The Grade 1 Pathways to Reading program spans 36 weeks and content provided can reasonably be completed in a year based on the "Quarterly Literacy Plan" provided. Although recommended scripting is provided within lessons, specific times are not suggested for individual activities. Additionally, at times, components of the program are difficult to navigate and may need additional guidance. The "Teacher Preparation" section of the "Large Group Manual" provides an explanation of the scope and sequence for phonological awareness and phonics. Teachers are provided with research-based explanations for the hierarchy of phonological awareness and the phonics sequence in Grade 1.
Materials partially meet the criteria for materials include decodable texts with phonics aligned to the program’s scope and sequence. Students read a paragraph on Day 4 of the weekly spelling routine that provides the opportunity to apply grade-level phonics skills to a text. Decodable readers are referenced in "Read in Context" small group lessons. Additionally, the paragraphs students read each week during spelling instruction contain "Cheater Words" (i.e., irregularly spelled words) that align with the scope of sequence for spelling instruction. All decodable texts referenced in the materials are available as an additional purchase. Materials do not provide opportunities for the teacher to monitor print concepts, letter recognition, or letter formation in the Grade 1 materials. While materials provide assessment opportunities over the course of the school year to measure students’ mastery of phonics, teacher guidance provides general questions and directs the teacher to use the "Small Group" manuals.
Materials partially meet the criteria for assessment 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. Materials include an "Assessment Manual" which provides information on student progress and instructional suggestions to assist students toward mastery of word recognition and analysis. Limited assessments for fluency are provided in Pathways to Reading. The teacher is directed to use district fluency assessments and are given a list of suggested fluency resources.
Materials 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 meet the criteria for materials regularly provide extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level; however, there is no reference to English Language Learners in the Pathways to Reading materials.
Although the visual design of the website and teachers manuals is easy to read, there are multiple teacher manuals utilized for lessons which could result in an inefficiency of guidance for the teacher.