2nd Grade - Gateway 2

The materials reviewed for Grade 2 Pathways to Reading 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.

Pathways to Reading, Second Grade manuals provide detailed lessons regarding how to present the content to students. Materials are provided for whole group lessons in the "Large Group Manual." The "Small Group Manual" is used in conjunction with the "Second Grade Small Group Folder" for documenting data for small group lessons. The "Flip and Assist Manual" supports the "Small Group Manual" providing strategies along with possible student responses for help with remediation. "Reproducibles" are provided for whole and small group activities. There is the continuation in Grade 2 from the Grade 1 instructional sequence with the Pathways to Spelling Manual. Sample lessons are provided through video clips that provide support and a modeling tool for the teacher. However, while consistent routines and activities are used throughout the year, the layout of the "Second Grade Large Group Teacher Manual" often necessitates flipping back and forth through pages during a daily lesson to find the lessons that correspond with each day.

Materials provide a well-defined, teacher resource (e.g., teacher edition, manual) for content presentation. For example, the following is noted:

• There are multiple teacher manuals which include the following:
• "Second Grade Large Group."
• "Second Grade Small Group."
• "Second Grade Small Group Folder."
• "Second Grade Assessments."
• "Flip & Assist (Grade 1 and Above)."
• "Advanced Oral PA Development (Grade 1 and Above)."
• "Second Grade Pathways to Spelling."
• "Second Grade Reproducibles."
• "Online Video Library for Teachers."
• In the "Large Group Manual," pages 2-4, teachers are provided with "Quarterly Literacy Plans." Lessons throughout the manual are broken down into weeks and days.
• In the "Large Group Manual," page 71, teachers are provided with a chart that lists the multisyllable lessons for each day. Days 1 and 2 list “MS decoding practice” but no corresponding pages are listed. The rest of the days reference page numbers: Day 3, “MS Lesson 5 pages 72-73,” Day 4, “MS decoding practice pages 76-79,” and Day 5, “MS Lesson 5 pages 74-76.”
• In the "Small Group Manual," page 1, the materials explain the teacher should begin the small group instruction as determined in the "Small Group Folder." The "Small Group Folder" contains note-taking sheets, lesson plan materials, masters for the four levels of small groups, and mouth pictures with questions.

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). For example, the following is noted:

• In the "Large Group Manual," page 55, “Vowel practice is a 10 minute daily routine. Discontinue vowel practice when students have mastered Spot the Vowel.”
• In the "Large Group Manual," page 76, a routine for multisyllable word practice is provided:
• "1. Review multisyllable strategies a couple of minutes each day. Find several decodable multisyllable words, double consonant words, and words with the -ing ending from the Think Aloud or Shared Reading materials. Write these words on the board.
• 2. Think aloud to decode one from each category. Then call on a student to read the word. Ask the student to identify the 'Instant Syllable' then read the word.
• 3. Use 'Flip and Assist' to respond to errors. Have the class close their eyes and visualize the -ing syllable. Have them 'shadow write' it in the air.
• 4. See game activities next page."
• In the "Small Group Manual," Lesson 1 for "Word Reading Strategies," pages 147-149, there are step-by-step strategies including teacher prompts to help students with high-frequency words:
• "ID the vowel sound.
• Blend the vowel to the end (introduce the term 'rime').
• Start Again (introduce the term 'onset').
• Identify the word.
• 'Map' (spell) the portion of the word requested.
• Read the phrase or short sentence."

Any technology pieces included provide support and guidance for the teacher and do not create an additional layer of complication around the materials. For example, the following is noted:

• Videos are provided on the Pathways to Reading website for teacher use. Topics addressed in the videos include fluency, and phonemic awareness. Videos provide demonstrations of a teacher working with students on the strategies taught in Pathways to Reading. For example, the following is noted:
• In the "Small Group Manual," page 113, the teacher is referred to the "Video Library," Set #10-c/e, i, y.
• In the video, “Segment and Write End Practice: Modeled with Second Graders” (6 minutes and 19 seconds) a teacher works with students to write words on their white boards. The teacher leads students in a discussion about the vowel sound and other ways the vowel sound could be spelled. Students practice segmenting the sounds in the words they write.
• "Consonant Articulation Practice" videos for teachers are provided on the Pathways to Reading website.

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.

Lessons throughout the Grade 2 Pathways to Reading manuals contain explanations and examples of foundational skills being taught such as detailed annotations of the speech concepts. The "Second Grade Large Group Manual" contains a "Teacher Preparation" section that provides adult-level explanations of foundational skills concepts such as phonics and high-frequency words. The "Flip and Assist Manual," provides explanations and examples of foundational skills. Accompanying online video tutorials are located on the Pathways to Reading website.

Complete, detailed adult-level explanations are provided for each foundational skill taught at the grade level. For example, the following is noted:

• In the "Large Group Manual," "Teacher Preparation Tab," page 1, plosive is described: “The air is stopped briefly by lips or tongue then released in an explosion of air. /p/ as in pie.” Fricative is described: “The air is forced to squeeze through a narrow opening formed by the teeth, lips or tongue. The air flows rather than explodes. For example. /s/ as in sun.”
• In the "Large Group Manual," "Teacher Preparation Tab" page 24, "Vowel Town Basics" are explained:
• There are four categories related to mouth shape:
• "Smile"=shape sounds.
• "Open"=mouth shape sound.
• "Circle"=mouth shape sounds.
• "Movement"=from one shape to another.
• The concept of "Hills" relates to tongue and chin movement.
• The concept of "Taxis" relates to the movement from one mouth shape to another.
• The "Apartment Building" is a mnemonic for remembering the -r controlled vowels.
• In the "Pathways to Spelling Manual," page 3, "Phonemic Awareness" is defined and described: “The ability to notice the small units of sound that make up the spoken word. The phonemes in fog are /f/, /o/, /g/ (letters inside slanted lines represent sounds). Ability to notice these sounds enables the student to segment words into individual sounds in order to spell, blend sounds into words for reading, and manipulate sounds within words to self-correct spelling and reading errors.”

Detailed examples of the grade level foundational skill concepts are provided for the teacher. For example, the following is noted:

• In the "Large Group Manual," page 114, when learning about irregularly spelled words, the teacher is advised that, “Some words are so irregular that it is best to simply tell the student how the word is pronounced. Help the student form associations for the irregular part of the word by writing several other words that are similar when possible.” The teacher is provided with the following examples of irregularly spelled words: enough, idea, machine, neighbor, radio, tonight, and weighing.
• In the "Large Group Manual," "Teacher Preparation Tab," page 24, there are examples for "Practice Pronouncing the Sounds:"
• ‘Taxi’ sounds:
• /ie/ (eye) Open to smile.
• /ue/ (you) Smile to circle.
• /ow/ (ouch) Open to circle.
• /oy/ (boy) Circle to smile.
• In the "Large Group Manual," "Teacher Preparation Tab," page 26, the scope of syllable structure for segmenting up to five phonemes is provided. Explanations for each structure include examples of simple syllables (e.g., v: I, eye; CVC: cat, thing), and complex syllables (e.g., VCC: act; CCVCC: brand).

The materials reviewed for Pathways to Reading 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.

The "Teacher Preparation" section of the "Large Group Manual" provides an explanation of the scope and sequence for phonics. Teachers are provided with research-based explanations for the phonics sequence in Grade 2. Materials provide a list of all phonics guides (rules) that will be addressed over the course of the school year. While there are some low utility patterns that are taught, the majority of phonics rules that are taught are of high utility. The "Teacher Preparation" pages explain and provide examples of all phonics rules that will be taught during the sequence.

Materials clearly delineate a scope and sequence with a cohesive, intentional sequence of phonics instruction and practice to build toward application of skills. For example, the following is noted:

• In the "Large Group Manual," "Teacher Preparation Tab" page 31, the materials provide a chart with the "Scope and Sequence" of sounds and phonics guides taught in Grade 2. Phonics skills are taught by pools such as the following examples:
• "Pool 1: Consonants pb, td, ckg, fv, th, s, z, sh, ch, m, n, l, r, ng. Vowels a, e, i, o, u, and Guides choice of c or k, -ck at the end.
• Pool 2: Consonants w, h, wh, qu, x, y. Vowels ae, ee, ie, oe, ue. Guides -e to end, 2 e’s stick together.
• Pool 3: Vowels oi/oy, ou/ow, au/aw, oo/oo. Guides c/e, i, y.
• Pool 4: Vowels oi/oy, ou/ow, au/aw, oo/oo. Guides g/e, i, y, -ge.
• Pool 5: Vowels ai/ay, ea, oa. Optional Guides -dge,-tch."
• In the "Large Group Manual," "Teacher Preparation Tab" page 65, materials provide the "Phonemic Awareness and Phonics Continuum." The phonics sequence listed for Grade 2 is a follows: short vowels (a, e, i, o, u), basic consonants (b, c, d, f, g, j, k, l, m, n, p, r, s, t, v, w, y, z), consonant digraphs (th, sh, ch, wh, -ng), long vowels (a_e, ee, i_e, o_e, u_e), alternate spellings (-ck, qu, x, y, -ge, g/e, i, y, c/e, i, y, -tch, -dge), long vowel pairs (ai, ay, oa, ea), buddy vowels (ou/ow, oi/oy, aw/aw, oo/oo), -r vowels (ar, er, ir, or, ur), inflectional endings (s/es, -ed, -ing), prefixes (re, in, dis, pre, per), and suffixes (-y ,-ly, -er, -le, -tion, -ture).

Materials have a clear research-based explanation for the order of the phonics sequence. For example, the following is noted:

• In the "Large Group Manual," "Teacher Preparation Tab" page 42, teachers are provided with information about the processes that support the development of decoding skills. One piece that is cited on this page states the following:
• "A large group of students studied from first to fifth grade revealed the following: The ability to figure out new words is a crucial step to developing a 'sight vocabulary.' Students who lack phonemic awareness 'talent' have trouble learning letter/sound relationships, have trouble sounding out words and have trouble 'in the formation of accurate memory for the spelling patterns that are the basis of sight word recognition' (Ehri, in press; Share & Stanovich, 1995 from Torgeson, Catch Them Before They Fall, American Educator, Spring/Summer 1998.)."
• In the "Large Group Manual," "Teacher Preparation Tab," page 42, the publisher states, “A skilled reader is able to read familiar words accurately and quickly because all of the letters have been secured in memory. In contrast, a weak reader reads words less accurately and more slowly and may even misread similarly spelled words such as short, shirt and sheet because only some of the letters are connected to phonemes in memory. Words remain poorly connected when readers habitually guess words from partial letters and contextual cues without analyzing how all of the letters in spellings that match up to phonemes in pronunciations.”

Phonics instruction is based in high utility patterns and/or common phonics generalizations. For example, the following is noted:

• In the "Large Group Manual," "Teacher Preparation Tab" pages 27-30, the scope of phonics guides (rules) are provided. Guides include: #1-3 /k/, /j/, or /ch/ at the end of a word, #4 & #5 long vowels -e and "Two Vowels Go Walking," #6 & #7 c and g similarities, #8 & #9 the choice of c or k, /j/ -ge, and # 10 & # 11 copycat letters qu, x, and y.
• In the "Large Group Manual," "Teacher Preparation Tab" pages 27-30, some of the phonics patterns taught are of high utility while others are not. High utility patterns taught include the following:
• #1 When the sound /k/ is at the end of a word right after a one-letter vowel the "Defender c" is added before the k.
• #2 When the sound /j/ is at the end of a word right after a one-letter vowel "Defender d" is added.
• #3 When the sound /ch/ is at the end of a word right after a one-letter vowel "Defender t" is added.
• #6 When c is followed by an -e, -i, or -y it always has the /s/ sound.
• Low utility patterns are also included in instruction. For example, the following is noted:
• #5 When "Two Vowels Go Walking" (and are not found together in "Vowel Town") the first one does the talking. What does it say? Its name. Subset: /ae/ sound at the end of a word is spelled ay.

Patterns and generalizations are carefully selected to provide a meaningful and manageable number of phonics patterns and common generalizations for students to learn deeply. For example, the following is noted:

• In the "Large Group Manual," page 2, the "Quarterly Literacy Plan" for Quarter 1 lists two vowel lessons and vowel practice, consonants or guides (rules) include digraphs th, sh, ch, wh, endings ck, ng, e to the end, ay, ow, and c or k which are either introduced or practiced weekly.
• In the "Large Group Manual," "Teacher Preparation Tab," page 27, the teacher instructions include, “Become familiar with each guide and the language used to discuss it in order to carry out the student lessons and to correct student errors.”

The materials reviewed for Grade 2 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).

Pathways to Reading materials provide assessment opportunities over the course of the school year to measure students’ mastery of phonics. Assessment opportunities include quarterly assessments such as "Spell a Sound" and various word spelling assessments. Students take a total of 30 weekly spelling assessments over the course of the year. Teachers are provided with instructional implications based on the assessments.

Materials provide resources and tools to collect ongoing data about students’ progress in phonics. For example, the following is noted:

• In the "Spelling Manual," page 1, materials advise that each of the 30 weekly spelling lessons end with an exam which contains seven spelling words, a sentence the students practiced during the week, and two new words which include the phonics sound/spelling covered that week. The teacher is able to grade the spelling exams immediately.
• In the "Assessment Manual," pages 1-4, materials outline the assessments provided:
• "Test 2: 'Word Spelling-No Guides' contains 2 words=3 phonemes, 4 words=4 phonemes, 2 words=5 phonemes. This test is given four times throughout the year.
• Test 3: Word Spelling-No Guides contains 3-'Word Spelling-with Guides' vowel assessment: e, i, a_e, ee, oi, ou, ar; Guides: c/e, i, y, c?k?, ck, 2 ee/s, -y, -ge, qu; digraphs ch, sh. This test is given three times throughout the year.
• Test 4: 'Spelling Multi-Syllable' contains 6 two-syllable words, 2 three-syllable words. This test is given four times a year."
• In the "Assessment Manual," pages 40-45, teachers are provided with forms to track both class data and individual student data on assessments.
• In the "Assessment Manual," page 46, teachers are provided with instructions for using the "Excel Pathways Assessment" report. The Excel document provides a means for teachers to collect student assessment data. “Enter data each period. Scores are color coded. Red = at risk. Orange and yellow = nearing target. Green = On target.” Teachers are informed, “Group and individual reports are available.”

Materials offer systematically implemented assessment opportunities to determine students’ progress in phonics. For example, the following is noted:

• In the "Spelling Manual," pages 50-51, students are assessed on Day 5 of each week. For example, Lesson 2, Day 5, students spell their dictated words and sentences from that week:
• In the "Assessment Manual," page 3, the purpose of Test 1: "Spell a Sound" is to, “Measure knowledge of sound/letter associations (phonics).” In this assessment the teacher dictates sounds to students.
• In the "Assessment Manual," page 3, the purpose of Test 2: "Word Spelling-No Guides" is to, “Measure phonemic awareness ability to segment spoken words into phonemes.” The teacher is provided with a phonics score on this assessment. In this assessment, “Students spell 8 phonetically regular nonsense words.”
• In the "Assessments Manual," page 3, "Word Spelling With Guides" states the purpose of the exam is to measure students’ phonics knowledge. Students spell eight words with phonics elements taught in Pathways to Spelling. The vowels included are a, i, a-e, ee, ae, ie, oi, ou, ar. Consonant digraphs included are sh, ch. Guides included are c/e, i, y, c?, k?, ck, 2 ee’s, qu, -y, and -ge.
• In the "Assessment Manual," page 4, the purpose of Test 4: "Word Spelling Multisyllable" is to “Measure ability to segment multisyllable words into syllables. A phonemic awareness and phonics score is provided.” In this assessment “Students spell 8 nonsense multisyllable words.”

Multiple assessment opportunities are provided regularly for students to demonstrate progress toward mastery and independence with phonics. For example, the following is noted:

• In the "Spelling Manual," page 1, materials advise that each of the 30 weekly spelling lessons end with an exam which contains seven spelling words, a sentence the students practiced during the week, and two new words which include the phonics sound/spelling covered that week. Students apply their phonics knowledge to spell the new words in the exam.
• In the "Assessment Manual," page 1, the following assessments are given during the school year:
• "Test 1: 'Spell a Sound'-given at the start of the school year and at the end of each quarter. However, if after the fall assessment a student scores a 4 or a 5, the student does not need to retake the assessment.
• Test 2: 'Spelling: No Guides'-given at the start of the school year and at the end of each quarter. However, if after the fall assessment a student scores a 4 or a 5, the student does not need to retake the assessment.
• Test 3: 'Spelling: With Guides'-given at the end of each quarter. However, if after the first quarter assessment a student scores a 4 or a 5, the student does not need to retake the assessment.
• Test 4: 'Spelling Multisyllable'-given at the start of the school year and at the end of each quarter. However, if after the fall assessment a student scores a 4 or a 5, the student does not need to retake the assessment."
• In the "Small Group Folder," weekly lessons on all Levels 1-4 provide small group daily practice during which teachers can track and take notes on students’ progress throughout the week. For example, Level 2, Day 2, students engage in "Segment and Write" activities with the focus on sounds.

Assessment materials provide teachers and students with information about students’ current skills/level of understanding of phonics. For example, the following is noted:

• In the "Spelling Manual," pages 50-51, assessment offers insight into if the student is struggling with the following:
• A segmenting error-sounds added (with = swith), omitted (cloth=coth), out of order (cloth=colth).
• A phonics error (made=mad).
• A visual memory error (word spelled phonetically, but incorrectly, kap=cap, his=hiz).
• In the "Spelling Manual," pages 179-180, students spell words with the letter sound spelling c=/s/, and g=/j/. The words on the exam are voice, page, place, and large. The two new words presented are stage and grew. The dictation sentence included in the exam is "Did the new man go to space?" The teacher is advised to score the exam, and study student errors. Some of the error examples provided are phonics skills not mastered or segmenting errors like sounds being added, omitted or switched in a word.
• In the "Assessment Manual," page 1, based on a student’s performance on a test, a student will be given a rubric score of 1-5. These numbers correspond with 1="High Risk," 2="At Risk," 3="Nearing Target," 4="On Target," 5="Above Target."

Materials genuinely measure students’ progress, and to support teachers with some instructional adjustments to help students make progress toward mastery in phonics. For example, the following is noted:

• In the "Spelling Manual," page 180, the teacher is prompted to score and study student errors such as phonics skills not mastered or segmenting errors like sounds being added, omitted, or switched in a word. The teacher is to refer the student to “Thoughtful Spelling Strategies 1, 2, and 3.”
• In the "Assessment Manual," page 2, teachers are provided with instructions and tables for using fall assessment data to group students for instruction. “Divide larger groups of qualifying students into PTR Group A: poor spellers, stronger decoders and PTR Group B: poor spellers and poor decoders.” The teacher is instructed to, “Work with the qualifying PTR students during small group instructional time. Consider them a Guided Reading group, a Reader’s Workshop invitational group, or a small group during basal small group instructional time. It’s important to meet with these groups for 20 minutes, 4 times a week.”
• In the "Assessment Manual," Page 3, based on a student’s performance on the "Spell a Sound" assessment, the teacher is provided with the following instructional implications, “Weak consonant digraphs: Check that pacing in "Segment and Write" is not too fast. Weak vowels: Check that students have progressed through "Vowel Practices 1-3.”
• In the "Assessment Manual," page 4, materials outline the instructional implications for students who have the following weaknesses:
• Weak phonemic awareness scores on Test 4:
• Student as ‘sound leader’ in segmenting five sounds.
• Students read and spell multisyllable words with teacher error feedback.
• Students "Read in Context" with teacher feedback.
• Weak phonics score: read and spell with teacher feedback. Check that pacing hasn’t been too fast.

The materials reviewed for Grade 2 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).

In Pathways to Reading, assessment opportunities align with the sequence of lessons taught. The materials include an "Assessment Manual" which provides information on student progress and instructional suggestions to assist students toward mastery of word recognition and analysis. Materials provide instructions for administering assessments throughout the Grade 2 sequence. Assessments in the areas of nonsense word reading and sight words are administered on a quarterly basis. Students are also assessed during small group instruction. Notetaking sheets are provided for the teacher to use during small group instruction time.

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 (e.g., high-frequency words or irregularly spelled words) and analysis. For example, the following is noted:

• In the "Assessment Manual," page 29, materials state that students are assessed on 35 sight words at the end of each quarter.
• In the "Assessment Manual," pages 29-33, the "General Directions" for "Sight Word Reading" exams provide four lists of words. Each list is tested at the end of the nine week period. If a student scores a 3 or less, they are tested again. At the end of the fourth nine week period, all students read List 4. The words are taken from "Fry" words 201-400. The initial "Fall Entrance Exam" has words from the first 200 "Fry" words for student placement in small groups.

Assessment materials provide teachers and students with information concerning students’ current skills/level of understanding of word recognition and word analysis. For example, the following is noted:

• In the "Assessment Manual," page 1, the rubric and interpretation provided with the tests are outlined as follows: “For all rubrics, the target score is a 4. A 5 can be considered above the norm. A high 3 indicates improving or nearing the target. Scores of 1, 2, and low 3 indicate additional instruction is needed.”
• In the "Assessment Manual," page 28, the "Sight Word Reading Entry Scoring" is provided. The exam uses words from the first 200 "Fry" words for student placement in small groups. A rubric is included, and teachers are instructed to consider students for small group instruction if they have a score of 27 or below.
• In the "Assessment Manual," pages 29-33, at the end of each sight word assessment, the teacher is provided with a rubric to use to determine a student’s score. For example, if a student reads 28-31 words correctly, this would correspond with a rubric score of 3.

Materials support teachers with instructional suggestions for assessment-based steps to help students to progress toward mastery in word recognition and word analysis. For example, the following is noted:

• In the "Assessment Manual," page 2, materials provide suggestions for using assessment results to group students for instruction. The suggested groups are: 1) Students weaker in spelling than decoding, 2) Students weak in both spelling and decoding, 3) Whole group and spelling instruction only for students with rubric scores of 3 to 5. The materials state that “It’s important to meet with these groups for 20 minutes, 4 times a week.”
• In the "Assessment Manual," page 5, based on a student’s performance on the sight words reading assessment, the teacher is provided with instructional implications. Suggestions are broken down into three categories: weak phonemic awareness score, weak phonics score, and weak visual memory for non-phonetic words. For example, if the student is struggling with a weak visual memory for non-phonetic words, the teacher is provided with three suggestions for instruction, one of these is, “Increase student reading in context with teacher feedback on decoding errors. When a high frequency word is missed, place it on a flashcard for the student’s own personal word practice list.”
• In the "Assessment Manual," page 29, materials provide instructional implications based on the number of errors for the category. If a phonics error, for example, “Student may need slower pacing in 'Segment and Write,' or more practice with application into 'Old/New Word,' 'Single Word Reading,' and 'Read in Context' with teacher response to error questioning.”

The materials reviewed for Grade 2 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.

In Pathways to Reading, a minimum of 60 minutes each day involves small group instruction based on four levels and grouping of students based on their specific needs. "Small Group" lessons are provided in the "Small Group Manual" to begin as soon as possible after the startup of school. Lessons located in the "Small Group Manual" provide an opportunity for reteaching skills initially taught in a whole group setting. Students are assessed regularly in order to move between levels. "Student Assists" for students who are struggling are spread throughout lessons and provide teachers with tips to help students. The "Flip and Assist Manual," also provides ideas for teachers to use to help students who read, write, speak, or listen below grade level.

Materials provide opportunities for small group reteaching. For example, the following is noted:

• In the "Large Group Manual," page 2, in the "First Quarter Literacy Plan" materials call for small group instruction (or one-on-one conferencing) to take place for 60 minutes each day. Twenty of the 60 minutes should be spent on specific, targeted teacher-led instruction to reteach concepts for students below grade level.
• In the "Large Group Manual," pages 81-82, the "Multisyllable" Lesson 7 -y, -ly is implemented as a whole group lesson. In the "Small Group Manual," pages 217-2219, "Multisyllable" Lesson 7 -y, -ly is provided as a small group lesson.
• In the "Small Group Manual," page 19, instruction is broken into four levels. Materials provide teachers with a list of the activities that will be the focus of each level. For example, at Level 1, students will focus on vowel practice and "Segment and Write."

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. For example, the following is noted:

• In the "Small Group Manual," page 101, in the "Segment and Write" lesson, a "Student Assist" is provided if the student has a spelling error like clamp for camp, a phonics error like couch spelled cauch, or a visual memory error like couch spelled cowch. For the phonics error, the teacher is provided with the dialogue, “(Student name), let me see you do steps one and two with your word. Think out loud for me. (Help the student to say each sound out loud and point to its spelling and check it. If the student doesn’t self correct, talk through the mental image of 'Vowel Town' and how to spell the /ou/ sound.”
• In the "Small Group Manual," page 155, in a "Read Words" lesson, the teacher is provided with several assists to use with students who may be struggling. If the “Student reads the word phonetically correct,” the teacher is instructed to say, “Good job. You read that word just the way it looks. (Uncover the phonetic spelling.) It has a sound that’s not playing fair. Here is how it sounds. Can you read it again? (R) T: Which sound wasn’t playing fair?”
• In the "Flip and Assist Manual," pages 14, teachers are provided with assists to help students who are struggling with "Segment and Write." For example, if the student “names a letter instead of giving a sound,” the teacher is instructed to say, “That’s a letter name. What’s the sound?”