2nd Grade - Gateway 1
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Standards and Research-Based Practices
Alignment to Standards and Research-Based Practices for Foundational Skills InstructionGateway 1 - Partially Meets Expectations | 75% |
|---|---|
Criterion 1.1: Phonics | 18 / 20 |
Criterion 1.2: Word Recognition and Word Analysis | 4 / 8 |
Criterion 1.3: Decoding Accuracy, Decoding Automaticity and Fluency | 8 / 12 |
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 1.1: Phonics
This criterion is non-negotiable. Materials must achieve a specified minimum score in this criterion to advance to the next gateway.
Materials emphasize explicit, systematic instruction of research-based and/or evidence-based phonics.
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.
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.
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.
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.
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)
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 1.2: Word Recognition and Word Analysis
Materials and instruction support students in learning and practicing regularly and irregularly spelled high-frequency words.
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.
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).
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.
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 1.3: Decoding Accuracy, Decoding Automaticity and Fluency
This criterion is non-negotiable. Materials must achieve a specified minimum score in this criterion to advance to the next gateway.
Materials and instruction support students in learning and practicing regularly and irregularly spelled high-frequency words.
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)
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).
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.
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.