Alignment: Overall Summary

The Open Court Reading Foundational Skills Kits for Grade 2 partially meet the expectations for alignment to standards and research-based practices for foundational skills instruction. Materials contain explicit instructions for systematic and repeated teacher modeling of most grade-level phonics standards; however, opportunities for students to learn to distinguish long and short vowels when reading regularly spelled words are limited; particularly long and short e vowel sounds. The materials include explicit, systematic teacher-level instruction of modeling that demonstrates the use of phonics to encode sounds to letters and words in writing tasks. Materials include some systematic and explicit instruction of high-frequency words. Materials include explicit instruction of word analysis strategies and some opportunities for explicit instruction and practice of word solving strategies to decode unfamiliar words. Materials provide systematic and explicit instruction and practice in fluency; however, fluency is modeled infrequently by the teacher. Materials do not provide explicit lessons for the teacher in confirming and self-correcting errors in fluency. 

Alignment

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Partially Meets Expectations

Gateway 1:

Standards and Research-Based Practices

0
19
32
40
30
32-40
Meets Expectations
20-31
Partially Meets Expectations
0-19
Does Not Meet Expectations

Gateway 2:

Implementation, Support Materials & Assessment

0
21
38
44
33
38-44
Meets Expectations
22-37
Partially Meets Expectations
0-21
Does Not Meet Expectations

Gateway One

Alignment to Standards and Research-Based Practices for Foundational Skills Instruction

Partially Meets Expectations

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Gateway One Details

The Open Court Reading Foundational Skills Kits for Grade 2 partially meet the expectations for alignment to standards and research-based practices for foundational skills instruction.  Materials contain explicit instructions for systematic and repeated teacher modeling of most grade-level phonics standards; however, opportunities for students to learn to distinguish long and short vowels when reading regularly spelled words are limited; particularly long and short e vowel sounds. The materials include explicit, systematic teacher-level instruction of modeling that demonstrates the use of phonics to encode sounds to letters and words in writing tasks. Materials include some systematic and explicit instruction of high-frequency words. Less than half the words are irregularly spelled words. Materials include explicit instruction of word analysis strategies and some opportunities for explicit instruction and practice of word solving strategies to decode unfamiliar words. Materials provide systematic and explicit instruction and practice in fluency; however, fluency is modeled infrequently by the teacher. Materials do not provide explicit lessons for the teacher in confirming and self-correcting errors in fluency. 

Criterion 1f - 1j

Materials emphasize explicit, systematic instruction of research-based and/or evidence-based phonics.

18/20
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Criterion Rating Details

Materials contain explicit instructions for systematic and repeated teacher modeling of most grade-level phonics standards; however, opportunities for students to learn to distinguish long and short vowels when reading regularly spelled words are limited; particularly long and short e vowel sounds. Materials include explicit instructional routines for Sound-by-Sound Blending, Whole-Word Blending, Blending Sentences, Sounds-in-Sequence Dictation, Whole-Word Dictation, Sentence Dictation, Closed Syllables, Open Syllables, and Words with Prefixes and Suffixes. Materials include lessons that provide students with frequent opportunities to decode phonetically spelled words, read complete words, and review previously taught grade-level phonics daily through blending sentences routines, whole-word blending routines, and word analysis. Students have frequent opportunities to decode words in sentences through materials in the ePresentation resources, Core Decodables, and student Skills Practice Pages. Lessons provide students with frequent opportunities to build, manipulate, spell, and encode newly taught sound and spelling patterns. Materials include explicit, systematic teacher-level instruction of modeling that demonstrates the use of phonics to encode sounds through word-building in which students use letter cards to match the word the teacher wrote on the board.

Indicator 1f

Materials emphasize explicit phonics instruction through systematic and repeated modeling.
2/4
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Indicator Rating Details

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

Materials include explicit instructional routines for Sound-by-Sound Blending, Whole-Word Blending, Blending Sentences, Sounds-in-Sequence Dictation, Whole-Word Dictation, Sentence Dictation, Closed Syllables, Open Syllables, and Words with Prefixes and Suffixes. These consistent routines provide teachers with systematic and repeated instruction for students to hear, say, encode, and read each newly taught grade-level phonics pattern. Sound/Spelling Cards are used for many activities. Additionally, routines are consistent for the introduction of each new sound pattern and students have the opportunity to hear, say, encode, and read each pattern within the same lesson. Opportunities for students to learn to distinguish long and short vowels when reading regularly spelled words are limited; particularly long and short e vowel sounds. 

Examples include but are not limited to:

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

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

      • In Unit 1, Getting Started, Day 8, the teacher uses Instructional Routine 4 to help students blend and read words. In Instructional Routine 4, the teacher tells students “when a single vowel spelling is followed by a consonant spelling, the vowel sound is usually short.”

      • In Unit 2, Lesson 1, Day 1, the students practice contrasting long and short a. The teacher tells students that the final silent e signals the letter a to make /ā/. Students read tap, cane, tape, and cane.

      • In Unit 2, Lesson 1, Day 3, the students practice contrasting long and short i. The teacher tells students that the final silent e signals the letter a to make /ā/. Students identify the vowel sound in bit, strip, bite, and stripe. The teacher does not explicitly teach why the vowel sound changes.

      • In Unit 2, Lesson 2, Day 3, the students practice contrasting long and short o. Students identify the vowel sound not, cop, note, and cope. The teacher does not explicitly teach why the vowel sound changes.

      • In Unit 2, Lesson 2, Day 3, the students practice contrasting long and short /u/. Students identify the vowel sound cut, mutt, cute, and mute. The teacher does not explicitly teach why the vowel sound changes.

      • In Unit 2, Lesson 1, Day 5, the teacher is to review long /a/ and long /i/ using the Sound/Spelling Cards 27 and 29. Then students read the word lines and sentences.

      • In Unit 2, Lesson 4, Day 2, the teacher writes the sentences on the board. Students read the sentence aloud to distinguish the short and long vowel sounds. The teacher tells students to identify which word has short e and which has long e. The teacher does not explicitly teach short e and long e distinction. 

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

      • In Unit 4, Lesson 4, Day 1, the teacher introduces the vowel team oo. The teacher asks students to identify and read words spoon, spool, stool, stoop, mood, choose. 

      • In Unit 5, Lesson 2, Day 1, the teacher introduces the vowel team /ou/.. The teacher asks students to identify and read words with that sound.

      • In Unit 6, Lesson1, Day 1, the teacher explains that ough has many different sounds. The teacher shows the word brought, says the word, and has students repeat the word several times.

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

      • Unit 2, Lesson 3, Day 1, Phonics and Decoding /i/spelled i, i_e Blending, the teacher introduces /ī/ spelled i and i_e using Sound/Spelling Card 29. The teacher uses Routine 5, the Open Syllables Routine, to discuss open syllables with students. The teacher reminds them that every syllable must have a vowel sound and a vowel spelling. The teacher points to the word final and has students identify the vowel spellings in the word ( i,a). The teacher writes a V under each vowel spelling. Then have students identify the consonant spelling between the vowels and write a C under the consonant spelling. The teacher tells students that when they see a vowel-consonant-vowel spelling pattern, they usually should divide the word before the consonant spelling. 

      • In Unit 4, Lesson 1, Day 1,  Phonics and Decoding, Decoding, the teacher introduces the long /o/ using Sound/Spelling Card 30 and uses the decoding word list (e.g. rowboat, ozone, homegrown) to show identifying the vowel team.

      • In Unit 4, Lesson 2, Day 1, Phonics and Decoding, Decoding, the teacher introduces the /ū/ spelled ew and ue using Sound/Spelling Card 31 and asks students what spellings for /ū/ they have already learned. u and u_e. The students read the words in the lines:. spew, hew, nephew, curfew, cue, cup, hue, hug, fuel, dispute, puny, accuse, continue, January, distribute, pewter. In About the Words, students identify the target sound/spelling in each word: continue, January, distribute, pewter.

    • Decode words with common prefixes and suffixes.

      • In Unit 4, Lesson 3, Day 3, the teacher uses Instructional Routine 10 to introduce the prefixes dis- and un-. Students decode the words dislike, disagree, dishonest, disrespect, unking, unwritten, unfair, unwise, and four additional words with each prefix. 

      • In Unit 4, Lesson 4, Day 3, the teacher uses Instructional Routine 10 to introduce the prefixes non and re. Students decode the words nonfat, nonstick, nonprofit, nonsense, rebuild, rewind, recheck, reappear, and four additional words with each prefix.

      • In Unit 4, Lesson 4, Day 3, the teacher uses Instructional Routine 10 to introduce the suffixes er, or, and ness. Students decode the words runner, actor, kindness, softness, and twelve additional words. 

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

      • In Unit 2, Lesson 5, Day 3, students identify the words meet, meat, and heal heel. Students identify the spelling in each word. 

      • In Unit 3, Lesson 4, Day 3, Phonics and Decoding, Blending, the teacher introduces /j/ spelled ge and gi using Sound/Spelling Card 10. The teacher asks students what they think the letters e and i do to the consonant g. They signal g to make /j/. The teacher uses Routine 2, the Whole-Word Blending Routine, to have students blend and read the words in the first line: gentle, magenta, strange, engage. Then the students read the rest of the words, stopping to blend only the words they cannot read fluently and automatically. 

      • In Unit 5, Lesson 2, Day 3,  Phonics and Decoding, Decoding, About the Words, the directions tell the teacher to have students identify the /aw/ in each line with various spellings such as aw, au, augh, ough, all, and al.

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

    • In Unit 3, Lesson 1, Days 3-4, Phonics and Decoding, Blending, the teacher reviews the long /a/ using Sound/Spelling Card 21. Then, the teacher guides students in decoding a wordlist with common spellings of long /a/ such as a_e, ai, and ay.  Next, the teacher engages students in dictation and spelling with Routine 7 and 8 with words with the long /a/.  

    • In Unit 5, Lesson 2, Day 1, the teacher introduces the /ow/ spelled ow and ou,  and asks students to identify the spelling in words, read words, and dictates words for students to spell. 

    • In Unit 5,  Lesson 4, Days 1-2, Phonics and Decoding, the teacher directs students to listen for the /aw/ with spellings such as aw, au, augh, and ough. Then, the teacher guides students in decoding a wordlist with common spellings of /aw/.  Next, the teacher engages students in dictation and spelling with Routine 7 and 8 with words with the /aw/.

Indicator 1g

Materials include daily practice opportunities for students to decode words that consist of common and newly-taught sound and spelling patterns and provide opportunities for students to review previously taught phonics skills.

4/4
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Indicator Rating Details

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

Materials include lessons that provide students with frequent opportunities to decode phonetically spelled words, read complete words, and review previously taught grade-level phonics daily through blending sentences routines, whole-word blending routines, and word analysis. They read complete words by saying the entire word as a unit using newly taught phonics skills through the use of the Whole-Word Blending Routine and Sentence-Blending routine when working with Sound/Spelling Cards, pages from the Student Edition, Decodable Readers, and word lists/sentences from the ePresentation Resources. The review activities found throughout the lessons provide students an opportunity to review previously learned grade-level phonics.

Examples include but are not limited to:

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

    • In Unit 1, Lesson 1, Day 5, Phonics and Decoding /ch/ spelled ch, /th/ spelled th, /sh/ spelled sh, /w/ spelled wh, and /ar/ spelled ar, the teacher reviews these sounds using Sound/Spelling Cards 23, 32, 33, 34, and 38. The teacher uses Instructional Routine 2, the Whole-Word Blending Routine, and Instructional Routine 3, the Sentence Blending Routine, to have students blend and read the words and sentences from Days 1 and 3. For multisyllabic words, they use Routine 4, the Closed Syllables Routine, to have students blend and read the words syllable by syllable from the ePresentation Resources. 

    • In Unit 4, Lesson 1, Day 1, Phonics and Decoding, Decoding, students identify words in Line 1 of the wordlist that have the long /o/ spelled ow. Then, they are to read the words on the line.

    • In Unit 5, Lesson 2, Day 1, Phonics and Decoding /ow/ spelled ow and ou, Decoding, the teacher introduces /ow/ spelled ow and ou using Sound/Spelling Card 42. Students read the words in the lines. Then they display the sentences and read each one. Students identify the number of syllables in each word (one syllable: mouth, bounce; two syllables: about, around).

    • In Unit 6, Lesson 1, Day 1, Phonics and Decoding, Blending, students identify words in Line 2 of the wordlist that have the /aw/ spelled ough. Then, they are to read the words on the line.

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

    • In Unit 2, Lesson 1, Day 1, Phonics and Decoding, Blending, the teacher uses Instructional Routine 2, the Whole-Word Blending Routine, to have students blend and read the words in the lines (Snake, plate, create, flame, top, tape, can, cane, basic, laser, April, bacon, able, cable, staple, maple).

    • In Unit 3, Lesson 5, Day 3, Phonics and Decoding Review /ī/ spelled i, i_e, igh, ie, and y, Blending review /ī/ spelled i, i_e, igh, ie, and y, using Sound/Spelling Card 29, students read the words, stopping to blend only the words they cannot read fluently and automatically from word lists and sentences in the ePresentation Resources.

    • In Unit 5, Lesson 3, Day 1, Phonics and Decoding, Decoding, the teacher reviews /oo/ and /ow/ using Sound/Spelling Cards 41 and 42 and then has students read the words in the lines. Words include: wood, hoof, brook, overlook, spout, counter, flour, flower, aloud, allowed, brows, browse, bow, sow, ground, flounder. 

  • Materials contain opportunities for students to review previously learned grade-level phonics.

    • In Unit 1, Lesson 1, Day 5, Phonics and Decoding /ch/ spelled ch, /th/ spelled th, /sh/ spelled sh, /w/ spelled wh, and /ar/ spelled ar, the teacher reviews these sounds using Sound/Spelling Cards 23, 32, 33, 34, and 38. The teacher uses Instructional Routine 2, the Whole-Word Blending Routine, and Instructional Routine 3, the Sentence Blending Routine, to have students blend and read the words and sentences from Days 1 and 3 from the ePresentation Resources.

    • In Unit 6, Lesson 2, Day 4, Word Analysis, Developing Oral Language, students review prefixes dis-, un-, and non-. They reread words and sentences with normal intonation and expression.

    • In Unit 7, Lesson 1, Day 5, the teacher reviews the long /o/ spelled oa and ow. The teacher uses the whole-word blending routine and asks the students to read words with the /oa/ and /ow/ sounds. 

  • Materials contain a variety of methods to promote students’ practice of previously taught phonics.

    • OCR Foundational Skills Kit, Grade 2, student activity pages in review lessons practice previously taught phonics skills. 

    • OCR Foundational Skills Kit, Grade 2, Reading of decodable readers promotes students to practice previously taught phonics.

    • In Unit 4, Lesson 3, Day 5, Phonics and Decoding, Word Analysis, students point to words with the prefix dis- and un- as a review practice.

    • OCR Foundational Skills Kit, Grade 2, Student Edition, Resources, eGames, provides multiple opportunities for students to practice sound/spelling patterns. As an example, Lunch Rush, Unit 6 eGame: Lesson 1, Foundational Skills, Level 1, students sort -ough words by their sound/spelling.

Indicator 1h

Materials provide frequent opportunities for students to practice decoding phonetically regular words in a sentence.
4/4
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Indicator Rating Details

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

Materials provide explicit, systematic practice for decoding regular words in sentences and frequent student opportunities to decode words in sentences. Student materials include pre-decodable and decodable books and routines include reading and re-reading the books to build fluency. Students have frequent opportunities to decode words in sentences through materials in the ePresentation resources, Core Decodables, and student Skills Practice Pages.

Examples include but are not limited to:

  • Materials provide explicit, systematic practice for decoding phonetically regular words in a sentence.

    • In Unit 1, Getting Started, Day 2, students read a decodable text using the Reading a Decodable Routine. The routine includes referring to sound/spelling cards as necessary. Examples of words in the decodable text include sat, dad, help, sand, stand, hand, take, give, and additional decodable words.

    • In Unit 3, Lesson 1, Day 1, Phonics and Decoding /ā/ spelled ai and ay Blending, the teacher introduces /ā/ using Sound/Spelling Card 27. The teacher asks students what the blanks mean in each spelling. The blanks mean that a consonant must come after ai and before ay. The teacher asks students which spellings for /ā/ they have already learned (a and a_e). In Routine 2, the Whole-Word Blending Routine, and Routine 3, the Blending Sentences Routine, students blend and read the words and sentences from the ePresentation Resources.

    • In Unit 4, Lesson 6, Day 1, students read a decodable text using the Reading a Decodable Routine. The routine includes referring to sound/spelling cards as necessary. Examples of words in the decodable text include flute, yet, but, did, rule, include, discuss, shrubs among many others.

  • Lessons provide students with frequent opportunities to decode words in a sentence.

    • In Unit 4, Lesson 3, Day 1, Phonics/Word Analysis, Compound Words, Synonyms, and Antonyms Decoding, students read the words and sentences from the ePresentation Resources. Then they discuss the structural feature or word relationship for each line.

    • In Unit 4, Lesson 6, Day 1, students read a decodable text with multiple sentences and paragraphs. 

    • In Unit 5, Lesson 3, Day 3, students practice reading words in sentences with a focus on the suffixes -ly and -y

Indicator 1i

Materials include daily practice opportunities for students to build/manipulate/spell and encode grade-level phonics, including common and newly-taught sound and sound patterns.
4/4
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Indicator Rating Details

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

The materials provide teacher-level modeling using structured and repeated routines. Lessons provide students with frequent opportunities to build, manipulate, spell, and encode newly taught sound and spelling patterns. Students use letter cards to build words and have frequent opportunities to spell words during dictation activities. Students engage in frequent opportunities to encode words in isolation through dictation and spelling routines in which students write words and sentences highlighting common spelling patterns.

Examples include but are not limited to:

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

    • In Unit 1, Getting Started, Day 2, the teacher tells students they are going to spell words and explains dictation. The teacher uses Sounds-in-Sequence Dictation Routine to have the students say the first sound, check the sound-spelling card and write the sound. The teacher continues the process for each sound in the word and then writes the word on the board. The teacher dictates the words am, ham, an, tan, mats, and mast using this routine.

    • In Unit 1, Getting Started, Day 6, the teacher uses the Whole-Word Dictation Routine of saying a word, having a student say the word, think about the sounds, write the word, and then the teacher models the correct spelling by writing the word. The teacher uses the routine for the words got, flop, glob, plot, glad, and cliff. 

    • In Unit 6, Lesson 2, Day 4, Word Analysis, Word Building, the directions tell the teacher to give students word cubes (un-/non- and happy/fair/kind). Students roll the dice and see that two cubes make a word, and then create a sentence using that word.

  • Lessons provide students with frequent opportunities to build/manipulate/spell and encode words in isolation based on common and newly taught phonics patterns.

    • In Unit 1, Lesson 1, Day 1, Word Building, the teacher gives students letter cards a, c, h, i, m, o, p, s, and t. The teacher says a word and the students build the word with their letter cards. Students build the words sip, ship, shop, cop, chop, chap, mat, math, and that.

    • In Unit 1, Getting Started, Day 2, the teacher uses the Sounds-in-Sequence Dictation Routine and asks students to say the word, identify the sound, and write the corresponding letter, checking the sound/spelling card for accuracy. The teacher repeats the routine for each sound in the word and writes the word for students to check their spelling.

    • In Unit 2, Lesson 2, Day 3, the teacher dictates and the students spell and write the words muse, fuel, cube, human, confuse, and bugle

    • In Unit 4, Lesson 4, Day 1, the teacher dictates and the students spell and write the words droop, proof, pooch, tooth, shampoo, and broom. 

    • In Unit 6, Lesson 1, Day 1, Phonics and Decoding, Dictation and Spelling, students use Instructional Routine 7, the Whole-Word Dictation to spell/encode the words dough, doe, burrow, borough.

Indicator 1j

Materials provide application and encoding of phonics in activities and tasks. (mid K-Grade 2)
4/4
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Indicator Rating Details

The materials reviewed for Grade 2 meet the criteria for materials promote application and encoding of phonics in activities and tasks. (mid K-Grade 2)

Materials include explicit, systematic teacher-level instruction of modeling that demonstrates the use of phonics to encode sounds through word-building in which students use letter cards to match the word the teacher wrote on the board. There are opportunities for students to encode sounds to letters and words. Students have frequent opportunities that apply phonics as they encode words into sentences or phrases through the dictation and spelling part of a day’s activities through Routines and words/sentences read aloud by the teacher.

Examples include but are not limited to:

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

    • In OCR Foundational Skills Kit, Grade 2, Sentence Dictation Routine, after students have written the sentence that the teacher dictated, the teacher then writes the sentence on the board.

    • In Unit 1, Getting Started, Day 9, the teacher uses a whole-word dictation routine and reminds students to use sound/spelling cards when writing. The teacher writes or displays words on the board after students write them independently. 

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

    • In Unit 3, Lesson 1, Day 1, Phonics and Decoding, Dictation and Spelling, students write the following sentence from dictation, “Did Ray say he could sail in the rain?”

    • In Unit 4, Lesson 6, Day 5, Word Analysis, Writing, students create fill-in-the-blank sentences using ten different words from the word lines. The teacher tells students that except for the missing word, the sentences should be complete and make sense. The sixteen words on the Word List either have the prefix pre- or mis-.

    • In Unit 5, Lesson 1, Day 1 the teacher dictates the sentence, “Greg shook off the cookie crumb,” and students write it independently. The lesson focuses on the sound/spelling pattern /oo/ spelled oo

    • In Unit 6, Lesson 1, Day 1, the teacher dictates the sentence, “Stan thought the test was tough,” and students write it independently. The lesson focuses on the sound/spelling pattern ough.

Criterion 1k - 1m

Materials and instruction support students in learning and practicing regularly and irregularly spelled high-frequency words.
4/8
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Criterion Rating Details

Materials provide systematic instruction of high-frequency words with words introduced throughout the year. Although the teacher writes or displays the high-frequency words, there is an inconsistency of direction regarding the spelling of each word. Less than half the words are irregularly spelled words. There is practice for writing high-frequency words in context during Dictation and Spelling Sentence lessons, but not every lesson includes sentence dictation with an irregularly spelled word.

Indicator 1k

Materials include systematic instruction of high-frequency words and opportunities to practice reading of high-frequency words to develop automaticity.
1/2
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Indicator Rating Details

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

Materials provide systematic instruction of high-frequency words with words introduced throughout the year. Although the teacher writes or displays the high-frequency words, there is an inconsistency of direction regarding the spelling of each word. There are references that a list of high-frequency words is on the inside back cover of each decodable but this was not noted in the eBooks for teachers or students. Less than half the words are irregularly spelled words.

Examples include but are not limited to:

  • Materials include systematic and explicit instruction of irregularly spelled words.

    • Recognize and read grade-appropriate irregularly spelled words.

      • In Unit 1, Lesson 6, Day 1, the teacher introduces the high-frequency word live, pronounced with a short /i/ sound. The teacher displays the word, reads it, asks students to orally repeat the word, and explains the meaning. 

      • In Unit 2, Lesson 2, Day 3, Blending, the teacher introduces the high-frequency words buy, goes, paste, and zero. The teacher displays the words, says the words, and asks students to repeat the word. The students practice reading the words in sentences. 

      • In Unit 4, Lesson 6, Day 2, Phonics and Decoding, Fluency, assigns students Skills Practice pages 87-88. The two-page selection, “Ocean Life”, is used to help students build fluency and has at least 20 irregularly spelled words in it. The teacher points out that some of the words in the selection might be unfamiliar and explains that when they encounter these words, students should slow down, sound out the pronunciation, reread the sentence, and then continue reading the passage.

  • Materials include limited opportunities for the teacher to model the spelling and reading of irregularly spelled words in isolation.

    • In Unit 1, Lesson 6, Day 1, the teacher introduces the high-frequency word live, pronounced with a short /i/ sound. The teacher displays the word, reads it, asks students to orally repeat the word, and explains the meaning. The teacher is modeling the reading of the words but is not modeling the spelling.

    • In Unit 2, Lesson 4, Day 1, the teacher displays the words because and does, and repeats the same routine. The teacher is modeling the reading of the words but is not modeling the spelling.

    • In Unit 5, Lesson 1, Day 1, Phonics and Decoding, About the Sentences, underlined high-frequency words are reviewed. Then students identify the words with /oo/ spelled oo. Students identify the word in Sentence 2 that rhymes with hood. The teacher explains that even though the high-frequency word would has a different spelling, it still makes /oo/ sound.. Volunteers suggest other words that follow this same spelling pattern.

  • Students practice identifying and reading irregularly spelled words in isolation. 

    • In Unit 1, Lesson 2, Day 4, Phonics and Decoding, Fluency: Reading a Decodable Story, the new High-Frequency Words are never, and under. The reviewed High-Frequency Words are how, like, over, walk, water, and would. The teacher is to review the high-frequency words in the story before using Routine 9, the Reading a Decodable Story Routine. The students read the high-frequency words in the text.

    • In Unit 2, Lesson 2, Day 3, Blending, the teacher introduces the high-frequency words buy, goes, paste, and zero. The teacher displays the words, says the words, and asks students to repeat the words. 

    • In Unit 2, Lesson 4, Day 1, the teacher displays the words because and does, says the words, and asks students to repeat the words.

  • Materials include a sufficient quantity of new grade-appropriate irregularly spelled words for students to make reading progress.

    • OCR Foundational Skills Kit, Grade 2, Teacher Edition, Appendix, Scope and Sequence, pages 6-9, indicate that 15 High-Frequency words are introduced in the Getting Started Unit. The first new words, give, may, these, are introduced on Day 2.Subsequent units include:

      • Unit 1 introduces 21 new words.

      • Unit 2 introduces 24 new words.

      • Unit 3 introduces 17 new words. 

      • Unit 4 introduces 11 new words.

      • Unit 5 introduces 10 new words.

      • Unit 6 introduces 2 new words. 

    • OCR Foundational Skills Kit, Grade 2, Teacher Edition, Appendix, page 21, High-Frequency Word Lists, Section 4, lists 100 high-frequency words for Grade 2. Less than half the words are irregularly spelled words. 

    • In Unit 1, the teacher introduces the high-frequency words far, upon, much, start, which, never, under, eight, nine, bring, thank, think, seven, use, why, better, first, learn, animal, black,and live.

    • In Unit 5, the teacher introduces the words warm, wash, full, picture, mouse, ought, small, always, laugh, and once.

Indicator 1l

Materials provide frequent practice opportunities to read and write high-frequency words in context (sentences).
1/2
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Indicator Rating Details

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

Materials provide frequent opportunities to read high-frequency words in Decodables, in some blending word lists and sentences, written on the board, and eGames. There are references that a list of high-frequency words is located on the inside back cover of each decodable but this was not noted in the eBooks for teachers or students. There is practice for writing high-frequency words in context during Dictation and Spelling Sentence lessons, but not every lesson includes sentence dictation with an irregularly spelled word.

Examples include but are not limited to:

  • Lessons provide students with opportunities to read grade level irregularly spelled words in a sentence.

    • In Unit 2, Lesson 1, Day 3, Phonics and Decoding, About the Sentences, students review the high-frequency word white, and then they identify words in the sentence with the target spelling/sounds. Sentence: A flat tire makes the white bike vibrate.

    • In Unit 5, Lesson 4, Day 1, Phonics and Decoding, About the Sentences, students review the underlined high-frequency words ought, small,and mouse, and then identify words in the sentence with the target spelling/sounds. Sentences: The author thought she ought to donate some books to the small college. Leslie almost caught the mouse before it crawled behind the wall.

    • In Unit 6, Lesson 1, Day 1, Fluency: Reading a Decodable Story, Book 7, Story 50, “Little Havana in Miami”, the teacher introduces the new High-Frequency Words brought and reviews the High-Frequency Words are, into, one,and their.

  • Lessons provide students with limited opportunities to write grade level irregularly spelled words in tasks (such as sentences) in order to promote automaticity in writing grade level irregularly spelled words.

    • OCR Foundational Skills Kit, Grade 2, Teacher Edition, Phonics and Decoding, Dictation and Spelling, lessons include a sentence dictation which sometimes has an irregularly-spelled word in it but there are no directions for writing those words or even calling them out in the sentences

    • In Unit 1, Lesson 1, Skills Practice, the teacher introduces the word which during instruction. The students write the word from the box that best completes each sentence. The word which is a choice for one out of six cloze sentences. This routine is used infrequently.

    • In Unit 6, Lesson 2, Day 1, Phonics and Decoding, Dictation and Spelling, the dictation sentence has an irregularly-spelled word, two, in it but the teacher never calls out that it is a high-frequency word or that it is irregularly spelled. Val bought two new suits after she accepted the job offer.

  • Materials provide explicit instruction in how to use student friendly reference materials and resources and reading irregularly-spelled words (e.g., word cards, word lists, word ladders, student dictionaries).

    • In the OCR Foundational Skills Kit, Grade 2, the materials reference displaying the words but it is unclear if the words are just displayed for that day’s activities or longer than that as the display is not referenced again in the lesson.

    • In Unit 1, Getting Started, Day 1, the teacher points to the sound/spelling cards and tells students that they will “help us remember the sounds and spellings that we use to read and write.”

    • In Unit 2, Lesson 2, Day 1, Phonics and Decoding, the teacher introduces the high-frequency words both, hold, and open and displays the words for students. The teacher says the words, and then students repeat them several times. There is nothing to indicate if the words continue to be displayed in a Word Bank or on a Word Wall.

Indicator 1m

Materials explicitly teach word analysis strategies (e.g., phoneme/grapheme recognition, syllabication, morpheme analysis) based on the requirements of the standards and provide students with frequent practice opportunities to apply word analysis strategies.
2/4
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Indicator Rating Details

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

Materials include explicit instruction of word analysis strategies (e.g., morpheme analysis) and opportunities for explicit instruction and practice of word solving strategies (e.g., syllabication and morpheme analysis) to decode unfamiliar words. When the teacher uses the Whole-Word Blending and Blending Sentences Routine, students complete the decoding of unfamiliar words without the teacher modeling prior.

Examples include but are not limited to:

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

    • In Unit 3, Lesson 1, Day 1, Phonics and Decoding /ā/ spelled ai and ay, the teacher introduces /ā/ spelled ai and ay using Sound/Spelling Card 27. The video orally models the long /a/ sound in words. In Unit 5, Lesson 1, Day 3, Word Analysis, Decoding, the teacher explains that compound words are made of two separate words and identifies the syllable break between two smaller words.

    • In Unit 4, Lesson 1, Day 3, Word Analysis, Decoding, the teacher explains that inflectional endings are word parts that are added to a base word. Also, -er means two things are being compared and -est means three items are being compared.

    • In Unit 6, Lesson 2, Day 3, Word Analysis, Decoding, the teacher uses Words with Prefixes and Suffixes Routine to discuss the meaning of the prefixes dis-, un-, and non- which is “not” or “opposite”.

  • Materials contain  explicit instruction of word solving strategies to decode unfamiliar words.

    • In Unit 4, Lesson 1, Day 3, Word Analysis, Decoding, students identify the two words joined together in the following words: raincoat, birthday, popcorn, and backpack.

    • In Unit 4, Lesson 1, Day 3, Word Analysis, Decoding, students explain the spelling changes that occurred when the superlative ending -est was added to the following words: slowest, freshest, thinnest, and nicest.

    • In Unit 6, Lesson 2, Day 3, Word Analysis, Decoding, students use the base word and the prefix dis- to determine the meaning of the following words: disable, disloyal, disappear, and discomfort.

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

    • In Unit 2, Lesson 2, Day 1,  Skills Practice pages 27-28, student and teacher review /ō/ spelled o and o_e. After doing the first two items together, students complete the pages independently.

    • In Unit 6, Lesson 2, Day 1, Phonics and Decoding Silent Letters, the teacher divides the class into small groups and distributes a portion of the High-Frequency Flash Cards to each group. Students look through the cards and identify any of the high-frequency words that have silent letters. Students read the cards aloud among their groups. After students are done identifying all the words with silent letters, they use each word in a sentence.

Criterion 1o - 1q

Materials and instruction support students in learning and practicing regularly and irregularly spelled high-frequency words.
8/12
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Criterion Rating Details

Materials provide some opportunities for students to hear explicit, systematic instruction in reading elements such as accuracy, appropriate rate, and expression.  Fluency is modeled infrequently by the teacher. Materials provide students with opportunities to gain oral reading fluency, repeated reading of grade-level text through Core Decodables, and Student Skills Pages. Materials do not provide explicit lessons for the teacher in confirming and self-correcting errors in fluency. Multiple opportunities are provided over the course of the year for students to read on-level texts for understanding, but there is little evidence about reading for a purpose.

Indicator 1o

Instructional opportunities are built into the materials for systematic, evidence-based, explicit instruction in fluency. (Grades 1-2)
2/4
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Indicator Rating Details

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

Materials provide some opportunities for students to hear explicit, systematic instruction in reading elements such as accuracy, appropriate rate, and expression.  Fluency is modeled infrequently by the teacher. Routine 9 focuses on having students read the decodable text, therefore teacher explicit instruction and modeling is limited. Materials include directions for teachers to direct students to use sentence features, such as punctuation, to guide reading fluently. The Core Decodables provide opportunities for students to hear fluent reading of grade-level text by a model reader or peer. The Skills Practice Pages along with Routine 9 for Core Decodables provide a variety of resources for explicit instruction in fluency.

Examples include but are not limited to:

  • Materials include some opportunities for explicit, systematic instruction in fluency elements using grade-level text.

    • Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

      • In Unit 1, Lesson 3, Day 4, Fluency: Reading a Decodable Story, the teacher reviews punctuation marks with students. The teacher models reading “A Lunch List” aloud to show reading at an appropriate rate.

      • In Unit 2, Lesson 3, Day 2, the materials provide a definition to teachers about automaticity. 

      • In Unit 3, Lesson 1, Day 5, the teacher gives students a copy of Decodable Stories, Book 4, Story 29. The teacher tells students to read aloud within groups. The teacher is to circulate the groups to monitor whether students are reading accurately.

      • In Unit 4, Lesson 4, Day 2, students read a decodable text and the teacher tells students to attend to punctuation as it will assist with proper expression.

      • In Unit 6, Lesson 2, Day 4, Fluency, students get into small groups to practice reading fluently using Decodable Stories, Book 7, Story 51. They read aloud within the groups. The teacher monitors whether students are reading fluently.

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

    • In Unit 1, Lesson 1, Day 5, Decodable Story 11, “The Red Star”, is available electronically for a student to read independently or to listen to the story being read to them. Students can also listen to individual words they may need support with when reading independently.

    • In Unit 1, Lesson 2, Day 3, Phonics and Decoding, Reading a Decodable, the teacher models how to read with expression by reading pages 18 and 19 aloud to students

    • In Unit 3, Lesson 5, Day 4, students read a passage in a skills practice workbook. The teacher reads the first three paragraphs to model reading, with an emphasis on expression, dialogue, and using different voices for different characters.

    • In Unit 5, Lesson 6, Day 4, the EL suggestion in the bottom margin proposes pairing English learners with fluent readers to practice their reading as a great way to help them become more fluent readers.

  • Materials include a variety of resources for explicit instruction in fluency.

    • In Unit 2, Lesson 1, Day 5, teachers provide students with a choice between two decodable readers. Students read aloud as teachers monitor reading for expression.

    • In Unit 2, Lesson 6, Day 2, Skills Practice Pages 43-44, students utilize a fluency checklist on page 43 to read the passage on 44 keeping in mind appropriate rate, accuracy, and expression.

    • In Unit 3, Lesson 6, Day 2, students read a passage in a skills practice workbook. The teacher reads the first three paragraphs to model reading, with an emphasis on expression, dialogue, and using different voices for different characters.

Indicator 1p

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

4/4
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Indicator Rating Details

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

Materials provide students with opportunities to gain oral reading fluency, repeated reading of grade-level text through Core Decodables, and Student Skills Pages. There is one Teacher Tip located in the bottom margin of a page that provides guidance and feedback suggestions to teachers for supporting students’ gains in oral reading fluency. The Differentiated Instruction Guide offers suggestions to the teacher for supporting oral fluency gains.

Examples include but are not limited to:

  • Varied, frequent opportunities are provided over the course of the year in core materials for students to gain oral reading fluency.

    • Throughout OCR Foundational Skills Kit, Grade 2, fluency is a part of the activities that students engage in. Opportunities to work on fluency come from passages in the Student Skills books or Core Decodable Books.

    • In Unit 3, Lesson 6, Day 1, Building Fluency, the teacher introduces the day’s fluency activity by assigning pages from Skills Practice to use over the next three days. The teacher tells students that expression is especially important when reading dialogue. They explain that when dialogue is read expressively, the story is more interesting to listeners. The teacher reads the first three paragraphs of “A Rainy Day” aloud to model reading the dialogue with emphasis and using different voices for the two characters. Students then read “A Rainy Day” aloud quietly to themselves.

    • In Unit 5, Lesson 1, Day 5, Building Fluency, students get in small groups and practice reading aloud the Decodable Story, “Look How Pets Adapt.” The teacher circulates among the groups to monitor whether students are reading accurately.

    • In Unit 6, Lesson 1, Day 4, Building Fluency, students get into small groups to practice reading fluently. Each student gets a copy of Decodable Stories, Book 7, Story 50 to read aloud within the groups. The teacher circulates among the groups to monitor whether students are reading at an appropriate rate.

  • Materials contain opportunities for students to participate in repeated readings of a grade-level text to practice oral reading fluency.

    • In Unit 1, Lesson 6, Day 2, Skills Practice pages 21 and 22, students have a passage to read, “A Trip”, and a Fluency Checklist. The passage is reread on Days 3 and 4.

    • In Unit 2, Lesson 2, Day 4, Building Fluency, the teacher uses Routine 9, Reading a Decodable Story Routine, which includes rereading the Decodable Story ( e.g.,partner reading, choral reading, turn-taking) to build fluency. 

    • In Unit 4, Lesson 3, Day 2, Building Fluency, students build fluency by reading “The Kitten’s Rescue” with a partner. Partners reread the story aloud several times. The teacher checks students’ reading for the appropriate speed.

    • In Unit 5, Lesson 2, Day 2, Building Fluency, students read “Mr. Brown Sees the World” with a partner. The partners reread the story aloud several times. The teacher checks students’ reading for expression.

  • Materials include guidance and feedback suggestions to the teacher for supporting students’ gains in oral reading fluency.

    • In Unit 1, Lesson 6, Day 1, Teacher Tip (bottom margin), suggests reteaching if students need additional support with this lesson, referring to the Intervention and English Learner activities in the Teacher Resource Book.

    • In Unit 2, Lesson 3, Day 2, Building Fluency, Differentiated Instruction Guide, the teacher follows the Reading a Decodable Routine which includes rereading and also models natural phrase boundaries in the text with examples from the story. When the students finish reading the story, the teacher asks them to identify any difficult words in the book and reviews the definition and pronunciation of those problem words. However, there are no feedback suggestions offered to the teachers.

    • In Unit 2, Lesson 3, Day 2, Building Fluency, the teacher builds students' fluency by having them read "A Good Life at the Lake" with a partner. The partners reread the story aloud several times. The teacher checks students' reading for speed and accuracy, but there are no guidance or feedback suggestions for the teachers.

Indicator 1q

Materials provide teacher guidance to support students as they confirm or self-correct errors (Grades 1-2) and emphasize reading for purpose and understanding.
2/4
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Indicator Rating Details

The materials reviewed for Grade 2 partially meet the criteria for materials provide teacher guidance to support students as they confirm or self-correct errors (Grade 1-2) and emphasize reading for purpose and understanding.

Materials do not provide explicit lessons for the teacher in confirming and self-correcting errors in fluency. There are teacher tips and students are told to reread unfamiliar words in sentences but little evidence of practicing strategies of using confirmation or self-correction of errors. Multiple opportunities are provided over the course of the year for students to read on-level texts for understanding, but there is little evidence about reading for a purpose. Students read the various decodable stories and also passages on Skills Practice pages.

Examples include but are not limited to:

  • Materials provide explicit lessons for the teacher in confirming and self-correcting errors in fluency.

    • In Unit 2, Lesson 1, Day 2, Phonics and Decoding, Fluency: Reading a Decodable, the directions tell the teacher to explain to students they can read more accurately if they use context to predict which words may come next in the text.

    • In Unit 4, Lesson 6, Day 2, Phonics and Decoding, Fluency, students practice fluency over the course of three days by reading and rereading “Ocean Life” from their Skills Practice pages. The teacher points out that some words in this selection might be unfamiliar to students and explains that when they encounter these words, students should slow down, sound out the pronunciation, reread the sentence, and then continue reading the passage. The teacher tells students that pronouncing words clearly and accurately is important because it supports both the reader’s and the listeners’ understanding of the text.

    • In Unit 4, Lesson 6, Day 2, Phonics and Decoding, Fluency: Reading a Decodable Story, after the review of the high-frequency words for the story, students read “Little Italy in New York”, using the context to monitor their accuracy and comprehension, and confirm or self-correct their reading when they mispronounce a word. 

    • In Unit 12, Lesson 3, Day 4, Reading the Decodable, the teacher uses Routine 5, the Reading a Decodable Routine, to read the story with students. The teacher tells students that they will encounter several multisyllabic words, and they should use the context of the story to check their recognition and understanding of new words. The teacher explains if students don’t recognize or understand a word, they should stop reading and decode each syllable of the word, and then reread the word naturally. Then they should reread the entire sentence to check their understanding of the word and the sentence.

  • Materials provide some opportunities for students to practice using confirmation or self-correction of errors.

    • In Unit 1, Lesson 6, Day 2, Skills Practice pages 21 and 22, students have a passage to read, “A Trip”, and a Fluency Checklist that reminds them that as they read, to make sure they pause longer at a period or other ending punctuation, raise their voice at a question mark, use expression when coming to an exclamation point, pause at commas, think of the character and how they might say their words when there are quotation marks, read at a pace that makes sense to a listener, and to stop and reread something that does not make sense.

    • In Unit 3, Lesson 3, Day 2, Phonics and Decoding, Fluency: Reading a Decodable Story, the teacher uses Routine 9, the Reading a Decodable Story Routine, and has students read “Meet the Bats.” This is a nonfiction story and the teacher tells students to use the context to monitor their accuracy and comprehension.

    • In Unit 4, Lesson 6, Day 4, Phonics and Decoding, Fluency, the students expand the fluency concepts from the previous two days by reusing pages 87–88 from Skills Practice, “Ocean Life.” The teacher reminds students that multiple readings will help them become more fluent readers because they should be able to read a passage more quickly, expressively, and smoothly with each attempt. Student automaticity, or quick word recognition, allows students to focus on understanding what they read instead of on the process of decoding words. 

  • Some opportunities are provided over the course of the year for students to read on-level texts (Grades 1-2) for purpose and understanding.

    • OCR Foundational Skills Kit, Grade 2, Student Edition, Skills Practice pages, Lesson 6, Days 2, 3, and 4, of each unit, has a passage from one to two  pages long for students to read. These do not include a purpose for reading.

    • In Unit 1, Lesson 6, Day 2, Skills Practice pages 21 and 22, students have a passage to read, “A Trip”, and a Fluency Checklist that reminds them that as they read, to make sure they pause longer at a period or other ending punctuation, raise their voice at a question mark, use expression when coming to an exclamation point, pause at commas, think of the character and how they might say their words when there are quotation marks, read at a pace that makes sense to a listener, and to stop and reread something that does not make sense. The Fluency Checklist makes no linkage to the purpose for reading.

    • In Unit 9, Lesson 2, Day 4, Checking Comprehension, the teacher discusses the story with students and answers any questions students have after reading the story. Students identify any difficult words in the book. Students retell the story. The teacher asks students the following questions and students are to answer in complete sentences and to use the high-frequency words they have learned.

Gateway Two

Implementation, Support Materials & Assessment

Partially Meets Expectations

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Gateway Two Details

The Open Court Reading Foundational Skills Kits for Grade 2 partially meet the expectations for implementation, support materials, and assessment. Materials provide a Digital Teacher Edition that contains content for that day based on each skill being taught through ePresentation. The program includes a Program Overview that is comprehensive. Materials are designed to be implemented with a whole group of students according to a clear structure and include 190 days of instruction. Units are designed to be taught within a given amount of time and each lesson should take one day, however evidence was found only in an ancillary Professional Development video for the suggested pacing of an individual lesson. Materials include a researched-based scope and sequence for phonological awareness and phonics. There are multiple opportunities to assess foundational skills; however,  materials include limited instructional suggestions were noted for assessment-based steps to help students to progress toward mastery in foundational skills. Materials include differentiated suggestions as well as a photo library to support language development and comprehension of vocabulary. English Language (EL) Tips are integrated throughout the lesson at the point of use. Although the program overview indicates differentiated instruction occurs in small group settings, and differentiated instruction guides are provided in daily lessons, no mention of changing from the whole group to small group exists in the digital guide.

Criterion 2a - 2e

Materials are accompanied by a systematic, explicit, and research-based scope and sequence outlining the essential knowledge and skills that are taught in the program and the order in which they are presented. Scope and sequence should include phonological awareness, phonics and word recognition, fluency, and print concepts.
14/16
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Criterion Rating Details

Materials provide a Digital Teacher Edition that contains content for that day based on each skill being taught through ePresentation. The program includes a Program Overview that is comprehensive. The materials contain a Resource Library that clearly provides adult-level definitions of each of the foundational skills and the reason that each skill is an important contributor to building fluency. Research-based reasoning is provided along with examples and a complete program overview.

Materials are designed to be implemented with a whole group of students according to a clear structure and include 190 days of instruction. Units are designed to be taught within a given amount of time and each lesson should take one day, however evidence was found only in an ancillary Professional Development video for the suggested pacing of an individual lesson.

Materials include a research report, “Foundational Skills: Five Ways to Build the Cornerstone of Proficient Reading”, which provides a clear, evidence-based rationale for phonics instruction and the progression of skills. Also, the Unit Planner for each unit provides a cohesive scope and sequence for phonics instruction based on the evidence-based rationale in the research report.

Indicator 2a

Materials contain a teacher edition with ample and useful annotations and suggestions on how to present the content in the student materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.
4/4
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Indicator Rating Details

The materials reviewed for Grade 2 meet the criteria for materials contain a teacher edition with ample and useful annotations and suggestions on how to present the content in the student materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.

The Open Court Reading (OCR) Foundational Skills Kit, Grade 2 provides a Digital Teacher Edition that contains content for that day based on each skill being taught through ePresentation. The program includes a Program Overview that is comprehensive.The Teacher Edition includes additional notations for English Learners EL) and differentiation by flipping the toggle on at the top of the digital page. There are links in the materials box and also in the individual skills to routine cards that explain the routine(s) needed for that day and the skills being taught. Also found in the Teacher Edition at the top of each day are optional Show Me How videos that go over routines and information for teachers. The technology pieces to support and guide teachers do not create an additional layer of complication as they are readily available in the day’s digital page.

  • Materials provide a well-defined, teacher edition for content presentation. Examples include but are not limited to the following:

    • OCR Foundational Skills Kit, Grade 2, Teacher Edition consists of six units that are divided into lessons and days within the lessons. The six units contain Phonics and Decoding, and Progress Monitoring/Assessment. Word Analysis begins in Unit 4.

    • OCR Foundational Skills Kit, Grade 2, Teacher Edition, each day of the week/lesson contains a separate digital page in which the teacher can find the standards being taught, links to materials needed, objectives, along with Show Me How Videos to review and gather prior to beginning that days’ lesson. 

    • OCR Foundational Skills Kit, Grade 2,Teacher Edition, each day of the week/lesson contains a separate digital page that breaks the lesson into skills sections; phonics and decoding with sub-lessons under that; decoding, about the words, about the sentences developing oral language, guided practice, and dictation and spelling. Each of the skills lessons contains a link to ePresentation resources. 

    • Materials include a Common Core alignment, objectives for each lesson, formal and informal assessments. Strategies for EL and differentiated instruction can be found in most lessons.

  • The teacher resource contains detailed information and instructional routines that help the teacher to effectively implement all foundational skills content (i.e., phonics, irregularly spelled words, word analysis, fluency). Examples include but are not limited to the following:

    • OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library includes ten Instructional Routine documents for: sound-by-sound blending, whole-word blending, blending sentences, closed syllables, open syllables, sounds-in-sequence dictation, whole-word dictation,sentence dictation, reading a decodable story ,and words with prefixes and suffixes.

    • In Unit 1, Getting Started, Lesson 1, Day 3, Blending Instructional Routine 2, Whole Word Blending, the materials provide the teacher with the descriptions of Instructional Routine 3 to support Blending Sentences.

    • In Unit 2, Lesson 1, Day 1, includes a Show Me How video explaining how to pre-teach vowel patterns. The video models and demonstrates how to reinforce the sound first with a_e spelling and then how to blend with consonants added to the pattern.

    • In Unit 4, Lesson 3, Day 1, there are Show Me How Videos that review instructional routines needed for that lesson using the sound/spelling cards to teach dictation. The lesson also contains links to Portable Document Format (PDFs) of routines needed for skills/routine being taught in that lesson.

    • In Unit 4, Lesson 3, Day 1 in the Decoding section of the lesson, there are differentiated strategies for teachers to add to the Blending routine. In the side margins under ePresentation, the teacher can find materials needed for the lesson.

  • Any technology pieces included provide support and guidance for the teacher and do not create an additional layer of complication around the materials. Examples include but are not limited to the following:

    • OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library provides links for all materials needed including core decodables, assessments, games, high-frequency words, letter cards, phonics, activities, and others.

    • OCR Foundational Skills Kit, Grade 2, Teacher Edition, ePresentation resources are right at the point of need in the lesson based on the skill being taught and can be quickly accessed as needed.

    • OCR Foundational Skills Kit, Grade 2, Teacher Edition, Show Me How Video, located at the top of the page, contains professional development to teachers based on skills taught in that lesson and can quickly be accessed as needed.

    • In Unit 1, Getting Started, Day 10, ePresentation resources with sound/spelling cards are provided through an embedded link. The teacher can click on the link, and the corresponding sound cards populate in a different tab on the computer. The instructions ask the teacher to point to the /ks/ card and the teacher could point to one in the room or click the link and present the sound card digitally.

    • In Unit 6, Lesson 1, Day 1, there are three e-Presentation resources: Decoding Words, Decoding Sentences, and high-frequency Flashcards for the word brought.

Indicator 2b

Materials contain full, adult-level explanations and examples of the foundational skills concepts included in the program so teachers can improve their own knowledge of the subject, as necessary.
4/4
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Indicator Rating Details

The materials reviewed for Grade 2 meet the criteria for materials contain full, adult-level explanations and examples of the foundational skills concepts included in the program so teachers can improve their own knowledge of the subject, as necessary.

The OCR Foundational Skills Kit, Grade 2 Teacher Edition contains a Resource Library that  provides clear adult-level definitions of each of the foundational skills and the reasons that each skill is an important contributor to building fluency. Research-based reasoning includes examples and a complete program overview. Though the Resource Library is separate from the daily teacher planner, the planner also includes videos with brief explanations of the foundational skill and how to teach the skill. In each lesson, examples show the teacher to use when teaching phonemic awareness, phonics, or word analysis.

  • Complete, detailed adult-level explanations are provided for each foundational skill taught at the grade level. Evidence includes, but is not limited to:

    • OCR Foundational Skills Kit, Grade 2, Teacher Edition, daily lessons are on one digital page with drop-down boxes for each skill. Directions show how to deliver the lesson and, if appropriate, an explanation of the skill being taught is given. 

    • OCR Foundational Skills Kit, Grade 2, Teacher Edition Resource Library includes Foundational Skills: “Five Ways to Build the Cornerstone of Proficient Reading”. The 36-page guide provides definitions for print awareness, phonological and phonemic awareness, phonics, word analysis, and fluency. The guide also explains research-based explanations regarding the development of the foundational skills and provides explanations of strategies for fluency practice such as oral reading, assisted reading, reading aloud, and independent reading. There are also norms for reading fluently at Grade 2 with an explanation to attend to accuracy and prosody in addition to the number of words a student can read in a minute.

    • OCR Foundational Skills Kit, Grade 2, Teacher Edition Resource Library contains a program overview with a glossary of reading terms providing adult-level explanations of literacy terms used in the program.

    • In Unit 6, Lesson 3, Day 2, Developing Oral Language, explicit instructions show what to do. In the ePresentation Resources for that segment of the lesson, there is a list of words to be used.

  • Detailed examples of the grade level foundational skill concepts are provided for the teacher. Evidence includes, but is not limited to:

    • OCR Foundational Skills Kit, Grade 2, Teacher Edition,Program Overview PDF, explains and gives examples of phonics and decoding and word analysis

    • OCR Foundational Skills Kit, Grade 1, Teacher Edition Resource Library includes a phonemic awareness lesson guide accessible under the Back to School Resource tag. The guide provides explanations of phonemic awareness activities such as oral blending, segmentation and phoneme blending. There are adult-level explanations for each skill, followed by several examples of the skill and how it would be taught.

    • OCR Foundational Skills Kit, Grade 2, Teacher Edition, includes Differentiated Instruction Tips at point of use in each lesson. These tips give teachers concise activities to use with students who would benefit from extra support or extended practice.

    • In Unit 3, Lesson 3, Day 3, the Show Me How Video focuses on modeling silent letters.

    • In Unit 4, Lesson 2, Day 3, a Differentiation Instruction Guide is included for Developing Oral Language. It provides instructions and an example for the teacher to follow.

Indicator 2c

Foundational skills lessons are well-designed and take into account effective lesson structure and pacing. Content can reasonably be completed within a regular school year, and the pacing allows for maximum student understanding.
2/4
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Indicator Rating Details

The materials reviewed for Grade 2 partially meet the criteria for foundational skills lessons are well-designed and take into account effective lesson structure and pacing. Content can reasonably be completed within a regular school year, and the pacing allows for maximum student understanding.

The OCR Foundational Skills Kit, Grade 2, is designed to be implemented with a whole group of students according to a clear structure. According to the Program Overview, Small Group lessons are provided during Workshop time but there is no information about planning or implementing Workshop time in the OCR Foundational Skills Kit, Grade 2. Units are designed to be taught within a given amount of time and each lesson should take one day, however evidence was found only in an ancillary Professional Development video for the suggested pacing of an individual lesson for Grades Kindergarten and 1. The Professional Development video did not include information pertaining to Grade 2. It takes 190 days to complete all lessons.

  • Lesson plans utilize effective, research-based lesson plan design for early literacy instruction. Examples include, but are not limited to:

    • OCR Foundational Skills Kit, Grade 2, Teacher Edition, Research Library provides research by Marsha Roit, EdD, “Foundational Skills: Five Ways to Build the Cornerstone of Proficient Reading”. The author states that “Open Court has had a long and successful history of teaching the critical foundational skills using materials that integrate knowledge from research on the learning theory and cognitive science as well as language and literacy development combined with instructional practice and teacher expertise.” The references cited include R.L. Allington (2006), A.L. Archer & C.H.Hughes (2011), and L.C. Ehri (2002).

  • The effective lesson design structure does not include both whole group and small group instruction. 

    • OCR Foundational Skills Kit, Grade 2, Program Overview, Page 6, Workshop Overview, addresses how workshop time for small group reading can be built into language arts time for 15-30 minutes only before or after core instruction which is the whole group instruction time.

    • OCR Foundational Skills Kit, Grade 2, Program Overview and daily lessons in regard to differentiation, suggests that differentiation can take place in small groups during the workshop time while other students are working on other activities (e.g., completing skills practice worksheet, reading decodable, practicing skills with eGames, work on inquiry, complete homework, reread selection, complete writing assignment).

  • The pacing of each component of daily lesson plans is somewhat clear and appropriate. Examples include, but are not limited to: 

    • OCR Foundational Skills Kit, Program Overview addresses the possible time allotted to the Workshop but the expected total time for a day of lesson activities was not noted in the teacher edition nor was there a breakdown of time for each skill.

    • No information about daily pacing at Grade 2 was found.

  • The suggested amount of time and expectations for maximum student understanding of all foundational skill content (i.e., phonics, irregularly spelled words, word analysis, fluency) can reasonably be completed in one school year and should not require modifications. 

    • OCR Foundational Skills Kit, Grade 2, has six units each with six lessons to be completed over thirty days. There is also a Getting Started Unit which takes ten days. The entire Scope and Sequence requires 190 school days to complete.

    • OCR Foundational Skills Kit, Grade 2, Scope and Sequence in the resource library show the skills needed can be completed within one year.

Indicator 2d

Order of Skills

Indicator 2d.ii

Scope and sequence clearly delineate an intentional sequence in which phonics skills are to be taught, with a clear explanation for the order of the sequence.

4/4
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Indicator Rating Details

The materials reviewed for Grade 2 meet the criteria for scope and sequence clearly delineate an intentional sequence in which phonics skills are to be taught, with a clear explanation for the order of the sequence. 

OCR Foundational Skills Kit, Grade 2, includes the research report, “Foundational Skills: Five Ways to Build the Cornerstone of Proficient Reading”, which provides a clear, evidence-based rationale for phonics instruction and the progression of skills. Also, the Unit Planner for each unit provides a cohesive scope and sequence for phonics instruction based on the evidence-based rationale in the research report. Patterns and generalizations are presented and then reviewed for students to have a manageable number of phonics patterns to learn deeply. 

Examples include but are not limited to:

  • Materials clearly delineate a scope and sequence with a cohesive, intentional sequence of phonics instruction and practice to build toward application of skills.

    • The OCR Foundational Skills Kit, Grade 2, Teacher Edition Scope and Sequence for Sound and Spelling Introduction indicates getting started begins with a review of consonant and short vowel sounds and spellings, and then moves to digraphs, inflectional endings, schwa sounds, and r-controlled vowels in Unit 1. Unit 2 continues with comparative endings, homographs, and then instruction continues to vowel digraphs.

    • In Unit 3, Unit Planner, there is a scope and sequence that highlights a progression of the following graphemes: ai, ay, ie, ey, mb, and ph. The unit culminates with a review of all the sounds of the unit.

    • In Unit 5, Unit Planner, there is a scope and sequence that highlights a progression of the following graphemes: oo, ow, and ou. The unit culminates with a review of all the sounds of the unit.

    • In Unit 6, Unit Planner, here is a scope and sequence that highlights a progression of ough and a review of silent letters. The unit culminates with a review of all the sounds of the unit.

  • Materials have a clear research-based explanation for the order of the phonics sequence. 

    • The OCR Foundational Skills Kit, Grade 2, Teacher Edition, Foundational Skills: “Five Ways to Build the Cornerstone of Proficient Reading”, page 13, indicates that after simple consonants and short vowels, there should be instruction on long vowels, VCE generalization, and digraphs and then “long vowels, variant vowel spellings and diphthongs.”

    • In OCR Foundational Skills Kit, Grade 2, Foundational Skills: “Five Ways to Build the Cornerstone of Proficient Reading” research report, the author Marsha Riot explains that the hierarchy of difficulty ranges from consonants whose sounds can be produced in isolation with the least distortion, high utility consonants, short vowels, digraphs, inflectional endings, and long vowels.

  • Phonics instruction is based in high utility patterns and/or common phonics generalizations.

    • In Unit 2, Lesson 1, Day 1, the teacher introduces the long /a/ spelled a_e and the open syllable routine. The teacher asks students to blend both short /a/ words and long /a/ words with the a_e spelling pattern. The words include snake, plate, crate, flame, tap/tape, can/cane.

    • In Unit 2, Lesson 5, Day 1, the teacher introduces the sound of the long /e/ spelled ee and ea. The teacher asks students to blend displayed words including queen, green, street, spree, beast, beach, deer, dear, creek, and creak.

    • In Unit 5, Unit Planner, there is a scope and sequence that highlights common graphemes for vowel teams: oo, ow, and ou

  • Patterns and generalizations are carefully selected to provide a meaningful and manageable number of phonics patterns and common generalizations for students to learn deeply. 

    • In Unit 3, Lesson 1, Day 2, the teacher reviews the sound of the long /a/ spelled ai and ay.

    • In Unit 3, Lesson 1, Day 3, the teacher reviews the sound of the long /a/ spelled a, a_e, ai, and ay.

    • In Unit 4, Unit Planner, there is a scope and sequence that highlights a weekly progression (i.e.,learn the sound, blend, review) of the following spelling pattern: ow, oa, ew, and ue.

    • In Unit 5, Unit Planner, there is a scope and sequence that highlights a weekly progression (i.e.,learn the sound, blend, review) of the following spelling pattern: oo, ow, and ou.

Indicator 2e

Materials contain strategies for informing all stakeholders, including students, parents, or caregivers about the Foundational Skills program and suggestions for how they can help support student progress and achievement.
Narrative Evidence Only
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Indicator Rating Details

The materials reviewed for Grade 2 partially meet the criteria for materials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement. 

The OCR Foundational Skills Kit, Grade 2, Student Edition provides students, parents, or caregivers access to online resources including activities, games, cards, and decodable books.There are directions on activity pages for the students both printed and text-to-speech but no additional at-home support ideas are provided. There is no evidence of letters to parents or caregivers about the program or what is being taught in each unit. Opportunities are missed for materials to fully explain the activities to parents and caregivers and strategies they can use with the child.

  • Materials contain jargon-free resources and processes to inform all stakeholders about foundational skills taught at school. Examples include but are not limited to

    • Neither the OCR Foundational Skills, Grade 2,Teacher Edition nor the Program Overview show evidence of an intentional Home Connection. 

    • OCR Foundational Skills Kit, Grade 2, Student Edition, for written activities, directions are not directed to parents but can be understood by students, parents, or caregivers who read and understand English. Directions are in writing and text-to-speech. In the Student Edition, parents or caregivers have access to their student’s account to view each lesson, which gives them access to all student resources which include videos/songs, cards, decodables, ebooks, games, and activities.

    • OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library contains blackline masters Decodable Take Home books. A Parent Letter in English inside the book provides the purpose of shared reading and ways to practice outside of school. The parent letter is not included in the online decodables.

    • OCR Foundational Skills Kit, Grade 2, Student Edition, directions on the games and activities are spoken aloud in English such that students and parents can understand what to do in their child’s account to view each lesson, which gives them access to all student resources which include videos/songs, cards, decodables, ebooks, games, and activities.

  • Materials provide stakeholders with strategies and activities for practicing phonological awareness, phonics and word recognition, fluency, and print concepts that will support students in progress towards and achievement of grade level foundational skills standards. Examples include but are not limited to

    • OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library includes Core Decodable Takehomes. The takehomes include fourteen pre-decodable and twenty-eight decodable books. There are no strategies included for parents to work with their child.

    • OCR Foundational Skills Kit, Grade 2, Student Edition, Resources, Songs contains thirteen songs to support phonological awareness and phonics. There are no strategies included for parents to work with their child.

    • OCR Foundational Skills, Grade 2, Practice Decodable Take Home BLM, page 7 provides a Parent Letter in English advising parents,“Do not expect your child to read each story perfectly, but concentrate on sharing the book together. Participate by doing some of the reading. Talk about the stories you read, give lots of encouragement, and watch as your child becomes more fluent throughout the year!” 

    • OCR Foundational Skills Kit, Grade 2, Student Edition, includes a section describing how teachers could send assignments to the students although it is not clear how that would work and what the role of parents would be in those assignments.

Criterion 2f - 2f.ii

Program includes work with decodables in K and Grade 1, and as needed in Grade 2, following the grade-level scope and sequence to address both securing phonics.
8/8
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Criterion Rating Details

Materials include the use of decodable texts aligned to the program’s scope and sequence for phonics skills and high-frequency words. Students have multiple opportunities to reread decodable texts independently and with partners. 

Indicator 2f

Aligned Decodable Texts

Indicator 2f.i

Materials include decodable texts with phonics aligned to the program’s scope and sequence and opportunities for students to use decodables for multiple readings.
4/4
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Indicator Rating Details

The materials reviewed for Grade 2 meet the criteria for materials include decodable texts with phonics aligned to the program’s scope and sequence.

Materials include the use of decodable texts aligned to the program’s scope and sequence. Also, students have multiple opportunities to reread decodable texts independently and in partnership with their peers to build fluency.

Examples include but are not limited to:

  • Materials include decodable texts to address securing phonics.

    • The OCR Foundational Skills Kit, Grade 2, Core Decodables, contains seven books with decodable texts for students to practice phonic skills. The Takehome Books contain fifty-five books with decodable texts. The Practice Decodables include fifty-five books with decodable texts.

    • In Unit 4, Lesson 6, Day 1, the teacher reviews the long /o/ spelled o, o_e, ow, and oa. The decodable includes words Sue, Joan, slowly, yellow, showed, hoses, and additional decodable words.

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

    • The Core Decodables Book 2, contains texts that are aligned to the graphemes: ch, edge, ing, er, and ore. The Core Decodables Book 4, contains texts aligned to: ay, igh, ce, ie, and ge. The Core Decodables Book 6, contains texts aligned to graphemes: oo, ow, oy, oi, and au. These books are aligned to the program’s scope and sequence.

    • In Unit 1, Lesson 1 the teacher reviews the sounds /ch/, /th/, /sh/, /w/, and /ar/. Two decodable books include the words Rich, lunch, path and additional decodable words.

    • In Unit 4, Lesson 1, Days 2 and 4, Reading a Decodable, the teacher uses Routine 9, Reading a Decodable Routine, as Book 5, Core Decodable Story 38, “The Boat Show”, is read. This aligns with the Scope and Sequence for Unit 1, Lesson 1, which focuses on /ō/ spelled ow and oa. 

  • Materials include detailed lesson plans for repeated readings of decodable texts to address securing phonics skills.

    • OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library, TE Routines, Routine 9: Reading a Decodable, the last step in the routine is Reread the Decodable Story (partner reading, choral reading, turn-taking) to build fluency.

    • In Unit 1, Lesson 1, Day 2, Phonics and Decoding, Building Fluency, students reread “Chips” with a partner.

    • In Unit 5, Lesson 1, Day 2, students read a decodable book. Teachers ask students to re-read the book several times with a partner and the teacher checks for reading accuracy. 

    • In Unit 5, Lesson 2, Day 2, Phonics and Decoding, Building Fluency, students reread “Mr. Brown Sees the World” with a partner.

Indicator 2f.ii

Materials include decodable texts with high-frequency words aligned to the program’s scope and sequence and opportunities for students to use decodables for multiple readings.
4/4
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Indicator Rating Details

The materials reviewed for Grade 2 meet the criteria for materials include decodable texts with high frequency words aligned to the program’s scope and sequence.

Materials include decodable texts with high-frequency words aligned to the scope and sequence. Students use a consistent routine when reading the decodables and re-read the decodable during each routine.

Examples include but are not limited to:

  • Materials include decodable texts that utilize high-frequency/irregularly spelled words.

    • In Unit 4, Lesson 5, Day 2, new high-frequency words are knew, new, something, and sorry. The two corresponding decodable texts include each of the new high-frequency words. 

    • In Unit 4, Lesson 1, Day 2, Reading a Decodable, Book 5, Story 38, “The Boat Show”, students learn the new high-frequency words: own, show and review the high-frequency words: come, every, into, saw, want, water, your.

    • In Unit 5, Lesson 1, Day 2, Reading a Decodable, Book 6, Story 44, “Look How Pets Adapt”, the students learn the new high-frequency words warm, and wash, and review the high-frequency words: are, how, now, put, their, your.

  • Decodable texts contain grade-level high-frequency/irregularly spelled words aligned to the program’s scope and sequence.

    • OCR Foundational Skills Kit, Grade 2, Core Decodables, Book 2 contains texts aligned to the following graphemes: ch, edge, ing, er, and the high-frequency words: far, much, eight, bring, live, and black. Book 4 contains texts aligned to the graphemes: ay, igh, ce, ie, and ge and the high-frequency words: gray, believe, listen, again, and piece. These are aligned with the program’s scope and sequence.

    • In Unit 1, Getting Started, Day 2, the high-frequency words are give, may, these. The decodable text includes the word give

    • In Unit 1, Lesson 2 the high-frequency words are never and under. The corresponding decodable book includes both words.

  • Materials include detailed lesson plans for repeated readings of decodable texts to address securing reading high-frequency words/irregularly spelled words in context.

    • In Unit 3, Lesson 2, Day 4, Reading a Decodable, Fluency, the lesson builds students’ fluency by having them read “Granddaddy Spider” with a partner. The partners reread the story aloud several times. The decodable contains the high-frequency words believe and carry.

    • In Unit 5, Lesson 1, Day 2, Reading a Decodable, Fluency, the lesson builds students’ fluency by having them read “Look How Pets Adapt” with a partner. The partners reread the story aloud several times. The decodable contains the high-frequency words warm and wash.

    • In Unit 6, Lesson2, Day 2, Phonics and Decoding, Reading a Decodable Story, Building Fluency, students reread “Chinatown in San Francisco” with a partner. This text reviews the following high-frequency words: are, every, one, their, and very.

Criterion 2g - 2i.iii

Materials provide teachers resources and tools to collect ongoing data about student progress on the Standards. Materials also provide teachers with strategies for meeting the needs of a range of learners so that students demonstrate independence with grade-level standards.
11/20
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Criterion Rating Details

Materials include Diagnostic and Benchmark Assessments. Materials include a variety of assessment opportunities such as diagnostic, benchmark, unit, and daily assessments in which students demonstrate their mastery of decoding skills, word recognition and analysis, and fluency. 

Materials do not include assessment results guidance in the following areas: determining the proficiency level of students based on stages of reading development and specific, concrete instructional suggestions on how to support students’ progress toward mastery. Limited instructional suggestions were noted for assessment-based steps to help students to progress toward mastery in foundational skills. Materials do  not include materials that specifically denote the standards assessed on formative or summative assessments.

Materials include differentiated suggestions as well as a photo library to support language development and comprehension of vocabulary. English Language (EL) Tips are integrated throughout the lesson at the point of use. Each digital lesson has a toggle that can be switched on for differentiation support strategies and lesson extensions/adaptations. These activities can also be found in the Differentiated Instruction Guide in the Resource Library. Although the program overview indicates differentiated instruction occurs in small group settings, and differentiated instruction guides are provided in daily lessons, no mention of changing from the whole group to small group exists in the digital guide.

Indicator 2g

Regular and Systematic Opportunities for Assessment

Indicator 2g.iii

Materials regularly and systematically offer assessment opportunities that measure student progress of phonics in- and out-of-context (as indicated by the program scope and sequence). (K-2)

1/2
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Indicator Rating Details

The materials reviewed for Grade 2 partially meet the criteria for materials regularly and systematically offer assessment opportunities that measure student progress of phonics (as indicated by the program scope and sequence).

Materials include a variety of assessment opportunities such as diagnostic, benchmark, unit, and daily assessments in which students demonstrate their mastery of decoding skills. The OCR Foundational Skills Kit, Grade 2 does not include assessment results guidance in the following area: concrete instructional suggestions on how to support students’ progress toward mastery.

Examples include but are not limited to:

  • Materials provide resources and tools to collect ongoing data about students’ progress in phonics. 

    • In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library, Assessment, Assessment Book, the phonics assessments cover decoding and encoding. Decoding ability in context is measured under Reading Prosody in the Oral Fluency assessments.

    • In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library, Assessment, Diagnostic Assessment Book, covers phonics and decoding. The Oral Reading Fluency assessments rate decoding ability under Reading Prosody.

    • In the OCR Foundational Skills Kit, Grade 2, Diagnostic Assessment, there are two Phonics and Decoding assessments in which students are to identify the given word in a wordlist and two Oral Reading Fluency assessments.

    • In the OCR Foundational Skills Kit, Grade 2, Benchmark Assessment, Test 1, Phonics, students select words that have the same sound as the given word.

    • In the OCR Foundational Skills Kit, Grade 2, Benchmark Assessment, Test 2, Oral Fluency Passage Reading, students read a passage with two hundred one words.

  • Materials offer assessment opportunities to determine students’ progress in phonics that are implemented systematically.

    • In the OCR Foundational Skills Kit, Grade 2, Assessment, each unit has five lesson-level assessments that primarily focus on out-of-context phonics skills and each unit has one unit assessment that includes one oral reading fluency assessment.

    • In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Unit Planner for each unit indicates when assessments are done. For example, Unit 4, Lesson 3, Unit Planner, Assessment column, notes Formal Lesson Assessment pages 53-55. The assessment covers the phonics skills covered in the lesson, /o/ spelled ow, oa, o, o_e, and /u/ spelled ew, ue, u, u_e, and also word analysis for prefixes dis- and un-.

    • In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Unit Planner for each unit indicates when assessments are done. For example, Unit 5, Lesson 2, Unit Planner, Assessment column, notes Formal Lesson Assessment pages 70-71 and informal assessment of blending with Unit 5, eActivity: Lesson 2, Foundational Skills, Blending. An informal assessment of word analysis is done with U5 eGame: Lesson 2, Foundational Skills.

  • Multiple assessment opportunities are provided regularly for students to demonstrate progress toward mastery and independence with phonics.

    • In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library, Assessment, Benchmark Assessment Book, each of the three Benchmark Assessments covers both decoding and encoding. Decoding in context is measured three times per year in this assessment.

    • In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library, Assessment, Assessment Book, decoding ability in context is measured under Reading Prosody in the Oral Fluency assessments.

    • In Unit 1, Lesson 1, students choose the correct spelling of words with the following graphemes: ch, th, sh, wh, and ar.

    • In Unit 4, Lesson 4, students choose the correct word from the following word bank to complete the sentence: bloom, room, hoop, soon, and boot.

    • In Unit 6, Lesson 5, students write the sound the spelling pattern makes in each word (i.e., /oo/, /aw/ /ow/, or /u/).

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

    • In the OCR Foundational Skills Kit, Grade 2, Assessment, Performance Expectations: Lesson and Unit Assessments, 80 percent mastery is considered an acceptable level of mastery (e.g., four out of five items correct).

    • In the OCR Foundational Skills Kit, Grade 2, Assessment, Performance Expectations: Unit Assessment, Phonics, Acceptable Correct for Units 1 and 3: 40 out of 50 points. Unit 2: 32 out of 40 points. 

  • Materials genuinely measure students’ progress to somewhat support teachers with instructional adjustments to help students make progress toward mastery in phonics.

    • In the OCR Foundational Skills Kit, Grade 2, Benchmark Assessment, SRA Open Court Reading Foundational Skills Benchmark Assessment Overview, Diagnosis, the directives state that if students score below the cutoff for any Benchmark Assessment, the teacher should use one or more of the following general suggestions to help students get back on track: reteach students who need extra help, practice opportunities are available to students within the Skills Practice Workbooks, Decodable books, eGames, and Language Arts Handbook, differentiate Instruction during Workshop, and intervention should be assigned to students who need more intensive help.

    • In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Benchmark Assessment, page v, provides only general suggestions for each of the three skill areas assessed.

Indicator 2g.iv

Materials regularly and systematically offer assessment opportunities that measure student progress of word recognition and analysis (as indicated by the program scope and sequence). (K-2)

1/2
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Indicator Rating Details

The materials reviewed for Grade 2 partially meet the criteria for materials regularly and systematically offer assessment opportunities that measure student progress of word recognition and analysis (as indicated by the program scope and sequence).

Materials provide a variety of assessment opportunities over the course of the year. Points of assessment are indicated in the Unit Planner and Teacher Edition. Assessments are provided in the Assessment Book, Diagnostic Assessment Book, and the Benchmark Assessment Book. The Assessment Blackline Masters provide student copies of each assessment. Teachers are provided with both a Student Assessment Record and a Class Assessment Record. Students use eActivities and eGames for informal assessment. A Teacher Resource Book with interventions is provided but not cross-referenced with each assessment. There is a lack of direct, explicit information on how to provide intervention based on each assessment.

Examples include but are not limited to:

  • Materials regularly and systematically provide a variety of assessment opportunities over the course of the year to demonstrate students’ progress toward mastery and independence of word recognition (high-frequency words or irregularly spelled words) and analysis.

    • In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Unit Planner for each unit indicates when assessments are conducted. For example, Unit 2, Unit Planner, Lesson 5, Day 5 indicates that Assessment pages 26-27 will be given.

    • In the OCR Foundational Skills Kit, Grade 2, Foundational Skills Benchmark Assessment, each benchmark assessment has a word analysis assessment given three times throughout the year.

    • In the OCR Foundational Skills Kit, Grade 2, Assessment, Units 4-6 have a word analysis reading assessment.

    • In Unit 6, Lesson 2, Day 5, Monitor Progress, Formal Assessment, pages 87-88, assesses Phonics: Silent Letters (island, answer, shine, build, listen) and Word Analysis: Prefixes dis-, un-, and non-.

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

    • In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resources, Assessment, Diagnostic Assessment Book, is provided to help teachers identify student strengths, weaknesses, and areas of concern in the following areas: Phonemic Awareness, Phonics and Decoding, Spelling, Oral Reading Fluency. The Diagnostic Assessment can be used as an initial screener with individual students or groups of students who might be lacking the prerequisite skills for the grade level. The information from the Diagnostic Assessment can then be used to inform instruction in those specific areas. 

    • In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resources, Assessment, Benchmark Assessment Book, pages iii and v, notes that the Benchmark Assessment “...has two major components: 100-Point Skills Battery and Oral Fluency. The 100-Point Skills Battery component samples skills from three strands within the grade-level curriculum: Phonics, Word Analysis, and Spelling... Because each of the Benchmark Assessments is equivalent in difficulty and format, they provide a means for measuring the progress of all students in a classroom over the course of the academic year. Improving total scores on the Benchmark Assessments indicate a student’s increasing mastery of the foundational skills curriculum.”

    • In the OCR Foundational Skills Kit, Grade 2, Foundational Skills Benchmark Assessment, Benchmark Assessment Record Sheet, provides the teacher with the goal for each benchmark assessment (i.e. 30).

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

    • In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resources, Assessment, Benchmark Assessment Book, page v, provides general suggestions to help students. The materials state, “If students score below the cutoff for any Benchmark Assessment, use one or more of the following to help students get back on track: 

      • Reteach students who need extra help 

      • Practice opportunities are available to students within the Skills Practice Workbooks, Leveled Readers (Approaching Level), eGames, and Language Arts Handbook 

      • Differentiate Instruction during Workshop 

      • Intervention should be assigned to students who need more intensive help.”

    • In the OCR Foundational Skills Kit, Grade 2, Foundational Skills Benchmark Assessment, Diagnosis, the directives are for students who score below benchmark are as follows: reteach students who need extra help, use Skills Practice Workbooks, differentiate during Workshop, and assign students to intervention who need intensive help.

    • In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resources, Assessment, Assessment Book, Benchmark Assessment Book, Diagnostic Assessment Book, there is no evidence for the assessment of reading or identifying high-frequency or irregularly spelled words.

Indicator 2g.v

Materials regularly and systematically offer assessment opportunities that measure student progress in fluency (as indicated by the program scope and sequence). (1-2)
1/2
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Indicator Rating Details

The materials reviewed for Grade 2 partially meet the criteria for materials regularly and systematically offer assessment opportunities that measure student progress in fluency (as indicated by the program scope and sequence).

Materials provide multiple assessment opportunities for fluency as noted in the Unit Planner of each unit. In the Assessment Book, each of the six units includes an Oral Fluency Assessment. The assessments score reading rate and accuracy and also reading prosody. The Diagnostic Assessment can be used with an individual student or groups of students and the Oral Reading Fluency strand measures Reading Rate and Accuracy and also Reading Prosody. The Benchmark Assessment is administered three times per year and measures and measures oral fluency: passage reading fluency. A Teacher Resource Book with interventions is provided but not cross-referenced with each assessment. There are also differentiated teaching ideas in the teacher edition but there is a lack of direct, explicit information on how to provide intervention based on each assessment.

Examples include but are not limited to:

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

    • In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library, Assessment Book, each of the six units includes an Oral Fluency Assessment. The assessments score reading rate and accuracy and also reading prosody. 

    • In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library, Assessment Book, the Diagnostic Assessment has an Oral Reading Fluency component. The Diagnostic Assessment can be used as an initial screener with an individual student or groups of students. The Oral Reading Fluency Assessment covers reading rate, accuracy, and prosody.

    • In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library, Assessment, Benchmark Assessment, is administered three times per year and measures oral fluency: passage reading.

  • Assessment materials provide teachers and students with information about students' current skills/level of understanding of fluency.

    • In the OCR Foundational Skills Kit, Grade 2, Assessment, Performance Expectations: Oral Fluency Assessment, students must meet the following Words Per Minute (WPM) benchmarks to meet grade-level expectations: 84 (Unit 1), 92 (Unit 2), 100 (Unit 3), 109 (Unit 4), 116 (Unit 5), and 124 (Unit 6). 

    • In the OCR Foundational Skills Kit, Grade 2, Resource Library, Assessment Book, page vi, notes expected fluency (words correct per minute) for each unit. The end-of-year expectation for students for prosody is four of five prosody elements in the average range.

    • In the OCR Foundational Skills Kit, Grade 2, Resource Library, Assessment, Benchmark Assessment, page iv, provides cutoff points for the three assessment periods for high-frequency word reading fluency and oral passage reading fluency. On page v, Diagnosis, it is noted that if a student falls below the cutoff score on the Oral Fluency assessments they should be considered for intervention and should be closely monitored. Page iv notes, “The Oral Fluency portion of the Benchmark Assessment is a direct measure of students’ reading fluency. It also serves as a general, overall indicator of a student's reading competence. For example, students who score poorly when reading text aloud in a fixed time are the same students who have poor decoding skills, whose ability to recognize words automatically is adequate, who have limited vocabularies, and who have difficulty understanding what they read.”

  • Materials support teachers with limited instructional adjustments to help students make progress toward mastery in fluency.

    • In the OCR Foundational Skills Kit, Grade 2, Diagnostic Assessment, page iii, indicates that students who score below the expected level on any of the technical skill areas will need to remedy this through additional scaffolding and support provided in Intervention.

    • In the OCR Foundational Skills Kit, Grade 2, Resource Library, Assessment, Benchmark Assessment, page v, “If students score below the cutoff for any Benchmark Assessment, use one or more of the following to help students get back on track: Reteach, practice opportunities are available to students within the Skills Practice Workbooks, Leveled Readers, (Approaching Level), eGames, and Language Arts Handbook, Differentiate Instruction during Workshop, Intervention should be assigned to students who need more intensive help.” The Language Arts Handbook and Workshop guidance are not found in the OCR Foundational Skills Teacher Edition, Grade 1.

    • In the OCR Foundational Skills Kit, Grade 2, Diagnostic Assessment, page iii, students who score below the expected level on any of the technical skill areas will need to remedy this through additional scaffolding and support provided in Intervention. These are only general suggestions.

    • In Unit 2, Lesson, 1, Day 2, Phonics and Decoding, Fluency: Reading a Decodable Book, Differentiated Instruction, the directions tell the teacher if students need extra practice, have them read “A Fake Snake”. 

    • In Unit 5, Lesson, 2, Day 2, Phonics and Decoding, Fluency: Reading a Decodable Book, Building Fluency, Teacher Tip, the directions tell the teacher if students are not ready to read the story without structure, revert to using Routine 9.

Indicator 2h

Materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment and assessment materials clearly denote which standards are being emphasized.
0/2
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Indicator Rating Details

The materials reviewed for Grade 2 do not meet the criteria for assessment materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment and assessment materials denote which standards are being emphasized.

OCR Foundational Skills Kit, Grade 2 does not include materials that specifically denote the standards assessed on formative or summative assessments. There is an alignment document that explains how lessons correlate to Common Core State Standards, but does not include questions and tasks. When assessments are mentioned in the lesson, the directives suggest that the assessment aligns with the overall lesson standards; however, what is cited in the lesson is not consistently assessed on the assessment. The program overview indicates assessments are aligned with classroom instruction, though specific alignment documents are absent in the program. There is standards alignment information carried in the print version which is not carried in the digital version.

Examples include but are not limited to:

  • Materials include some denotations of the standards being assessed in the formative assessments.

    • In OCR Foundational Skills Kit, Grade 2, Teacher Edition, each day’s activities have a list at the top right of standards for that day but it doesn’t denote which standard goes with the formative/lesson assessment

    • In Unit 4, Lesson 2, Day 5, Monitor Progress, Informal Assessment, students use Unit 4, eActivity, Lesson 2, Foundational Skills, Blending, and Unit 4 eGame, Lesson 2, Foundational Skills to practice skills learned in the lesson. In the teacher edition, the standards for the lesson are denoted as RF.2.4b and L.2.4a, but there is no indication which standards are in the eActivity or eGam, which serve as formative assessments. 

    • In Unit 6, Lesson 2, Day 5, Monitor Progress, Informal Assessment, students use Unit 6, eActivity, Lesson 2, Foundational Skills, Blending, and Unit 6 eGame, Lesson 2, Foundational Skills to practice skills learned in the lesson. In the Teacher’s Edition, the standard for the lesson is noted as RF.2.4b, but there is no indication if that standard is in the eActivity or eGame, which serve as formative assessments.

  • Materials include limited denotations of standards being assessed in the summative assessments.

    • The OCR Foundational Skills Kit, Grade 1, Teacher Edition, Assessment drop-down menu, indicates an ability for teachers to choose items to assess by the standard.

    • In Unit 2, Lesson 3, Day 5, there is a formal assessment for Lesson 3. There is no indication on the assessment, in the Teacher Assessment book, or in the Teacher’s Edition to indicate what standard is being covered.

    • In Unit 2, Lesson 3, Day 5, there is a Benchmark Assessment but there are no denotations to the standards either on the assessment or in the Teacher’s Edition.

  • Alignment documentation is provided for some tasks, questions, and assessment items.

    • In OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library, Standards, documentation is provided for which standards are covered on which pages only for the printed teacher edition as it refers to page numbers. Standards are provided at the top of each lesson for the eTeacher Edition, and they are also listed next to the portion of the lesson they are linked with for tasks and questions.

    • In Unit 5, Lesson 2, Day 5, one Foundational Skills standard is listed at the top of the ePage and also next to the portion of the lesson it is covered in. evidence was found in the printed Teacher’s Edition. No evidence was found for this in the Digital Teacher’s Edition. 

  • There is no alignment documentation containing specific standards correlated to specific lessons.

    • In OCR Foundational Skills Kit, Grade 2, Teacher Edition, no alignment documents to specific lessons were found.

Indicator 2i

Differentiation for Instruction: Materials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding grade-level standards.

Indicator 2i.i

Materials regularly provide all students, including those who read, write, speak, or listen in a language other than English with extensive opportunities for reteaching to meet or exceed grade-level standards.

4/4
+
-
Indicator Rating Details

The materials reviewed for Grade 2 meet the criteria for materials regularly provide all students, including those who read, write, speak, or listen in a language other than English with extensive opportunities for reteaching meet or exceed grade-level standards.

Materials include suggestions for differentiating instruction to support English learners (ELs). Photocards include first language support by providing vocabulary in ten languages. A guide for teachers includes pictures of how the mouth forms each sound in English. Materials also include board games for students to play in competitive or cooperative groups.

Examples include but are not limited to:

  • Materials provide support for English Language Learner (ELL) students.

    • In the OCR Foundational Skills Kit, Grade 2, English Learner Teacher’s Guide, Contrastive Analysis Chart for Speakers of Other Languages: Phonemes, there is a correlation chart that compares English phonemes to other languages.

    • In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library, English Learner Photo Library, provides cards to enhance the learning of English language learners. Cards include real photographs of items, definitions, and vocabulary words in ten languages. 

    • In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library, ELD board games introduction, and table of contents explains eight board games designed for supporting ELs, Games include differentiated vocabulary to adjust to the language proficiency of the players. 

  • General statements about ELL students or strategies are noted at the beginning of a unit or at one place in the teacher edition are then implemented by the materials throughout the lessons.

    • In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library, English Learner Appendix, provides information to teachers on contrastive analysis with students’ first language provided for 13 languages, visuals for forming consonant sounds, and explanation of routines and activities to guide students who are English language learners. 

    • In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library, Newcomers English Language Development Teacher’s Guide, provides guidance and activities for teachers to use for students who are newly arrived in the United States. Materials are used as a supplement or instead of other supplementary materials and include sentence stems, suggestions to pair students, and teacher tips for additional and independent work. 

    • In Unit 4, Lesson 3, Day 1, Phonics and Decoding, English Learner, directions tell the teacher to work in small groups on the following words to practice blending: hotel, have, hem, hat, hot, and hit.

    • In Unit 6, Lesson 2, Day 2, Phonics and Decoding, Fluency: Reading a Decodable Story, English Learner, directions provide the following sentence frame to supports student in answering questions: Shoppers find ___ and ___, ____ and___are___include___or___.

Indicator 2i.ii

Materials regularly provide all students, including those who read, write, speak, or listen below grade-level with extensive opportunities for reteaching to meet or exceed grade-level standards.

2/4
+
-
Indicator Rating Details

The materials reviewed for Grade 2 partially meet the criteria for materials regularly provide all students, including those who read, write, speak, or listen below grade level with extensive opportunities for reteaching to meet or exceed grade-level standards.

Materials provide guidance to teachers for scaffolding and adapting lessons and activities to support students who read, write, speak, or listen below grade level, or at the OCR “Approaching Level”. Each digital lesson has a toggle that can be switched on for differentiation support strategies and lesson extensions/adaptations. These activities can also be found in the Differentiated Instruction Guide in the Resource Library. The Program Overview refers to small groups as part of Workshop time, but there is no guidance in the Foundational Skills Kit that explains how or when to do Workshop small groups. Although the program overview indicates differentiated instruction occurs in small group settings, and differentiated instruction guides are provided in daily lessons, no mention of changing from the whole group to small group exists in the digital guide.

Examples include but are not limited to:

  • Materials provide opportunities for small group reteaching. 

    • In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library, Program Overview, page 7, refers to Workshop time to allow for small groups, but there is no elaboration of this in the lessons.

    • In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library, Program Overview, page 21, indicates that differentiated instruction tips in the teacher guide should be used in small groups, but these do not show up in the lessons.

    • In Unit 5, Lesson 2, Day 1, the teacher introduces decoding and the /ow/ spelled ow and ou in the whole group lesson. Materials include a differentiated instruction guide with explicit instructions for the teacher to give reminders, use whole-word blending and blending sentence routines, and provide syllabication for words. 

  • Materials provide guidance to teachers for scaffolding and adapting lessons and activities to support students who read, write, speak, or listen below grade level in extensive opportunities to learn foundational skills at the grade-level standards.

    • In the OCR Foundational Skills Kit, Grade 2, Teacher Edition, Resource Library, Intervention, Differentiated Instruction Guide, contains all of the leveled lesson differentiation that can be accessed individually in the Digital Teacher Edition including an “Approaching Level”.

    • In Unit 2, Lesson 2, Day 3, Developing Oral Language, materials include a differentiated instruction guide with questions the teacher can ask students and instructs the teacher to have students use all words in the lesson at least one time.

    • In Unit 6, Lesson 3, Day 4, Developing Oral Language, the teacher reviews the prefixes re-, pre-, and mis- with the whole group. Materials include a differentiated instruction guide with instructions to write three lines of words and a routine to read using syllabication, definitions, and sentences for each word.

Indicator 2i.iii

Materials regularly provide extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade-level.

2/4
+
-
Indicator Rating Details

The materials reviewed for Grade 2 partially meet the criteria for materials regularly provide extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.

Materials provide a Supplemental Word List in the Appendix found in the Resource Library to extend learning in the lesson. The Program Overview references lessons containing detailed suggestions for differentiated instruction for those Beyond Level. Although there is a toggle switch for differentiated learning in the digital teacher edition, differentiation for Beyond Level was noted in the printed teacher edition labeled as Beyond Level at the bottom margin. The differentiated activities for Beyond Level are only evident in the print Teacher Edition, not the Digital Teacher Edition. Many of the above-grade-level activities are not seen as doing more than their classmates,but rather different activities based on skill level.

Examples include but are not limited to:

  • Materials provide multiple opportunities for advanced students to investigate grade-level foundational skills at a greater depth.

    • In the OCR Foundational Skills Kit, Grade 2, Resource Library, Appendix, Supplemental Word List, can be used in several ways to extend the lessons. Words are listed by beginning sounds, ending sounds, and medial vowel sounds.

    • In OCR Foundational Skills Kit, Grade 2, Resource Library, Program Overview, every lesson contains detailed suggestions for differentiating instruction for the following groups of students: Approaching Level, On Level, and Beyond Level (this is seen in the print materials, but not the online materials).

    • In Unit 3, Lesson 2, Day 1, printed version, Beyond Level students list additional words with long /e/ spelled -ie, y, and ey.

    • In Unit 5, Lesson 5, Day 1, printed version, students Beyond Level extend sentences with /oi/ words compared to rewriting sentences with words from the lesson.

  • There are no instances of advanced students simply doing more assignments than their classmates.

    • In Unit 2, Lesson 1, Day 1, Differentiated Instruction, High - Frequency Words, at the Approaching Level, students draw an illustration for several words in the word lines. For On Level, students write a poem using words from the word lines. For Beyond Level, students list words that have three or more syllables and include /ā/.

    • In Unit 5, Lesson 1, Day 1, Differentiated Instruction, Word Lines Teacher, the students Beyond Level list words that have three or more syllables and include /ā/ spelled a or a_e.

    • In Unit 6, Lesson 1, Day 3, On Level students write a list of additional words and their definitions, while students Beyond Level identify homophone pairs and write sentences for each word. 

Criterion 2j - 2n

Materials support effective use of technology and visual design to enhance student learning. Digital materials are accessible and available in multiple platforms.
0/0
+
-
Criterion Rating Details

Materials are provided for both teachers and students through a digital means. ePresentation Resources found in the teacher edition can be projected along with other resources found in the Resource Library. Materials are compatible with many Internet browsers, follow universal programming style, and allow the use of the Android mobile device. Materials include opportunities for teachers to personalize learning for all students through assigning specific tasks and assessments to the student-facing materials.

Indicator 2j

Digital materials (either included as a supplement to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), “platform neutral” (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.
Narrative Evidence Only
+
-
Indicator Rating Details

The materials reviewed for Grade 2 contain digital materials (either included as a supplement to a textbook or as part of a digital curriculum) that are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome.), “platform neutral” (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style and allow the use of tablets and mobile devices. 

OCR Foundational Skills Kit, Grade 1, both teacher and student digital materials are web-based, compatible with many Internet browsers, follow universal programming style, and allow the use of the Android mobile device. It is challenging to get student pages on an iPhone. 

Examples include but are not limited to: 

  • Digital materials are compatible with desktop Windows 8.1 and 10 platforms

  • Digital materials are compatible with the android phone, Samsung 9+. Both teacher and student digital materials are accessible on an Android phone.

  • ConnectEd Mobile App is available for all decodable texts. Texts can be downloaded on a student's device, so they can be read without an Internet connection.

  • OCR Foundational Skills Kit, Grade 2, Teacher Edition is accessible with Safari (MacBook), Google Chrome, and Firefox browser on laptop and desktop devices. 

    • In Unit 2, Lesson 3, Day 5, the lesson presents a digital book with optional automated read-aloud technology and is accessible with Safari, Google Chrome, and Firefox browsers.

Indicator 2k

Materials support effective use of technology to enhance student learning.
Narrative Evidence Only
+
-
Indicator Rating Details

The materials reviewed for Grade 2 contain materials that support effective use of technology and visual design to enhance student learning. Digital materials are accessible and available on multiple platforms. 

Open Court Reading Grade 2 materials are provided for both teachers and students through a digital means. ePresentation Resources found in the Teacherdi Edition can be projected along with other resources found in the Resource Library. Student Skill Pages have a built-in reader that will read aloud the directions and words on the page to students. Students can write answers to questions or type answers using the tools in the Student Skill Pages.

Examples include but are not limited to:

  • In OCR Foundational Skills Kit, Grade 2, Teacher Edition, each day’s teacher directions and resources are available digitally by clicking on the Unit, Lesson, and Day for access.

  • In OCR Foundational Skills Kit, Grade 2, Teacher Edition, word lists, sentences, big books, student skills pages, and decodable readers are available through the ePresentation Resources found linked in each day’s activities as needed based on the lesson. EL Photo Library Cards, High-Frequency Flash Cards, Sound Spelling cards, games, assessment resources, and teacher videos can all be found under the menu in the Digital Teacher Edition.

  • In OCR Foundational Skills Kit, Grade 2, a Student Edition is also available online. The teacher can push certain resources and assessments out to the whole class or certain students.

Indicator 2l

Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.
Narrative Evidence Only
+
-
Indicator Rating Details

The materials reviewed for Grade 2 contain digital materials that include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.

OCR Foundational Skills Kit, Grade 2 includes opportunities for teachers to personalize learning for all students through assigning specific tasks and assessments to the student-facing materials. 

Examples include but are not limited to:

  • The OCR Foundational Skills Kit, Grade 2, Teacher Edition includes options for teachers to assign individual content or lessons to students. 

  • The OCR Foundational Skills Kit, Grade 2, Teacher Edition Assessment drop-down menu includes options for teachers to assign individual assessments and the option to create individual assessments.

  • In OCR Foundational Skills Kit, Grade 2, Assignment Tracker, the teacher assigns specific decodable texts, eActivities, Sound Spelling Cards to specific students or groups of students.

  • In OCR Foundational Skills Kit, Grade 2, Assessment, the teacher uses an item bank to create assessments to assign to students.

Indicator 2m

Materials can be easily customized for local use.
Narrative Evidence Only
+
-
Indicator Rating Details

Some of the materials reviewed for Grade 2 can be easily customized for local use.

Open Court Reading Grade 2 materials provide the ability to customize assessment materials for local use. Although the option to assign individual skills practice, digital books, and activities to students exists, the content itself is not customizable.

Examples include but are not limited to:

  • OCR Foundational Skills Kit, Grade 2, Teacher Edition, Menu, Assessment, tests can be created by selecting questions from a question bank, question by standard, or question from a passage bank to meet the local curriculum scope and sequence for testing purposes.

  • OCR Foundational Skills Kit, Grade 2, Teacher Edition, Menu, Assignment Tracker, the teacher can choose certain materials and when to send them out to students digitally (e.g., EL Photo Library Cards, Activities, Core Decodables.). The materials can be sent to the whole class or selected students.

  • OCR Foundational Skills Kit, Grade 2, Teacher Edition, Assessment drop-down menu provides the option for teachers to create their assessments using a question bank, choose questions by standard, and create their assessment questions.

Indicator 2n

The visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
Narrative Evidence Only
+
-
Indicator Rating Details

The materials reviewed for Grade 2 includes a visual design (whether in print or digital) that is not distracting or chaotic, but supports students in engaging thoughtfully with the subject. 

OCR Foundational Skills Kit, Grade 2 digital platform design allows for ease of student navigation and learning. These are not distracting or chaotic, but support students in engaging thoughtfully with the subject. 

Examples include but are not limited to:

  • OCR Foundational Skills Kit, Grade 2, Teacher Edition, print and digital materials are well-organized by units, lessons, and days.

  • OCR Foundational Skills Kit, Grade 2, Student Edition, pages in the Student Edition, Student Practice Pages, and decodable stories are an easy-to-read font size.

  • OCR Foundational Skills Kit, Grade 2, Teacher and Student Edition, the use of color is not distracting. 

  • OCR Foundational Skills Kit, Grade 2, Teacher Edition, Core Decodables are laid out both through picture and word formatting in a way that is easy for the reader to utilize through digital means.

  • OCR Foundational Skills Kit, Grade 2, Teacher Edition, ePresentation resources of word lists and sentences are in color, font, and format that is readable through a digital and projectable means.

  • OCR Foundational Skills Kit, Grade 2, Student Edition, Student Skill pages are laid out in a way that is easy for students to understand the flow of questions and where answers are needed.

  • OCR Foundational Skills Kit, Grade 2, Student Edition, Activities, have a layout of Elkonin boxes, counters, and directions in a way that does not overwhelm students. 

abc123

Report Published Date: 2021/10/07

Report Edition: 2015

Title ISBN Edition Publisher Year
Grade 2: Foundational Skills Kit 978‑0‑0213‑5407‑8 McGraw-Hill Education 2015
Grade 1 FSK Teacher Guides: Volume 2 978‑0‑0767‑4854‑9 McGraw-Hill Education 2015
Grade 2 FSK Teacher Guide 978‑0‑0767‑9736‑3 McGraw-Hill Education 2015

Please note: Reports published beginning in 2021 will be using version 1.5 of our review tools. Version 1 of our review tools can be found here. Learn more about this change.

ELA Foundational Skills Review Tool

The ELA foundational skills review criteria identifies the indicators for high quality instructional materials. The review criteria supports a sequential review process that reflect the importance of alignment to the standards then consider other high-quality attributes of curriculum as recommended by educators.

The ELA foundational skills review criteria evaluates materials based on:

  • Alignment to Standards and Research-Based Practices for Foundational Skills Instruction

  • Implementation, Support Materials & Assessment

The ELA Evidence Guides complement the review criteria by elaborating details for each indicator including the purpose of the indicator, information on how to collect evidence, guiding questions and discussion prompts, and scoring criteria.

NOTE: The ELA foundational skills review criteria contains only two gateways. The structural pieces that we normally review as a part of Gateway 3 (e.g. differentiation) in our comprehensive reviews are critical to the success of a program, and are, therefore, interspersed and combined with other indicators in Gateway 2.

The ELA foundational skills rubric contains only two gateways: Alignment to Standards and Research-Based Practices for Foundational Skills Instruction (Gateway 1) and Implementation, Support Materials & Assessment (Gateway 2). The structural pieces that we normally review as a part of Gateway 3 (e.g. differentiation) in our comprehensive reviews are critical to the success of a program, and are, therefore, interspersed and combined with other indicators in Gateway 2.

The EdReports rubric supports a sequential review process through three gateways. These gateways reflect the importance of alignment to college and career ready standards and considers other attributes of high-quality curriculum, such as usability and design, as recommended by educators.

Materials must meet or partially meet expectations for the first set of indicators (gateway 1) to move to the other gateways. 

Gateways 1 and 2 focus on questions of alignment to the standards. Are the instructional materials aligned to the standards? Are all standards present and treated with appropriate depth and quality required to support student learning?

Gateway 3 focuses on the question of usability. Are the instructional materials user-friendly for students and educators? Materials must be well designed to facilitate student learning and enhance a teacher’s ability to differentiate and build knowledge within the classroom. 

In order to be reviewed and attain a rating for usability (Gateway 3), the instructional materials must first meet expectations for alignment (Gateways 1 and 2).

Alignment and usability ratings are assigned based on how materials score on a series of criteria and indicators with reviewers providing supporting evidence to determine and substantiate each point awarded.

Alignment and usability ratings are assigned based on how materials score on a series of criteria and indicators with reviewers providing supporting evidence to determine and substantiate each point awarded.

For ELA and math, alignment ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for alignment to college- and career-ready standards, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.

For science, alignment ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for alignment to the Next Generation Science Standards, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.

For all content areas, usability ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for effective practices (as outlined in the evaluation tool) for use and design, teacher planning and learning, assessment, differentiated instruction, and effective technology use.

Math K-8

  • Focus and Coherence - 14 possible points

    • 12-14 points: Meets Expectations

    • 8-11 points: Partially Meets Expectations

    • Below 8 points: Does Not Meet Expectations

  • Rigor and Mathematical Practices - 18 possible points

    • 16-18 points: Meets Expectations

    • 11-15 points: Partially Meets Expectations

    • Below 11 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 38 possible points

    • 31-38 points: Meets Expectations

    • 23-30 points: Partially Meets Expectations

    • Below 23: Does Not Meet Expectations

Math High School

  • Focus and Coherence - 18 possible points

    • 14-18 points: Meets Expectations

    • 10-13 points: Partially Meets Expectations

    • Below 10 points: Does Not Meet Expectations

  • Rigor and Mathematical Practices - 16 possible points

    • 14-16 points: Meets Expectations

    • 10-13 points: Partially Meets Expectations

    • Below 10 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 36 possible points

    • 30-36 points: Meets Expectations

    • 22-29 points: Partially Meets Expectations

    • Below 22: Does Not Meet Expectations

ELA K-2

  • Text Complexity and Quality - 58 possible points

    • 52-58 points: Meets Expectations

    • 28-51 points: Partially Meets Expectations

    • Below 28 points: Does Not Meet Expectations

  • Building Knowledge with Texts, Vocabulary, and Tasks - 32 possible points

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations

ELA 3-5

  • Text Complexity and Quality - 42 possible points

    • 37-42 points: Meets Expectations

    • 21-36 points: Partially Meets Expectations

    • Below 21 points: Does Not Meet Expectations

  • Building Knowledge with Texts, Vocabulary, and Tasks - 32 possible points

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations

ELA 6-8

  • Text Complexity and Quality - 36 possible points

    • 32-36 points: Meets Expectations

    • 18-31 points: Partially Meets Expectations

    • Below 18 points: Does Not Meet Expectations

  • Building Knowledge with Texts, Vocabulary, and Tasks - 32 possible points

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations


ELA High School

  • Text Complexity and Quality - 32 possible points

    • 28-32 points: Meets Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Building Knowledge with Texts, Vocabulary, and Tasks - 32 possible points

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations

Science Middle School

  • Designed for NGSS - 26 possible points

    • 22-26 points: Meets Expectations

    • 13-21 points: Partially Meets Expectations

    • Below 13 points: Does Not Meet Expectations


  • Coherence and Scope - 56 possible points

    • 48-56 points: Meets Expectations

    • 30-47 points: Partially Meets Expectations

    • Below 30 points: Does Not Meet Expectations


  • Instructional Supports and Usability - 54 possible points

    • 46-54 points: Meets Expectations

    • 29-45 points: Partially Meets Expectations

    • Below 29 points: Does Not Meet Expectations