 5, Week 4, Writing Workshop, students edit their writing for prepositions. They utilize the Student Interactive (digital workbook) to practice editing.
• In Unit 5, Week 5, Lesson 1, Reading Writing Bridge, students learn about writing informational text. Sentence starters are provided in the Student Interactive and the class finishes writing the informational sentences together. For example, “Some information I learned about seasons is ___. When it is summer, I expect to ___.”

The instructional materials reviewed for Grade 1 meet the criteria for materials including regular opportunities for evidence-based writing to support recall of information, opinions with reasons, and relevant information appropriate for the grade level.

The materials provide frequent and regular opportunities during the school year for students to learn, practice, and apply writing and respond to text using evidence. Writing opportunities are focused around student’s understanding of texts presented and ability to create, respond, and build upon the text. Each week the shared reading text is revisited on two additional days as a close read and students respond in their Student Interactive. The materials provide opportunities that build writing skills over the course of the school year. Examples include, but are not limited to:

• In Unit 1, Week 3, Lesson 4, Close Read, students read Look Both Ways. Students learn what text evidence is and how to identify it to support their understanding of the text. Then students complete one of the following tasks: "1. Draw details that support the heading Crossing Guards on page 123 of the Student Interactive. 2. Students write a few things they think about the text on different sticky notes. Then students place the sticky note near text evidence supporting that idea."
• In Unit 1, Week 5, Lesson 5, Reading Workshop, Compare Texts, Reflect and Share, after reading the two texts, “Kinds of Neighborhoods” and Making a Map, the teacher models taking notes about how the two texts were alike and different. Next, the students compare the two texts and explain how they are alike and different using text evidence.
• In Unit 2, Week 2, in the Writing Workshop second Minilesson, students focus on the main idea of a book. Using the Mentor Stacks, the teacher explains that information in an informational book is related in some way to a main idea. On page 85 of the Student Interactive, students read a passage and write the main idea for the passage. Students then compose a main idea for the book they will be writing. Students reference the text they have read to help create their own informational book. 
• In Unit 3, Week 3, Lesson 5, Compare Texts, students read Poodle Doodles, The Box, and Sandcastles. Students learn how to write an opinion and use details from the text to support their opinions. Students complete one of the following tasks: "1. Students use text evidence to share and support their opinions of the poems they read. 2. Students use evidence from the self-selected independent texts to support their opinion as they compare the texts. Students should use sticky notes to mark supporting evidence."
• In Unit 4, Week 3, Lesson 3, Reader’s Workshop, Close Read, students reread Before the Railroad Came and the teacher models going back into the text to find evidence to help determine the theme of the story. The students then answer, “What is the theme of Before the Railroad Came?” in their Student Interactive using the evidence they underlined in the text. 
• In Unit 5, Week 2, Lesson 5, Reader’s Workshop, Compare Texts, Reflect and Share, after reading and discussing Seasons Around the World, students “Write about what part of the world you would like to live in and why.” Students are prompted to use the word, because, and give reasons to support.
• In Unit 5, Week 3, Writing Workshop, the Develop Structure section of the Writing Workshop on page 228 of the Teacher Edition uses procedural text from the Mentor Stack to teach students to apply steps in a process. Using numbers, students order each step of the procedural text to make sense for the reader. Students order a set of directions in the Student Interactive page 128 to compose a procedural text that makes sense. Students create their own how-to books using the information they learned from the Mentor Stack. 

The instructional materials reviewed for Grade 1 meet the criteria for materials including explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context. 

The materials include explicit instruction of all grammar and conventions standards for the grade level. The majority of the grammar and conventions lessons are presented in Writing Workshop and the Reading-Writing Workshop Bridge as whole group materials. Students are provided additional practice of these standards with the Student Interactive that corresponds with the presented lessons. Each lesson is similarly structured with a Teaching Point and Model. The Language Awareness Handbook has additional lessons and student applications for grammar and conventions. Student practice of grammar and conventions is done orally, in isolation during whole group, partner work, and independent work, or in-context.  

Explicit instruction of all grammar and conventions standards for the grade level and opportunities for students to demonstrate application of skills both in- and out-of-context are included. Examples include, but are not limited to:

Students have opportunities to print all upper- and lowercase letters. 

• In Unit 1, Week 3, Lesson 4, Reading Workshop, Phonics: Decode and Write Words with Consonants Ff, Bb, Gg, the teacher teaches letter names and sounds for letters Ff/f/, Bb/b/, Gg/g/ using common letter sound correspondence and uppercase and lowercase letters. In the Student Interactive, p.104, students practice printing the letters.
• In Unit 2, Week 4, Lesson 1, Reading-Writing Bridge, Handwriting, Letters Dd, the teacher models writing Dd. Students complete a worksheet with the focus on printing the uppercase and lowercase letter D.
• In Unit 3, Week 4, Lesson 3, Reading-Writing Bridge, Handwriting, Letters Rr, the teacher models printing letters Rr. Students complete Handwriting to practice printing words with tracing and then independently.

Students have opportunities to use common, proper, and possessive nouns. 

• In Unit 3, Week 2, Lessons 2 and 3, Reading-Writing Workshop Bridge, Language & Conventions, Common and Proper Nouns, the teacher introduces common and proper nouns. In the Model and Practice as well as the Apply, students identify the common and proper nouns in a sentence and then create their own sentences with the common and proper noun to share orally.
• In the Language Awareness Handbook, Lesson Nouns and Proper Nouns, p. 131 the teacher introduces nouns stating that everything has a name and practice of naming items in classroom. For model and practice, the students sort nouns words into the categories of person, place, thing, animal. 

Students have opportunities to use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). 

• In Unit 1, Week 2, Lessons 3 and 4, Reading-Writing Workshop Bridge, Language & Conventions, Present Tense Verbs, the teacher introduces that present tense verbs end in -s if one person does the action. Students practice the modeled sentences together. Students edit their sentences in the Student Interactive.
• In Unit 3, Week 1, Lesson 5, Reading-Writing Workshop Bridge, Language & Conventions, Singular and Plural Nouns, students identify singular and plural nouns and generate one written sentence with a singular noun and one written sentence with a plural noun.

Students have opportunities to use personal, possessive, and indefinite pronouns (e.g., I, me, my, they, them, their, anyone, everything). 

• In Unit 3, Week 3, Lesson 5, Reading-Writing Workshop Bridge, Language & Conventions, Pronouns, students circle the subjective, possessive, objective, or indefinite pronoun in a sentence and then read eight sentences.
• In Unit 3, Week 4, Lesson 1, Reading-Writing Workshop Bridge, Language Conventions, I and me, teachers review all pronouns and have students complete a sentence with the correct pronoun. Students pair up and create their own sentences with pronouns.

Students have opportunities to use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). 

• In Unit 4, Week 2, Lesson 5, Reading-Writing Workshop Bridge, Language & Conventions, Past Tense Verbs, the teacher and students read the definition of past tense verbs. Students circle past tense verbs in sentences and rewrite sentences changing the verbs from present tense to past tense.
• In Unit 4, Week 3, Lessons 1-5, Reading-Writing Workshop Bridge, Language & Conventions, Verbs, the teacher models using verbs with past and future tense and practices with students. Students circle verbs in sentences during whole group instruction, adding will for future tense, and using the word tomorrow. Students write sentences with past tense verbs as well as use will in their writing workshop.
• In the Language Awareness Handbook, Lesson Verbs for Past, Present, and Future, the teacher presents verbs for past, present, and future tense after the students are asked to identify when the action took place. Students say and write sentences with the words yesterday, now, and tomorrow.

Students have opportunities to use frequently occurring adjectives.

• In Unit 1, Week 4, Lesson 5, Reading-Writing Workshop Bridge, Language & Conventions, Adjectives and Articles, the teacher and students read the definition of adjectives and articles. Students underline adjectives and circle articles in sentences and write a sentence with an adjective and an article.
• In Unit 4, Week 5, Writing Workshop, Edit for Adjectives and Articles, p. 381, the teacher explains adjectives and shows students how to edit their writing for adjectives. Students edit their Personal Narrative for adjectives.
• In the Language Awareness Handbook, Adjective Activities  p. 143-144, the teacher uses four lessons to connect adjectives to words that describe color, shape, size, and kind of noun. The teacher introduces, teaches, and models using adjectives to describe, color, shape, size, and kind of noun. Students practice each type of adjective.

Students have opportunities to use frequently occurring conjunctions (e.g., and, but, or, so, because). 

• In Unit 2, Week 5, Lesson 4, Reading Workshop, Make Inferences, students use conjunctions and practice because.
• In Unit 5, Week 2, Reading-Writing Workshop Bridge, Language & Conventions, Transitions and Conjunctions Lessons 2-5, the teacher shows and explains that conjunctions connect ideas together in writing. In Student Interactive, p. 90, students pair up and create their own sentences and identify the conjunction.

Students have opportunities to use determiners (e.g., articles, demonstratives). 

• In Unit 1, Week 4, Lesson 5, Reading-Writing Workshop Bridge, Language & Conventions, Adjectives and Articles, the teacher and the students read the definition of adjectives and articles. Students underline adjectives and circle articles in sentences. Students write a sentence with an adjective and an article.
• In Unit 4, Week 6, Project-Based Inquiry, Extend Research, p. 416, students write a thank you note. During the edit portion of the lesson, students check that articles are used properly.

Students have opportunities to use frequently occurring prepositions (e.g., during, beyond, toward). 

• In Unit 5, Week 3, Lesson 5, Reading-Writing Workshop Bridge, Language & Conventions, Prepositions, the teacher and the students read the definition of prepositions. The students read sentences and draw what the sentences indicate. Students also underline the prepositions in the sentences.
• In Unit 5, Week 4, Writing Workshop, Prepositions, p. 300, the teacher demonstrates the use of prepositions in editing. The teacher models proper edits as well as creates a list of prepositions for student reference. The students will edit their own how-to book for proper preposition use at independent writing.

Students have opportunities to produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. 

• In Unit 4, Week 4, Writing Workshop, Apply Punctuation Marks, p. 310, students identify the variety of punctuation marks from provided books. In the Student Interactive, p. 184, students practice adding punctuation.
• In Unit 4, Week 5, Lessons 2-4, Reading-Writing Workshop Bridge, Language & Conventions, Compound Sentences, p. 374, the teacher models combining two simple sentences into a compound sentence using a comma or conjunction. Students combine simple sentences as a group, with a partner, then write their own compound sentences.    

Students have opportunities to capitalize dates and names of people. 

• In Unit 2, Week 4, Writing Workshop Edit for Capitalization, p. 294, the teacher shares that good writers use rules for using capital letters. The students edit drafts and write independently using appropriate capitalization in their writing. 
• In Unit 3, Week 5, Lessons 2-4, Reading-Writing Workshop Bridge, Language & Conventions Capitalize I and Proper Nouns, p. 366-367, the teacher explains using a capital letter when writing names, days, and months. In the Student Interactive, p. 208, students practice underlining capital letters and editing sentences for capitals.

Students have opportunities to use end punctuation for sentences.

• In Unit 4, Week 4, Writing Workshop, Apply Punctuation Marks, the teacher explains that punctuation is needed at the ends of different types of sentences. The teacher models and shows different punctuation for sentences based on examples from books. Students edit for punctuation marks in their own writing.
• In Unit 5 Week 4, Writing Workshop, Apply Punctuation Marks, p. 304, the teacher explains three types of sentences with corresponding punctuation. Students explain why specific sentences have a certain punctuation mark. In the Student Interactive, p. 171, students edit their own how-to books for punctuation marks.

Students have opportunities to use commas in dates and to separate single words in a series. 

• In Unit 2, Week 5, Writing Workshop Edit for Commas, p. 365, the teacher explains that commas are used to separate words in a list and the day and year in dates. Students look for commas in a text and discuss the purpose of using the comma. In the Student Interactive, p. 192, students practice using commas together collectively and then independently.
• In Unit 5, Week 5, Lesson 5, Reading-Writing Workshop Bridge, Language & Conventions, Commas in Dates and Sentences, the teacher and the students read the rule for using commas in dates and sentences with words in a series. Students write commas in sentences missing commas in the spaces.

Students have opportunities to use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. 

• In Unit 1, Week 2, Lessons 2 and 3, Spelling Short /i/ Words, p. 150-151, the teacher shares the pattern of the letters and sounds for spelling short /i/ words and noticing. In the Student Interactive, p. 91, students practice spelling short /i/ word. Students spell words and the teacher pronounces the sounds in isolation.  
• In Unit 3, Week 4, Writing Workshop, Explore Spelling Patterns and Rules, p. 303, the teacher explains that spelling is important for the writer because the reader needs to understand and enjoy the writing as well as spelling follow patterns and rules. Students look at words and make a visual notice of the spelling pattern and then make spelling edits to their writing.  
• In Unit 4, Week 4, Lesson 2, Reading-Writing Workshop Bridge, Spelling, Spell words with Diphthongs /ow/, /ou/, the teacher explains how /ou/ and /ow/ are spelled in words. The teacher explains how to alphabetize words with /ou/ and /ow/.

Students have opportunities to spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. 

• In Unit 3, Week 1, Lessons 2 and 3, Spelling, Spell Words with Digraphs and Trigraphs, p. 76, the teacher explains that digraphs are two sounds that work together and that trigraphs are three sounds that work together both making a single sound. In the Student Interactive, p. 49, students practice circling the digraph or trigraph in words.
• In Unit 5, Week 5, Lesson 2, Reading-Writing Workshop Bridge, Spelling, Spell Words with Open and Closed Syllables, the teacher explicitly defines open and closed syllables, "The first syllable in begin, be-, ends in a vowel. It has an open syllable. The first syllable in topic, top-, ends in a consonant. It is a closed syllable." Students complete an activity in the Student Interactive to sort and spell closed and open syllables.

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

Over the course of a year, students receive phonological awareness, phonemic awareness, and phonics instruction in each unit. Lessons include a five-day focus with systematic and explicit instruction. Students are engaged in a variety of activities that allow them to interact with the instruction of phonemic awareness and phonics, including segmenting and blending activities using manipulatives to sound out letters and sounds, and writing and sorting words based on lesson targets. There are a variety of instructional practices in Reading Workshop Word Work lessons that allow the students to interact and gain mastery of phonological awareness and phonics skills with guided practice. According to myView’s Foundational Skills Scope and Sequence, all Grade 1 phonological awareness and phonics standards are taught.

Examples of materials, questions, and tasks directly teaching foundational skills include, but are not limited to:

Students have opportunities to learn and understand phonemes (e.g. distinguish long and short vowels, blend sounds, pronounce vowels in single-syllable words, and segment single-syllable words).

• Distinguish long from short vowel sounds in spoken single-syllable words.
• In Unit 2, Week 5, Lesson 5, Word Work, Phonological Awareness: Distinguish between short and long /a/, the teacher orally provides words to the students, asking them to distinguish whether the middle sound is a long or short vowel sound. The students orally segment the sounds with the teacher, then verbalize whether the medial vowel sound is long or short.
• In Unit 2, Week 6, Lesson 3, Reading Workshop, Word Work, Phonological Awareness: Distinguish between short and long /i/ and /i/, the teacher has the students look at two pictures and say mice and brick; the students listen to the sounds then identifies which words has the short and long vowel sound. The students can have further practice as the teacher names words. The students will raise their hands if the word has a long vowel /i/ sound.
• Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
• In Unit 2, Week 1, Lesson 1, Word Work, Phonological Awareness: Segment and Blend Phonemes, the teacher orally provides a word to the students, then models segmenting and blending the sounds in the word, which contains a consonant blend. Students repeat words spoken by the teacher, then segment and blend the sounds in the following words: black, grab, stack, stop, brick, glad.
• In Unit 5, Week 1, Lesson 3, Reading Workshop, Word Work, Phonological Awareness: Segment and Blend Phonemes, the teacher models segmenting and blending sounds for three words and then ask students to join in practice saying the words with segmenting and blending. Students practice by dividing into groups with a blend (str, spl, spr) and then determine which words read by the teacher have which blend.
• Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
• In Unit 1, Week 1, Lesson 1, Reading Workshop, Word Work, Phonological Awareness: Medial /a/, the teacher orally provides a word to the students, segmenting the sounds. The teacher then prompts the students to orally repeat the segmented sounds. The students then verbalize which sound is the medial sound. The activity is repeated with several more words.
• In Unit 1, Week 1, Lesson 3, Reading Workshop, Word Work, Phonological Awareness: Recognize Alliteration, the teacher tells students that a group of words can have the same initial sound. The teacher shows a picture of a monkey and ask what sound monkey begins with. Students hear the /m/ sound. The teacher asks, “What sound do monkey, map, and moon begin with?" 
• In Unit 1, Week 6, Lesson 3, Reading Workshop, Word Work, Phonological Awareness: Initial and Final Sounds, p. 392, the teacher points to picture of a bee on the Student Interactive p. 216 and informs students that a bee says buzz. The teacher asks what sound is heard at the end of buzz. The teacher points to other pictures and asks students to identify the initial sounds. The teacher says a group of words. Students give a thumbs up if the word ends with the sound /z/. The teacher then says words that begin with the sounds /y, /v/, and /z/. Students name the initial sound in each word.
• In Unit 4, Week 6, Lesson 3, Reading Workshop, Word Work Phonological Awareness: Middle and Final Sounds, the teacher orally provides a word to the students, segmenting the sounds. The students orally identify medial and final sounds.
• Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
• In Unit 2, Week 1, Lesson 1, Reading Workshop, Word Work, Phonological Awareness: Segment and Blend Phonemes, the teacher orally provides a word to the students, then models segmenting and blending the sounds in the word, which contains a consonant blend. Students repeat words spoken by the teacher, then segment and blend the sounds in the following words: black, grab, stack, stop, brick, glad.
• In Unit 4, Week 2, Lesson 1, Reading Workshop, Word Work, Phonological Awareness: Segment and Blend Phonemes, p. T100-T101, the teacher explains segmenting sounds in a word as saying them sound by sound and blending sounds as putting the sounds back together to say a word. The teacher points to a picture on the Student Interactive p. 66, tells the name of the picture (dirt), tells individual sounds in the word, and asks students what sound is heard in the middle of the word. The procedure is repeated for the words girl and skirt. The teacher says five words and works with students to segment the sounds in each word and identify the medial sound. Students blend the words.

Lessons and activities provide students opportunities to learn grade-level phonics skills while decoding words (e.g. spelling-sound correspondences of digraphs, decode one-syllable words, know final-e and long vowels, syllable and vowel relationship).

• Know the spelling-sound correspondences for common consonant digraphs.
• In Unit 2, Week 4, Lesson 1, Reading Workshop, Word Work, Phonics:  Decode and Write Words with Consonant Digraphs sh and th, pp. 236-237, the Sound-Spelling Card 47 is used to introduce the sound /sh/ spelled sh. The teacher explains that when two letters in a word spell one sound, those letters are called a digraph. The teacher uses Sound-Spelling Cards 50 and 51 to introduce the soft and hard sounds of digraph th. In the Student Interactive, p. 124, students practice blending and decoding the words with digraphs.
• In Unit 3, Week 1, Lesson 2, Word Work: Phonics: Decode and Write Words with Digraphs and Trigraphs, the teacher explains the definition of a digraph and trigraph, writes example words (ranch, catch, while, match, when, whale, chip, rich, Phil) on the board. The students orally decode the words. The students sort the words into columns on a T Chart according to whether the digraph or trigraph is at the beginning of the words or the end of the words.
• Decode regularly spelled one-syllable words.
• In Unit 1, Week 3, Lesson 4, Reading Workshop, Word Work, Phonics:  Decode and Write Words with Consonants Ff, Bb, Gg, p.176-T177, the teacher reviews letter names and sounds for f, b, and g. The teacher models decoding words using sound boxes (phoneme grapheme mapping). The teacher repeats procedure with two additional one syllable words. In the Student Interactive, p. 103, students work with a partner to decode the words.
• In Unit 4, Week 2, Lesson 2, Reading Workshop, Word Work: Phonics: Decode and Write Words with r-Controlled Vowels er, ir, ur, the teacher explains the three spelling sequences of the vowel sound /er/, then writes example words on the board (i.e., her, girl, hurt). The students identify in each example word the spelling of the sound /er/. The students decode more words written by the teacher,  and sort the words based on their orthographic spelling of the sound /er/. In the Student Interactive, p. 67, students decode words.
• Know final -e and common vowel team conventions for representing long vowel sounds.
• In Unit 2, Week 5, Lesson 2, Reading Workshop, Word Work, Phonics: Decode and Write Words with Long /a/ Spelled VCe, p. 308, the teacher explains that when a vowel is followed by an e in the same word it has a long vowel. Students practice the sound and spelling of long vowel /a/ words that end in e. In the Student Interactive, p. 161, students continue to practice by saying and writing four more long vowel /a/ words that end in e as well as practice decoding long vowel /a/ words with a partner.
• In Unit 4, Week 6, Lesson 3, Reading Workshop, Word Work, Phonics:  Decode Words with Vowel Team ie, p. 398, the Sound-Spelling Card 69 is used to introduce the long /e/ sound spelled ie and Sound-Spelling Card 70 is utilized to introduce the long /i/ sound spelled ie. The teacher writes a word containing ie on the board, reads the word, and has students read the word. Students tell what vowel sound is heard and how it is spelled. This procedure is repeated for six additional words containing the vowel team ie. In the Student Interactive p. 230, students practice decoding words.
• Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
• In Unit 3, Week 4, Lesson 4, Reading Workshop, Word Work, Phonics: Decode and Write Words with Syllable Pattern VCCV, the teacher reminds the students that every syllable has one vowel sound. The teacher talks about how words with a VCCV pattern can be divided between the two consonants. The students say the word in syllables, then blend the syllables to read the word. In the Student Interactive, p. 147, students work in pairs to decode additional multisyllabic words.
• In Unit 3, Week 5, Lesson 3, Reading Workshop, Word Work, Phonics: Decode Words with Open Syllables, p. 318, the teacher guides students to say words in syllables (tiger, robot, meter). Students practice by reading words syllable by syllable then blend the syllables to say the word. The teacher explains that there is one vowel in each syllable. In the Student Interactive, p. 181, students are introduced to open syllables with practice.
• Decode two-syllable words following basic patterns by breaking the words into syllables.
• In Unit 5, Week 5, Lesson 2, Reading Workshop, Word Work, Phonics:  Decode and Write Words with Open and Closed Syllables, pp. 314-T315, the teacher explains that words are made up of syllables and that each syllable has only one vowel sound. The teacher writes the two syllable word, robot, on the board, telling students that if a word has one consonant between two vowels, the consonant usually goes with the second syllable and the first vowel sound is long. The teacher draws a line between o and b. The teacher models how to divide, segment, and blend four additional two syllable words. In the Student Interactive, p. 175, students read the two syllable words with a partner.
• Read words with inflectional endings.
• In Unit 2, Week 3, Lesson 4, Reading Workshop, Word Work: Phonics: Decode and Write Words with Inflectional Ending -s, the teacher explains the grammar rule associated with the inflectional ending -s. The teacher explains to the students the "change in meaning" when adding the inflectional ending -s to several words. In the Student Interactive, p. 95, students decode words with the inflectional ending -s.
• In Unit 2, Week 4, Lesson 4, Reading Workshop, Word Work, Phonics:  Decode Words and Write Words with Inflectional Ending -ing, pp. 242-T243, the teacher informs students that the inflectional ending -ing can be added to the end of a verb to show that someone or something is, was, or will be doing something. The teacher writes the verb yell on the board and adds the inflectional ending -ing to make the word yelling and explains how it changes the meaning of the word. This procedure is utilized with three more words (fish, pick, bend). Students add -ing to words, tell what the new words mean, and use them in a sentence. In the Student Interactive, p. 129, students partner read words and add -ing to the words and discuss the new word meaning.

Materials have a cohesive sequence of phonemic awareness instruction to build toward application.

• In Pearson myView, Table of Contents, Getting Started with myView, Planning Resources, Foundational Skills Scope and Sequence breaks down Grade 1 phonological awareness skills by unit. 
• Unit 1 skills include medial sounds, recognize alliteration, segment and blend phonemes, add phonemes, initial sounds, final sounds, and change phonemes.
• Unit 2 skills include segment and blend phonemes, final sounds, change phonemes, produce rhyming words, add and removes phonemes, medial sounds, distinguish between short /a/ and long /a/.
• Unit 3 skills include segment and blend phonemes, manipulate phonemes, remove phonemes, medial long /u/, distinguish between short /u/ and long /u/, distinguish between short /e/ and long /e/, final long /i/ and long /e/, final sounds, syllables, and add phonemes.
• Unit 4 skills include segment and blend sounds, final sounds, change phonemes, remove phonemes, middle and final sounds, distinguish between short /a/ and long /a/, initial sounds, and distinguish between short /o/ and long /o/.
• Unit 5 skills include middle and final sounds, segment and blend phonemes, distinguish between short /o/ and long /o/, distinguish between short /u/ and long /u/, manipulate phonemes, and manipulate sounds.

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

• According to Scope and Sequence, Phonics, Unit 1, R24, the following skills and sequence taught: Connect sounds and letters to consonants, know sound-letter relationships and match sounds to letters, generate sounds from letters and blend those sounds to decode (consonants, consonant blends, and consonant digraphs & short and long vowels & r-controlled vowels, vowel digraphs, and other common vowel patterns), decode multisyllabic words, and recognize common letter patterns and use them to decode syllables (CVC, VCCV, VCV, VCCCV).
• In Unit 1, the phonics skills are review skills from Grade K, such as short vowels and consonant letter sounds
• In Unit 2, the phonics skills include initial consonant blends, final Xx, /k/ spelled as ck, /z/ spelled as s, final consonant blends, inflectional endings (-s)
• In Unit 3, the phonics skills include: consonant digraphs and trigraphs, long /o/, /u/, /e/ spelled VCe, long /e/ spelled ee, inflectional ending -ed, vowel sounds /y/, syllable pattern VCCV, consonant patterns ng, nk, and open syllables.
• In Unit 4, the phonics skills include: r-controlled vowel ar, ir, ur, inflectional ending -es, trigraph dge, diphthongs ow, ou, vowel digraphs ai, ay, oi, oy, and vowel digraph ea.
• In Unit 5, the phonics skills include: long /o/ spelled oa, ow, oe, consonant blends and trigraphs, long /i/ spelled igh, suffixes -er, -or, vowel team ue, ew, ui, prefixes re-, un-, long /i/, long /o/, suffixes -ly, -ful, open and closed syllables, and vowel teams oo, ou.

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

Print concepts are frequently taught during teacher Minilessons and are referenced multiple times over the course of the five units. Teacher modeling, guided practice, and questioning provide students with the opportunity to practice and master print concepts. Student activities during Reading Workshop include orally identifying capitalization, punctuation, main ideas, details, and text features including illustrations and other graphical text features.  

Materials, questions, and tasks provide explicit instruction for and regular practice to address the acquisition of print concepts, including alphabetic knowledge and directionality as well as structures and features of text. Examples include, but are not limited to:

Materials include lessons and tasks/questions about the organization of print concepts (e.g. recognize features of a sentence).

• Students have opportunities to recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
• In Unit 2, Week 1, Lesson 4, Reading-Writing Bridge, Language & Conventions, Simple Sentences, p. 77, the teacher reminds students that sentences begin with capital letters and end with punctuation marks.
• In Unit 4, Week 4, Writing Workshop, Capitalization, the teacher explains when to capitalize letters by showing the students a book, then asking questions to facilitate the students learning regarding sentences begin with capital letters, and the word I is always capitalized. The teacher explains other rules for capitalization including the fact that names start with capital letters. The students edit sentences to correct for capitalization.
• In Unit 4, Week 4, Writing Workshop, Explore Punctuation Marks, the teacher explains that punctuation is used to end a sentence and that different punctuation marks tell us what type of sentence it is. Students edit their drafts of writing to correct for punctuation. Some students are asked to try to use different types of ending punctuation. 
• Students have opportunities to identify text structures (e.g. main idea and details, sequence of events, problem and solution, compare and contrast, cause and effect).
• In Unit 1, Week 4, Lesson 3, Reading Workshop, Describe Characters, students read a text, then compare and contrast the main character in the text with the main character in a text the students previously read. The students underline words/sentences in the previously read text describing the main character, then engage with the teacher to compare and contrast the two main characters across the two texts.
• In Unit 2, Week 1, Writing Workshop, Informational Books: Main Idea and Details (U2-T83), the teacher explains to the students what a main idea is and that details are written by the author to tell the reader more about the main idea. The students read a text in the Student Interactive and orally identify the main idea and details.
• In Unit 4, Week 2, Writing Workshop, Apply Problem and Resolution, the teacher models how when writing a story, the reader should identify what the problem is and solution is. Students orally generate details about the problem and solution of a given topic with the teacher.
• In Unit 4, Week 5, Lesson 3, Reading Workshop, Find the Main Idea, the teacher explains to the students what a main idea is in a biography, and that details are written by the author to tell the reader more about the main person. The students read a text in the Student Interactive and underline sentences that support the main idea.
• Materials include lessons and activities about text features (e.g. title, byline, headings, table of contents, glossary, pictures, illustrations).
• In Unit 1, Week 5, Writing Workshop, Edit for Illustrations and Words (U1-T375), the teacher explains to the students that illustrations help the reader understand the text. The teacher shows the students a book and asks how the illustrations help them understand the text. The students check their written work to make sure the illustrations and associated words help the reader understand the text.
• In Unit 2, Week 3, Writing Workshop, Explore Features and Simple Graphics (U2-T225), the teacher uses a non-fiction book to explain the different types of text features in a book including, table of contents, index, glossary, chapters, sections, labels, graphics, and pictures. The teacher explains that text features help the reader understand the text. The students orally answer teacher questions related to text features.
• In Unit 4, Week 2, Lesson 3, Reading Workshop, Use Text Structure, p. 138, the teacher explains informational text can be organized in chronological order or description, a biography is usually chronological order or time order. The teacher uses “Sandra Day O’Connor” on p. 112-113 to model using text structure. In the Student Interactive, p. 83, students go back to Close Read notes on pg. 83, 87, 91, and 95 and underline answers. 
• In Unit 5, Week 2, Lesson 2, Reading Workshop, Introduce the Text, First Read Strategies the teacher reminds the students to look at text features to make predictions as well as use the table of contents to determine what they will learn about on each page in the text.

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

Over the course of the school year, high-frequency word instruction and decodable readers are part of students’ weekly reading routine. Students practice reading with the teacher as the model as well as with partner reading and whisper reading independently to increase fluency with grade level appropriate text throughout Reading Workshop and guided reading lessons. During phonics and word study Minilessons, which are included in each five-day sequence in each unit, students have the opportunity to read and write words with the phonics and high-frequency word focus. High-frequency words are introduced or reviewed on a daily basis. Students have multiple opportunities to develop automaticity of grade level words through multiple reads of decodable readers and regular practice each week with high-frequency words. Students have weekly opportunities throughout the year to practice oral reading (with teacher modeling and guidance) incorporating rate, accuracy, and expression/prosody in the leveled readers. Students have opportunities to listen to audio of fluent readers, as well as record themselves orally reading to analyze their skill in reading text with appropriate rate, accuracy, and fluency.

Examples of materials that provide students practice to gain decoding automaticity and sight-based recognition of high-frequency words as well as reading fluency in oral reading include, but are not limited to:

• Multiple opportunities are provided over the course of the year in core materials for students to purposefully read grade-level text.
• In Unit 1, Week 3, Lesson 4, Reading Workshop, Decodable Story, Read Big Biff, the teacher explicitly describes how the students will practice reading words in a story containing sounds they have learned. Students practice reading the high-frequency words they learned during the previous week. Students orally read the high-frequency words are, by, look, was, and you with the teacher, then read and reread the story with a student partner as the teacher listens. Students reread the story, the teacher prompts the students to identify words in the text containing letter-sound correspondences previously introduced.
• In Unit 2, Week 1, Lesson 2, Reading Workshop, Introduce the Text, p. 42, the teacher introduces vocabulary from the Student Interactive to go with the text, The Life of a Frog. Students share information that they already know about frogs. The teacher explains that the vocabulary words will help students understand the main idea of the text. Students complete a first read independently, in pairs, or as a class for understanding and enjoyment using the First Read Strategies of Read, Look, Ask, Talk.
• In Unit 3, Week 3, Lesson 4, Reading Workshop, Decodable Story, Read A Deep Sleep, the teacher explicitly describes how the students will practice reading words in a story containing sounds they have learned. Students practice reading the high-frequency words they learned during the previous week. Students orally read the high-frequency words out, who, live, and work with the teacher, then read and reread the story with a student partner as the teacher listens. Students reread the story. The teacher prompts the students to identify words in the text containing letter-sound correspondences previously introduced.
• Multiple opportunities are provided over the course of the year in core materials for students to demonstrate sufficient accuracy, rate, and expression in oral reading with on-level text and decodable words. 
• In Unit 1, Leveled Readers, Hide and Seek, the teacher states to students that when they read they should read the words the author wrote. The teacher models a non-example by reading a text adding words that the author did not write. Students raise their hands when they hear the teacher is not reading what the author wrote. Students read a page to a partner and the partner analyzes if the reader read the author text accurately.
• In Unit 3, Leveled Readers, Stone Soup, the teacher states to the students that when they read, they should read at a speed that is not too fast and not too slow.  The teacher explains that an appropriate rate makes the text easier to understand. The teacher models appropriate rate. Students engage in a choral read with the teacher on the same passage the teacher used to model appropriate rate.
• In Unit 4, Leveled Readers, Welcome Home, the teacher states to the students that when they read, they are to look at the punctuation to help them know how to read the text with expression. The teacher explains that exclamation marks are to be read with "strong feeling.” Students find sentences in the book that end with an exclamation point, then practice reading the sentences with strong expression.
• In Unit 5, Week 5, Lesson 2, Reading Workshop, Fluency activity, p. T339, students reread pages 192-193 aloud with a partner to practice using appropriate fluency by reading for accuracy.
• In the Small Group Guide, in student small groups, p. 62, the teacher plays audio of people reading fluently, has the students record themselves reading, and provides opportunities for students to reread passages with a focus on fluency.
• Materials support reading of texts with attention to reading strategies such as rereading, self-correction, and the use of context clues.  
• In Unit 2, Week 3, Lesson 1, Reading-Writing Workshop Bridge, Academic Vocabulary, Context Clues, pp. T212-213, the teacher reviews the academic vocabulary and how to utilize context clues to understand unfamiliar words.  Teacher models an example of using context clues. In the Student Interactive, p. 115, students circle context clues for underlined words.
• In Unit 5, Week 3, Lesson 1, Reading-Writing Workshop Bridge, Academic Vocabulary, Context Clues, the teacher states that context clues are words and pictures that can help them understand what an unknown word means. The teacher writes a sentence and draws a picture on the board then demonstrates a think-aloud showing the students how they can use the words and the picture around the unknown word to understand its meaning. The teacher rereads the sentence using a known word that might be what the unknown word means to see if the sentence makes sense. In the Student Interactive, p. 123, students highlight words in a sentence that provide clues to new vocabulary words.
• In Unit 5, Week 5, Lesson 2,  Reading Workshop, p. 337, the teacher and students read Signs of Winter in the Student Interactive, p. 189-197. The teacher asks the students to underline words that describe the illustration and explains to the student that pictures can be used to learn or clarify word meanings. In the Student Interactive, p. 189-197, students underline the context clues that help with determining work meaning.
• Students have opportunities to practice and read irregularly spelled words.
• In Unit 3, Leveled Readers, Shadow Puppets, the teacher introduces the high-frequency word, what, by writing it on the board and talking about the spelling. The students read it and spell it.
• In Unit 5, Week 2, Lesson 1, Reading Workshop, Word Work, Phonics: Decode Words with Long /i/ Spelled igh, pages T96-T97, the teacher uses Sound-Spelling Card 71 (lightbulb) to introduce spelling long /i/ with igh. The teacher models decoding words using the igh spelling for long /i/. In the Student Interactive, p. 58, students practice blending and decoding the words with long /i/ spelled igh.
• In Unit 5, Week 3, Lesson 4, Reading Workshop: Decodable Story, Read Best Time of the Year, the teacher shows irregularly spelled high-frequency words off, laugh, and because to the students and tells the students that the words will be in the decodable story they will read. 

The instructional materials reviewed for Grade 1 meet the criteria for materials supporting ongoing and frequent assessment to determine student mastery and inform meaningful differentiation of foundational skills, including a clear and specific protocol as to how students performing below standard on these assessments will be supported.

The materials include formative and summative assessments in phonemic awareness, phonics, and high-frequency words. Materials include three teacher manuals that help support the teacher in determining progress for students: Assessment Guide, Progress Check-Ups Teacher Manual, and Summative Assessments Teacher’s Manual. Within the manuals and the Teacher Edition, there is weekly support for teachers in using assessment results to inform instruction and remediation. There is weekly support for adjusting instruction for students below and above grade level. There is  weekly support for the teacher to adjust instruction or reteach concepts to English Language Learners. The Small Group Guide provides information about how to utilize assessment data to form groups, use data to drive instruction, and provides fluency strategies. Teachers are guided to assess students through observation and conferring, formal assessments, samples of student work, and informal progress checks. The assessment outline include the following: Baseline Test given at the beginning of the year, progress check-ups that assess weekly skills and monitor progress to intervene, Middle-of-Year test monitor student progress on material taught in Units 1-3, and End-of-Year test that provide a summative view of students’ progress for the year.

Examples of materials that support ongoing frequent assessment to determine student mastery and inform meaningful differentiation of foundational skills include, but are not limited to:

• Multiple assessment opportunities are provided over the course of the year in core materials for students to demonstrate progress toward mastery and independence of foundational skills.
• In Unit 2, Week 2, Progress Check-Ups, Teacher’s Manual with Student Reproducibles, Phonics, p. 33, the teacher administers a progress measure to assess student knowledge of letter-sound correspondence. The teacher reads a sentence, then provides three words from which students choose the correct word with the same sound as the letters in the teacher-spoken word from the sentence.
• In Unit 2 Test, Summative Assessments, Teacher’s Manual with Student Reproducibles, High-Frequency Words, p. 55, the teacher administers a test, by orally reading sentences with missing words. The teacher orally reads three high-frequency words. Students darken a circle beside the high frequency word on their worksheet that best completes the sentence.
• In Unit 5 Test, Summative Assessments, Teacher’s Manual with Student Reproducibles, Fluency Selection, p. 67, the teacher completes fluency assessments with each student individually. Students orally read the passage. The teacher records student performance on a copy of a passage.
• The Grade 1, Baseline, Middle-of-Year, and End-of-Year Test. These online assessments read the directions and questions to the student: "The Baseline allows the student to demonstrate skills in the areas of phonics and word recognition. The Middle-of-Year assessment allows the student to demonstrate skills in the areas of high-frequency words and phonics. The End-of-Year test allows the student to demonstrate skills in the areas of high-frequency words and phonics."
• Assessment materials provide teachers and students with information of students’ current skills/level of understanding.
• In Summative Assessments, Teacher’s Manual with Student Reproducibles,  How to Identify Miscues and Errors, p. 59, the teacher is given explicit directions on how to code student errors including guidance on omissions, substitutions and insertions of words. Guidance is also given for how to code errors related to mispronunciation, hesitations, and self-corrections.
• In Summative Assessments, Teachers Manual with Student Reproducibles, How to Measure Oral Reading Accuracy and How to Measure Reading Rate, p. 63, the teacher is given explicit directions on how to calculate oral reading accuracy and reading rate after individual students have read the test passage. The Fluency Checks or Running Records are optional assessments.
• In Progress Check-Ups, Teacher’s Manual with Student Reproducibles, Student Progress Chart Grade 1, p. 7, the teacher is provided with a progress monitoring chart to note student assessment results from every week to track progress and performance.
• In Unit 3, Week 3, Progress Check-Ups, the online assessment has 16 questions that read the directions and questions to the student. Ten questions are foundational skills. The assessments has five high-frequency word questions that check the student understanding of high-frequency words with the student choosing the word that best completes the sentence. The assessment has five phonics questions that checks the student understanding on inflectional endings for -ed and -ing along with long vowel /e/ words (with irregular spelling).
• Materials support teachers with instructional adjustments to help students make progress toward mastery in foundational skills.
• In Unit 3, Week 1, Lesson 2, Reading Workshop, Word Work, Quick Check, the teacher has an option for students struggling with digraphs and trigraphs to receive a second phonics lesson in a small group setting, as well as a small group lesson option for students who could benefit from an extension of the phonics concept introduced. The Notice and Assess instruction states, "Are students able to decode and write words with digraphs and trigraphs?" The Decide instruction states, "If students struggle, revisit instruction for Phonics in Small Group on pp. T54-T55. If students show understanding, extend instruction for Phonics in Small Group on pp. T54-T55."
• In Unit 4, Week 6, Lesson 4, Reading Workshop, Word Work, Formative Assessment Options, p. 401, students complete the Student Interactive, pp. 232-233 to practice vowel team ie skills. Students write four ie words from the board and then sort the words into long vowel /e/ and long vowel /i/ word lists.  The teacher uses this Quick Check to notice and assess the students ability to decode and write vowel team words with ie then decide if students have understanding or struggles then move into the appropriate small group instruction.
• In Unit 5, Week 5, Lesson 2, Reading Workshop, Assess & Differentiate, p. T344, indicates that the teacher should utilize the Quick Check on page T341 to determine small group instruction. Teacher-Led Options include Strategy Group: Develop Vocabulary activity which refers students back to Signs of Winter and teacher demonstrates using the word, weather; ELL Targeted Support which includes instruction for both emerging/developing students and expanding/bridging students; intervention activity using myFocus Reader pp. 62-63 with the teacher providing a fluency activity focusing on prosody.
• In Summative Assessments, Teacher’s Manual with Student Reproducibles, Unit, Middle-of-Year, and End-of-Year Assessments Item Analysis Charts, Grade 1, Unit 1 Assessment, pp. T32-T33, each item of the unit assessment along with the depth of knowledge level and CCSS alignment is provided. myFOCUS Remediation opportunities are provided for each item number.  Remediation for item number 1 is located in Lessons 45 and 46.

The instructional materials reviewed for Grade 1 meet the criteria for materials, questions, and tasks providing high-quality lessons and activities that allow for differentiation of foundational skills, so all students achieve mastery of foundational skills.  

Differentiation opportunities are presented throughout the Kindergarten materials. There are numerous formats for small group instruction in every unit based on student needs. Example groupings include groups focused on leveled reader activities, one-on-one conferring groups, strategy groups, ELL Targeted Support groups, and intervention groups for students performing below grade level on learning objectives. For students below level, small group differentiated instruction occurs on a daily basis. For students at or above grade level, small group differentiated instruction occurs one to two times per week. The program materials include the Kindergarten myFocus Intervention Teacher’s Guide to target and address student intervention needs.

Instructional pacing of lessons is limited to 15 minutes per day, which is not sufficient in supporting students' mastery of grade-level foundational skills.

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

• In Unit 2, Week 2, Lesson 3, Reading Workshop, Phonics, p. 98, the teacher uses the Sound-Spelling Card 22 (cars) to model that /z/ is spelled s. The teacher shows the following sentence and models how the s can say /s/ or /z/: "I like cats and dogs." Students decode words in the Student Interactive and identify the word that ends with -s that means “more than one pet.” An extension is provided in Foundation Skills Extension for students to practice the letter sound s when used a /s/ and making the /z/ sound. Students can decode words with letter sound correspondence and decode words with inflectional endings -s, -es, -ed. 
• In Unit 3, Week 3, Lesson 3, Reading Workshop, High-Frequency Words, the teacher shows the following high-frequency words: or, out, who, live, work. Students read the words and the teacher reminds students that they have to remember the letters rather than the words. The teacher models remembering the letters in or. Students say and spell the word. The teacher asks students to use the word in a sentence. The teacher repeats the lesson with the rest of the high-frequency words. Students identify, read, and write high-frequency words in the Student Interactive.
• In Unit 4, Week 5, Lesson 3, Reading Workshop, Phonological Awareness: Initial and Final Sounds, the teacher shows a picture of an eagle and states: “This is a picture of an eagle. Listen to the sounds in eagle: /e/ /g/ /el/. Say the word with me.” The teacher asks students to identify the vowel sound in the beginning. The teacher repeats the lesson with pea and tea and asks, “What sound is the same in all three picture names? For practice, the teacher states more words (easy, pea, sea, eat, flea) and students identify the initial and final sounds in each word.

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

• In Unit 3, Week 3, Lesson 2, Reading Workshop, Word Work, Formative Assessment Options, Quick Check, the teacher is to Notice and Assess if students are able to decode and write words with long /e/ spelled e and ee. The teacher is provided two options: If students struggle, revisit instruction for Phonics in Small Group on pp. T02-T03. If students show understanding, extend instruction for Phonics in Small Group on pp. T202-203.
• In Language Awareness Handbook, 1, page 14, Unit 1, Week 4, the teacher provides an additional lesson to English Language Learners where the students identify and pronounce words with the week's target letter-sound correspondence in the decodable story, “Fill the Pen.”
• In myFocus Intervention Teacher's Edition, Practice and Assess, Lesson 15, Decode Words: Initial and Final Blends, p.100, the teacher is guided to remind students that you can hear each sound in a word, including the two sounds within blends and that blends can be at the beginning or end of a word. The teacher models the sn blend and blending the word, snap. The teacher guides students through practicing blending the word snack. The routine is reviewed and practiced with the words, snug, clap and trim. Progress is monitored when students tell the teacher which word in a set includes the blend.

Students have multiple practice opportunities with each grade level foundational skill component in order to reach mastery; however, little instructional time is included for students to practice to mastery. For example:

• In Unit 2, Week 3, Lesson 4, Reading Workshop, Teacher-Led Options, Word Work Strategy Group, pp. T204-205, teacher displays Sound-Spelling Card 129, explains that pulls is a verb, explains what verbs do and that the ending -s on pulls shows one person, animal, or thing does the action now. Pairs make T-charts with one side including verbs. Students list those same verbs with the inflectional ending -s. Students read the words to each other.
• ELL Targeted Support activity guides students to improve skills in decoding words with the inflectional ending -s. Students read the words to each other.
• Emerging students work in pairs reading words with inflectional ending -s.
• Developing ELL readers find words with the inflectional ending -s in a text and read their sentences with those words to a partner.
• The Intervention Activity uses Lesson 27 in the myFocus Intervention Teacher’s Guide for instruction on reading words with inflectional endings. For Independent/Collaborative activities, there is the Word Work Activity, Build Words with Letter Tiles. The teacher pairs students to use letter tiles to create words with inflectional ending -s. Students create words and read aloud. Students can also play the Letter Tile game in the myView games on PearsonRealize.com.
• For Independent/Collaborative activities, in the Decodable Reader activity, students read the decodable reader, Big Jobs, places sticky notes on pages in the text that have verbs with inflectional ending -s, and rereads sentences with verbs containing the inflectional ending -s.
• In Unit 3, Week 2, Lesson 1, Reading Workshop, Word Work, Phonics: Decode Words with Long /o/ Spelled VCe, the teacher provides explicit instruction on the long /o/ sound with the VCe spelling using Sound Spelling Card 84. The teacher orally segments the sounds in rope. Then, the students say rope with the teacher.
• In the Student Interactive, p. 56, the students decode two words containing the long /o/ sound with the VCe pattern.
• In Lesson 2, Word Work, Phonics: Decode and Write Words with Long /o/ Spelled VCe, the teacher reminds the students of the phonics generalization of the long /o/ sound with the VCe spelling. The teacher shows a table of VCe words with the letter o missing. The teacher writes the letter o in the first word. The students read the word. The activity is repeated with the additional three words listed.
• In Lesson 2, Word Work, Phonics: Decode and Write Words with Long /o/ Spelled VCe, Student Interactive, p. 57, the students decode twelve words containing the long /o/ sound with the VCe pattern. They spell two words with the long /o/ sound with the VCe pattern.
• In the Decodable Story, Read The Race, the students read a decodable story containing words with the long /o/ sound spelled with the VCe pattern
• In Unit 5, Week 1, Lesson 2, Reading Workshop, Teacher-Led Options, Word Work Strategy Group, pp. T54 and T55, the teacher displays sound-spelling card 86 and explains the letters oa spell the long sound of /o/. The teacher repeats with sound-spelling card 99 (snow). The teacher uses the word toe to review long /o/ spelled oe. The teacher displays additional words and students read the words. The teacher asks students to tell how the long vowel sound /o/ is spelled in each word. ELL Targeted Support indicates that students illustrate words with the long sound of /o/ spelled oa, ow, and oe. Students say words with the long /o/ sound and illustrate one word and label their drawing.
• Emerging students list words with the long /o/ sound, illustrate one word and write a sentence using the word.
• Developing ELL students list words with long /o/ sound spelled oa, ow, or oe, illustrate two words and exchange drawings with a partner, label their partner’s drawings and write a sentence about each one.
• For additional support, the online Language Awareness Handbook is suggested. The Intervention Activity listed focuses on vowel teams ee, ea, ai, ay, oa, and ow and references using Lesson 22 in the myFocus Intervention Teacher’s Guide for instruction on vowel teams.
• In Independent/Collaborative Word Work Activity, teacher distributes letter tiles. Students practice forming words with the long /o/ sound spelled oa, ow, and oe. Students can also play the Letter Tile game in the myView games at PearsonRealize.com. Decodable Reader activity, students read the Decodable Reader Our State to practice reading long /o/ words spelled oa, ow, or oe and high-frequency words. Students work in pairs to read and listen to use letter-sound relationships to decode.