1st Grade - Gateway 2
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Usability
| Score | |
|---|---|
Gateway 2 - Meets Expectations | 100% |
Criterion 2.1: Guidance for Implementation | 14 / 14 |
Criterion 2.2: Student Supports | 4 / 4 |
Criterion 2.3: Intentional Design |
The materials include teacher guidance with ancillary materials and annotations that support teachers in program implementation. The materials include consistent instructional routines for all areas of foundational skills. The materials include ample teacher implementation resources in the form of videos, program guides, and research summaries. Within the lessons, the materials offer teacher guidance in the form of Teacher Tips and thorough lesson scripts. Materials include detailed adult-level explanations of foundational skills concepts. Materials provide teachers with foundational skills lessons that utilize a research-based design of gradual release and allow for effective pacing. The scope of the program can be reasonably completed within a regular school year with 120 core lessons and 16 review lessons. The daily pacing allows for 45 minutes of whole group instruction and a minimum of 15 minutes for small group instruction. Materials include a standards alignment chart that provides a broad view of where in the program each foundational skills standard is taught, practiced, and assessed. The materials also include alignment documentation for specific tasks, questions, or assessment items. Materials include strategies and support for students who read, write, and/or speak in a language other than English in the Multilingual Learners Guide. The guide outlines best practices for MLL students and includes an instructional strategies chart. While the lessons include some embedded Teacher Tips related to MLL students, the embedded Teacher Tips largely contain general language information for teachers concerning specific sound differences in other languages, not language and content scaffolds to support MLL students in the context of the lessons. Materials include ample strategies and supports for students in special populations. The lesson structure includes observation checkpoints designed to help teachers decide when whole-group or small-group reteaching is needed. The materials include Lesson Toolkits, Phonemic Awareness Toolkits, and Most Common Word Toolkits that provide resources for reteaching. Scaffolds and supports are also built into the differentiated Groups and Centers and Review and Transfer Routines. Additionally, the instructional software differentiates student practice based on daily Skill Check data. The decodable texts, Teacher Phoneme Cards, and the Individual Student Sound Walls included in the materials provide a balance of images of people representing various demographic and physical characteristics. The materials depict individuals with different or varying cultures, genders, races, ethnicities, linguistic backgrounds, abilities, and other characteristics in a positive way. Materials avoid stereotypes or language that might be offensive to a particular group. Materials provide some guidance to encourage teachers to draw upon student home language to facilitate learning, including a contrastive analysis document establishing cognates in more than one language (e.g., Spanish, French, Mandarin, German). Materials do not include a contrastive analysis document with a description of morphemes based in more than one language. However, the materials do include a Linguistic Variations chart that explains specific linguistic variations in different consonants, vowels, digraphs, blends, glued sounds, trigraphs, vowel teams, and special vowel sounds. Materials provide some support for speakers of English language varieties by providing a few Teacher Tips that highlight regional variations in the pronunciation of certain phonemes. Teachers are advised to make adjustments as needed. There is no information regarding English Language Varieties other than to be culturally sensitive and embrace diverse voices and perspectives. Materials integrate digital technology in lesson delivery tools and interactive practice and assessment activities for students. The student application features an animated interface and game-like practice activities to engage students in foundational skills practice. The materials include an interactive digital Sound City in which students watch instructional videos on 44 sounds and then record themselves articulating the sound. The digital components include projectable modeling tools for letter formation, word building, and the phonetic marking and word analysis processes in the lessons. Materials provide teacher guidance for the use of embedded technology to support and enhance student learning through the use of “projection” buttons, assessment tools with directions, a Program Overview of technology-embedded features, and teacher directions. The Assessment Guide: Technical Summary provides information about all digital components, the Lesson Delivery Tool, Skill Checks, and Student Observation data system.
Criterion 2.1: Guidance for Implementation
Materials are accompanied by information that provides the teacher with guidance for implementation of daily lessons and information to enhance teacher knowledge of foundational skills.
The materials include teacher guidance with ancillary materials and annotations that support teachers in program implementation. The materials include consistent instructional routines for all areas of foundational skills. The materials include ample teacher implementation resources in the form of videos, program guides, and research summaries. Within the lessons, the materials offer teacher guidance in the form of Teacher Tips and thorough lesson scripts. The materials include detailed adult-level explanations of foundational skills concepts. The Research Base document provides clear explanations and definitions, current research concerning best instructional practices, and a detailed explanation of how the curriculum uses the research to design effective instruction. The materials also include a suite of videos that explain the foundational skills, model instructional routines, and offer guided practice opportunities for teachers. The materials provide teachers with foundational skills lessons that utilize a research-based design of gradual release and allow for effective pacing. All the lessons contain the following explicit instructional elements: review, instruction, guided practice, correction and feedback, independent practice, and data-based differentiation for small group instruction. The lesson structure effectively uses the gradual release of responsibility model throughout daily lessons. The scope of the program can be reasonably completed within a regular school year with 120 core lessons and 16 review lessons. The daily pacing allows for 45 minutes of whole group instruction and a minimum of 15 minutes for small group instruction. Materials include a standards alignment chart that provides a broad view of where in the program each foundational skills standard is taught, practiced, and assessed. The materials also include alignment documentation for specific tasks, questions, or assessment items.
Indicator 2a
Materials provide teacher guidance with useful annotations and suggestions for how to enact the student materials and ancillary materials to support students' literacy development.
The materials include teacher guidance with ancillary materials and annotations that support teachers in program implementation. The materials include consistent instructional routines for all areas of foundational skills. The materials include ample teacher implementation resources in the form of videos, program guides, and research summaries. Within the lessons, the materials offer teacher guidance in the form of Teacher Tips and thorough lesson scripts.
Materials provide a well-defined, teacher resource for content presentation. Examples include, but are not limited to, the following:
The teacher materials include the following Program Guides to support implementation: Program Overview, Assessment Guide: Technical Summary, Corrective Feedback and Next Steps Guide, Multilingual Learners Guide, Observation Checkpoint Guide, Research Base, and Special Populations Guide. The teacher materials include a Support Articles section that includes How-To implementation videos and print resources including, but not limited to, parent letters, implementation and getting started checklists, student software pathways, and intervention and special education pathways.
The teacher materials include an Implementation Essentials section, which features the following modules: Preparing for Impactful Instruction, Delivering an Effective Lesson, Initiating Student-Driven Instruction, and Maximizing Student Learning with Centers.
In Lesson 15, objectives and learning strategies are presented on the first page, along with an overview of the parts of the lesson and their relevant learning activities. On each of the following pages, a script is provided for the teacher for each part of the lesson. In addition, specific directions (written in red) are provided. Extension ideas are also included in Part 3, Whole Class Transfer Card.
In Lesson 58, objectives and learning strategies are presented on the first page, along with a list of the activities for the lesson. On each of the following pages, a script is provided for the teacher for each part of the lesson. In addition, specific directions (written in red) are provided. Extension ideas are also included in Part 3, Whole Class Transfer Card.
In Lesson 100, objectives and learning strategies are presented on the first page, along with a list of the activities for the lesson. On each of the following pages, a script is provided for the teacher for each part of the lesson. In addition, specific directions (written in red) are provided. Extension ideas are also included in Part 3, Whole Class Transfer Card.
The teacher resource contains detailed information and instructional routines that help the teacher to effectively implement all foundational skills content (i.e., phonemic awareness, phonics, irregularly spelled words, word analysis, fluency). Examples include, but are not limited to, the following:
In the Research Base, the materials provide detailed information about the instructional routines in the areas of Print Concepts, Alphabet Knowledge, Phonemic Awareness, Phonics, Word Recognition, High-Frequency Words, Word Analysis, and Fluency. The materials provide a detailed summary of current research in each area, then an explanation of how the materials use that research instructionally. For example, in the Fluency section, the materials summarize the research, then state, “. . .students read phrases, sentences, and connected text, preceded by adult modeling and practiced at each level to enhance reading fluency. During whole-group instruction, specific call-outs to accurate reading, reading at an appropriate rate, and reading with expression are explicitly stated in each lesson before students move to practice these skills through repeated readings of a text.”
In Lesson 36, the lesson begins with Phonemic Awareness Warm Up Activities. Part 2 begins with a review from a previous lesson: word building. Following this, the new lesson is presented. The teacher demonstrates the new phonics skill and marks the words to show how the new skill is applied. Then there is dictation for decoding, where the teacher spells words for the students to write, and dictation for encoding, where students write words said by the teacher. All of the words focus on the skill taught. The Most Common Words Instruction comes next. Finally the Whole Class Transfer Card and Whole Class Decodable Passage are presented for students to practice the skill taught in Part 2. After the lesson, students take the Skills Check, which is used to determine which small group students will be in during Groups and Centers.
In Lesson 77, the lesson begins with scripted Phonemic Awareness routines with a focus on substituting initial phonemes and deleting final phonemes. The lesson then moves into scripted Phonics and Spelling instruction with a review of the Phonetic Skill 5, introductions of the Phonetic Skill 5: ie, guided dictation for both decoding and encoding words that have the vowel team ie. The lesson then provides a script for high-frequency word instruction, which focuses on the Most Common Word (MCW): no. Finally, the Whole Class Transfer section guides the teacher to help students practice the skill taught in the Phonics and Spelling section, as well as supporting students in reading a decodable passage that contains the lesson’s phonics focus: Phonetic Skill 5: ie.
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.
The materials include detailed adult-level explanations of foundational skills concepts. The Research Base document provides clear explanations and definitions, current research concerning best instructional practices, and a detailed explanation of how the curriculum uses the research to design effective instruction. The materials also include a suite of videos that explain the foundational skills, model instructional routines, and offer guided practice opportunities for teachers.
Complete, detailed adult-level explanations are provided for each foundational skill taught at the grade level. Examples include, but are not limited to, the following:
In the Research Base, the materials provide detailed information about Print Concepts, Alphabet Knowledge, Phonemic Awareness, Phonics, Word Recognition, High-Frequency Words, Word Analysis, and Fluency. The materials provide a detailed summary of current research in each area, and then explain how the materials use that research instructionally. This includes adult-level explanations of each skill. For example,
In the Word Recognition section, the materials state, “Word recognition. . . refers to the instant and automatic retrieval of words. Words that are instantly recognized are called sight words. Strong literacy instruction works to provide students with the skills needed for all words encountered to become sight words. The process by which readers store their sight vocabulary for this effortless retrieval is called orthographic mapping.”
Phonemic Awareness is defined as “the ability to identify and manipulate individual sounds (phonemes) in spoken words. Phonemic awareness serves as the essential foundation upon which fluent reading is built by connecting spoken sounds to the letters or letter combinations that represent them.”
In the High-Frequency Words section, the materials state, “These words span across grade levels and include most of the first 300 words from Fry’s Instant Word List. Each RH Discovery lesson (beginning with Letter Group instruction) includes explicit instruction and practice of a Most Common Word. Most Common Words are grouped into three categories: decodable, not yet decodable, and irregular. If the word is decodable, students explain the phoneme/grapheme connection. If the word is irregular or not yet decodable, the teacher must support students with unknown or irregular sounds or spelling patterns.”
Detailed examples of the grade-level foundational skill concepts are provided for the teacher. Examples include, but are not limited to, the following:
In Implementation Essentials, Module 7: Building Phonemic Proficiency, the teacher-level video provides an overview of the instructional routines for Phonemic Awareness, then models the Isolating Initial, Medial, and Final Sounds routines using the word map. The video gives teachers a practice word, pot, to practice the routine along with the video.
In Implementation Essentials, Module 10, Dynamic Dictation, Part 1, the teacher-level video provides an overview of how to set students up for success in dictation. The video explains the difference between Dictation for Decoding and Dictation for Encoding, followed by a demonstration of a teacher doing dictation in her classroom. The instructor in the video then demonstrates both Dictation for Decoding and Dictation for Encoding with the viewer.
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.
The materials provide teachers with foundational skills lessons that utilize a research-based design of gradual release and allow for effective pacing. All the lessons contain the following explicit instructional elements: review, instruction, guided practice, correction and feedback, independent practice, and data-based differentiation for small group instruction. The lesson structure effectively uses the gradual release of responsibility model throughout daily lessons. The scope of the program can be reasonably completed within a regular school year with 123 core lessons and 25 review lessons. The daily pacing allows for 45 minutes of whole group instruction and a minimum of 15 minutes for small group instruction.
Lesson plans utilize effective, research-based lesson plan design for early literacy instruction. Examples include, but are not limited to, the following:
In the Program Overview, Instructional Design, the materials state, “the instructional design covers the explicit instructional elements of review, instruction, guided practice, correction and feedback, independent practice, and data-based differentiation. The lesson design incorporates a strategic, gradual release of responsibility from the teacher to the student, one of the hallmarks of explicit instruction.
In the Program Overview, Instructional Design, the materials indicate that the lesson structure uses the Gradual Release of Responsibility Model, with the Focus Lesson as an “I Do” component, the Guided Instruction as a “We Do” component, collaborative work as a “You Do It Together” component, and independent work as a “You Do It Alone” component.
The effective lesson design structure includes both whole group and small group instruction. Examples include, but are not limited to, the following:
In the Program Overview, the materials provide an overview of the components of Whole Class Lesson Delivery, including the Phonemic Awareness Warm-Up, Phonics and Spelling, and Whole-Class Transfer. The overview indicates that after the whole-group instruction, students take the Skill Check and then move into Groups and Centers. The materials recommend grouping students into three groups: Needs Support, Needs Practice, and Needs Enrichment. The overview lists the recommended center options for the three groups, organized into Teacher-Led Transfer activities, software activities, and independent or partner activities.
The pacing of each component of daily lesson plans is clear and appropriate. Examples include, but are not limited to, the following:
In the Program Overview, Lesson Framework, the materials provide the following recommended time frames for lesson components:
Part One - Phonemic Awareness: 5 minutes
Part Two - Phonics and Spelling: 25-30 minutes
Part Three - Whole-Class Transfer: 8 minutes
Part Four - Extended Transfer: 15+ minutes
The suggested amount of time and expectations for maximum student understanding of all foundational skills content (i.e., phonological awareness, phonics, irregularly spelled words, word analysis, fluency) can reasonably be completed in one school year and should not require modifications. Examples include, but are not limited to, the following:
In the Scope and Sequence, the materials include 123 base lessons and 25 Review and Transfer days, for a total of 148 days of instruction.
For those materials on the borderline (e.g., approximately 130 days on the low end or 200 days on the high end), evidence clearly explains how students would be able to master ALL the grade-level foundational skills standards within one school year. Examples include, but are not limited to, the following:
In the Program Guide, Instructional Cycle, the materials indicate that after each lesson, teachers should use assessment and observation data to determine if students are ready for the next lesson. If student data indicates reteaching is necessary, the materials direct teachers to pause and reteach the lesson. The materials provide Lesson Toolkits for reteaching. Thus, the 148 days of core instruction leaves room for days of reteaching using the core lesson material or the Lesson Toolkits.
Indicator 2d
Materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessments and assessment materials clearly denote which standards are being emphasized.
The materials include a standards alignment chart that provides a broad view of where in the program each foundational skills standard is taught, practiced, and assessed. The materials also include alignment documentation for specific tasks, questions, or assessment items.
Materials include denotations of the foundational skills standards being assessed in the formative assessments.
In the Evidence of Alignment Document, the materials indicate that Literacy Standard RF.1.1.A, recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation), is formatively assessed during Student Observations.
In the Evidence of Alignment Document, the materials indicate that Literacy Standard RF.1.2.C, isolate and pronounce the initial and medial vowel and final sounds (phonemes) in spoken single-syllable words, is formatively assessed during Student Observations.
In the Evidence of Alignment Document, the materials indicate that Literacy Standard RF.1.3.F, read words with inflectional endings, is formatively assessed during the Skill Checks and student observations.
Materials include denotations of foundational skills standards being assessed in the summative assessments.
In the Evidence of Alignment Document, the materials indicate that Literacy Standard RF.1.3.A, know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound), is summatively assessed during Software and Print Multi-Skill Checks and Cumulative Skill Checks.
In the Evidence of Alignment Document, the materials indicate that Literacy Standard RF.1.4.B, read on-level text orally with accuracy, appropriate rate, and expression, is summatively assessed during Print Multi-Skill Checks.
In the Evidence of Alignment Document, the materials indicate that Literacy Standard RF.1.4.C, use context to confirm or self-correct
word recognition and understanding, rereading as necessary, may be summatively assessed during Print Multi-Skill Checks.
Alignment documentation is provided for all tasks, questions, and assessment items.
In the Reading Horizons Discovery Assessments to Common Core State Standards (CCSS), materials provide a detailed correlation for all tasks, questions, and assessment items.
Alignment documentation contains specific foundational skills standards correlated to specific lessons.
In the Evidence of Alignment Document, the materials indicate that Literacy Standard RF.1.2.A, distinguish long from short vowel sounds in spoken single-syllable words, is taught and practiced in Lessons 48-79, 106, 107, and 115-120.
In the Evidence of Alignment Document, the materials indicate that for Literacy Standard RF.1.3.E, decode two-syllable words following basic patterns by breaking the words into syllables, instruction occurs during Lessons 58–64 and 70–77 and corresponding Lesson Toolkits. Practice occurs during Lessons 58–64 and 70–77 in the corresponding Lesson Toolkits, Groups and Centers, Software Activity 1, and Review and Transfer Days.
In the Evidence of Alignment Document, the materials indicate that Literacy Standard RF.1.4.B, read on-level text orally with accuracy, appropriate rate, and expression, instruction, and practice, occur during the Lessons Part 3: Whole-Class Transfer and corresponding Lesson Toolkits. Practice also occurs during Groups and Centers, and Review and Transfer Days using decodable passages, decodable text, and Decodable Books.
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.
The materials provide a parent letter and an article for parents to provide information about the foundational skills program. The parent resources provide jargon-free text and parent-friendly videos about the core elements of the curriculum. The letter also includes general strategies for supporting foundational skills development at home.
Materials contain jargon-free resources and processes to inform all stakeholders about foundational skills taught at school. Examples include, but are not limited to, the following:
In Support Articles, Parent Letter, very brief explanations of phonemic awareness (sounds in words) and phonics (read and write using spelling patterns) are provided. There are no explanations provided for fluency or word recognition. Parents can access two brief videos, one describing the Reading Horizons program and the other showing the five phonetic skills and two decoding skills taught in the program. The letter is provided in both English and Spanish.
In Support Articles, Ten Reading Terms Every Caregiver Should Know, the materials provide a description of the following terms: Science of Reading, Curriculum, Evidence-Based and Research-Based, Instruction, Assessment, Intervention, Dyslexia, and Reading Proficiency. There are no explanations or descriptions about the foundational skills taught at school. This resource is only provided in English.
Materials provide stakeholders with strategies and activities for practicing alphabet knowledge, phonemic awareness, phonics, word recognition, and fluency that will support students in progress toward and achievement of grade-level foundational skills standards. Examples include, but are not limited to, the following:
In Support Articles, Parent Letter, there are suggestions for what parents can do at home, which include the following:
“See the chart below for terms and markings with examples. We use markings to help students apply and learn spelling patterns throughout the school year. Keep this chart in your homework area after school to aid you when you can work with your student.” The chart includes basic markings, phonetic markings, and decoding markings.
“Remind your student to apply the skills they are learning and sound out words they do not know. Use a piece of paper or whiteboard to have your student mark the word if they are unable to sound out the word.”
“Use repeated reading. It is great to have your student read the same text multiple times. Use this practice with your student to increase fluency.”
“Ask your student questions (what, when, where, why, who, how) when they read to you to build understanding of the text.”
Criterion 2.2: Student Supports
The program includes materials designed for each child’s regular and active participation in grade-level/grade-band/series content.
The materials include strategies and support for students who read, write, and/or speak in a language other than English in the Multilingual Learners Guide. The guide outlines best practices for MLL students and includes an instructional strategies chart. While the lessons include some embedded Teacher Tips related to MLL students, the embedded Teacher Tips largely contain general language information for teachers concerning specific sound differences in other languages, not language and content scaffolds to support MLL students in the context of the lessons. Materials include ample strategies and supports for students in special populations. The lesson structure includes observation checkpoints designed to help teachers decide when whole-group or small-group reteaching is needed. The materials include Lesson Toolkits, Phonemic Awareness Toolkits, and Most Common Word Toolkits that provide resources for reteaching. Scaffolds and supports are also built into the differentiated Groups and Centers and Review and Transfer Routines. Additionally, the instructional software differentiates student practice based on daily Skill Check data. The decodable texts, Teacher Phoneme Cards, and the Individual Student Sound Walls included in the materials provide a balance of images of people representing various demographic and physical characteristics. The materials depict individuals with different or varying cultures, genders, races, ethnicities, linguistic backgrounds, abilities, and other characteristics in a positive way. The materials avoid stereotypes or language that might be offensive to a particular group. Materials provide some guidance to encourage teachers to draw upon student home language to facilitate learning, including a contrastive analysis document establishing cognates in more than one language (e.g., Spanish, French, Mandarin, German). The materials do not include a contrastive analysis document with a description of morphemes based in more than one language. However, the materials do include a Linguistic Variations chart that explains specific linguistic variations in different consonants, vowels, digraphs, blends, glued sounds, trigraphs, vowel teams, and special vowel sounds. Materials provide some support for speakers of English language varieties by providing a few Teacher Tips that highlight regional variations in the pronunciation of certain phonemes. Teachers are advised to make adjustments as needed. There is no information regarding English Language Varieties other than to be culturally sensitive and embrace diverse voices and perspectives.
Indicator 2f
Materials provide strategies and supports for students who read, write, and/or speak in a language other than English to meet or exceed grade-level standards to regularly participate in learning English language arts and literacy.
The materials include strategies and support for students who read, write, and/or speak in a language other than English in the Multilingual Learners Guide. The guide outlines best practices for MLL students and includes an instructional strategies chart. While the lessons include some embedded Teacher Tips related to MLL students, the embedded Teacher Tips largely contain general language information for teachers concerning specific sound differences in other languages, not language and content scaffolds to support MLL students in the context of the lessons.
Materials provide limited support, such as embedded language and content scaffolds, for multilingual learner (MLL) students. Examples include, but are not limited to, the following:
In Lesson 28, Part 2, Training Tips, information is provided about the /r/ sound and how it may impact students who speak Mandarin or Korean.
In Lesson 70, Part 2, the teacher introduces the vowel team ai. The materials include a Training Tip for teachers that indicates that in Spanish, the ai and ay diphthongs sound like the English long i rather than the long a sound, which may impact pronunciation.
In Lesson 96, Part 2, the teacher introduces the/au/ sound. The materials include a Training Tip for teachers that indicates that the /au/ sound does not have a direct equivalent in the Mandarin or Spanish languages.
General statements about multilingual learner (MLL) students or strategies are noted at the beginning of a unit or at one place in the teacher edition. Teacher guidance is also provided for implementation of MLL instruction throughout the lessons. Examples include, but are not limited to, the following:
In the Multilingual Learners Guide, the materials include an MLL Instructional Strategies Chart, which details the following strategies: simplifying sentences; using visuals; connecting to home language; partnering; context sentences; teacher-supported practice; multimedia; access to translation tools; step-by-step directions with gestures and visual supports; repeated pronunciation practice; picture dictionaries; sentence stems; extra time; teaching cognates, language patterns, structures, and grammar; graphic organizers; and personal word lists and dictionaries. The chart indicates which supports to use with students based on their WIDA language levels.
In the Multilingual Learners Guide, the materials include best practices for MLL students and indicate how the curriculum implements these best practices:
Differentiated Instruction: Groups and Centers, Review and Transfer Days, Lesson Toolkits, Phonemic Awareness Toolkit, Most Common Word Toolkit
Language Modeling: Part 3 - Whole-Class Transfer, Part 4 - Extended Transfer
Scaffolded Supports: Marking system, hand motions for phonemic awareness, kinesthetic cues for vowel sounds
Engagement Opportunities: multimodal engagement - phonemic awareness, some reviews, dictation, partner engagement - some reviews, check for understanding, Whole-Class Transfer
In the Multilingual Learners Guide, Strategies for Language Learners are provided in a chart based on WIDA Language Levels. In addition, there is a two-page section on “Leveraging Multilingual Learners’ Home Language,” which includes Phonetic Similarities, Language Cognates, and Linguistic Variations. Phonemic Similarity Charts are provided for Spanish, Mandarin, Korean, Vietnamese, Arabic, and Creole. In the Appendix, examples of Language Cognates are provided for each of these languages. Language Variations in different languages are also provided in a chart in the appendix.
Indicator 2g
Materials provide strategies and supports for students in special populations to work with grade-level content and to meet or exceed grade-level standards that will support their regular and active participation in learning English language arts and literacy.
The materials include ample strategies and supports for students in special populations. The lesson structure includes observation checkpoints designed to help teachers decide when whole-group or small-group reteaching is needed. The materials include Lesson Toolkits, Phonemic Awareness Toolkits, and Most Common Word Toolkits that provide resources for reteaching. Scaffolds and supports are also built into the differentiated Groups and Centers and Review and Transfer Routines. Additionally, the instructional software differentiates student practice based on daily Skill Check data.
Materials provide opportunities for small group reteaching. Examples include, but are not limited to, the following:
In Lesson Toolkits Overview, the materials indicate that Lesson Toolkits contain resources for reteaching. The Overview states that teachers should use data from instruction and Groups and Centers to determine if students are ready for the next lesson in the sequence or if reteaching is necessary. The materials indicate that Lesson Toolkit reteaching can occur in whole-group or small-group settings.
In Lesson 28, Ready Made Centers, after students complete the Skill Check, students are put into small groups based on their performance. The Needs Support Group is for students who need more opportunities with the skill taught in the Whole Group Lesson. The Needs Practice Group is for students who need more practice with the skill taught in the Whole Group Lesson.
In Lesson 75, Ready Made Centers, after students complete the Skill Check, students are put into small groups based on their performance. The Needs Support Group is for students who need more opportunities with the skill taught in the Whole Group Lesson. The Needs Practice Group is for students who need more practice with the skill taught in the Whole Group Lesson.
Materials provide guidance to the teacher for scaffolding and adapting lessons and activities to support students who read, write, speak, or listen below grade level in extensive opportunities to learn grade-level foundational skills standards. Examples include, but are not limited to, the following:
In the Special Populations Guide, Adapting Reading Horizons Discovery Curriculum, the materials provide guidance for scaffolding the curriculum in the areas of phonemic awareness, phonics decoding and encoding, and fluency. The materials provide specific guidance in each area for students with reading, writing, listening, and speaking challenges:
Phonemic Awareness:
Students with reading challenges: Elkonin boxes, kinesthetic cues, consistent language and cues
Students with writing challenges: lined or tactile paper, alternative writing materials, text-to-speech tools, letter tiles, letter magnets
Students with speaking challenges: manipulatives to count sounds in words, additional response time, speech-generating devices, visual support menus, alternate response options
Students with listening challenges: increased processing time, visual cues, simplified directions
Phonics - Decoding
Students with reading challenges: visual of the personal Sound-Spelling Wall
Students with writing challenges: lined or tactile paper, alternative writing materials, text-to-speech tools, letter tiles, letter magnets
Students with speaking challenges: Elkonin boxes for recording letters, additional response time, speech-generating devices, visual support menus, alternate response options
Students with listening challenges: increased processing time, visual cues, simplified directions
Phonics - Encoding
Students with reading challenges: visual of the personal Sound-Spelling Wall
Students with writing challenges: lined or tactile paper, alternative writing materials, text-to-speech tools, letter tiles, letter magnets, word banks, sentence stems, adapted pencils or grips, keyboarding
Students with speaking challenges: lined or tactile paper, alternative writing materials, text-to-speech tools, letter tiles, letter magnets, word banks, sentence stems, adapted pencils or grips, keyboarding
Students with listening challenges: picture supports, increased processing time, visual cues, simplified directions
Fluency
Students with reading challenges: peer or teacher support, own copy of text, remove time constraints, tools for tracking (line guides, highlighting)
Students with speaking challenges: pre-teach vocabulary, student copy of text being modeled fluently, alternative methods for expression, speech-generating device, pictures for key vocabulary that students can hold up interactively while reading, quiet space to record themselves reading, note taking while listening to fluent reading
Students with listening challenges: increased processing and response time, options for fluency practice - self-selected text, independent, partner or group reading options, chunk text and designate intentional pauses, opportunities for small tasks - act out what happened, turn and talk, answer questions
Indicator 2h
Materials provide a balance of images or information about people, representing various demographic and physical characteristics.
The decodable texts, Teacher Phoneme Cards, and the Individual Student Sound Walls included in the materials provide a balance of images of people representing various demographic and physical characteristics. The materials depict individuals with different or varying cultures, genders, races, ethnicities, linguistic backgrounds, abilities, and other characteristics in a positive way. Materials avoid stereotypes or language that might be offensive to a particular group.
Decodable texts depict individuals with different or varying cultures, genders, races, ethnicities, linguistic backgrounds, abilities, and other characteristics. Examples include, but are not limited to, the following:
In Lesson 18, students read the decodable text Consonants Z and X. The text includes a picture of a child in a wheelchair blowing a bubble.
In Lesson 34, Part 4, students read the decodable text Snapshot. There are photographs of a group of children of varying races and ethnicities, as well as a boy in a wheelchair taking a picture.
In Lesson 46, Part 4, students read the decodable text Consonants R and H. The book contains photographs of the mouths of children of varying ethnicities demonstrating the sounds and has drawings of both boys and girls of different body sizes and races as well.
Decodable and connected texts balance positive portrayals of different or varying characteristics. Materials avoid stereotypes or language that might be offensive to a particular group. Examples include, but are not limited to, the following:
In Lesson 27, Part 4, students read the decodable text Glen Can Clog, which is about a boy who wants to learn to clog, or dance. The pictures include children of different races.
In Lesson 56, Part 4, students read the decodable text Mo, Mo, and Le Make Three. The text is about three friends, a boy and two girls. When they go swimming together, one of the characters has to wear a life jacket because he does not swim well. He quotes his teacher, telling them, “It is not bad to be different.”
In Lesson 79, Part 4, students read the decodable text Stop That Cake! The text features a multiracial family working together to solve a problem.
Indicator 2i
Materials provide guidance to encourage teachers to draw upon student home language to facilitate learning.
The materials provide some guidance to encourage teachers to draw upon student home language to facilitate learning, including a contrastive analysis document establishing cognates in more than one language (e.g., Spanish, French, Mandarin, German). Materials do not include a contrastive analysis document with a description of morphemes based in more than one language. However, the materials do include a Linguistic Variations chart that explains specific linguistic variations in different consonants, vowels, digraphs, blends, glued sounds, trigraphs, vowel teams, and special vowel sounds. Materials provide some support for speakers of English language varieties by providing a few Teacher Tips that highlight regional variations in the pronunciation of certain phonemes. Teachers are advised to make adjustments as needed. There is no information regarding English Language Varieties other than to be culturally sensitive and embrace diverse voices and perspectives.
Materials include a contrastive analysis document establishing cognates in more than one language (e.g., Spanish, French, Mandarin, German). Examples include, but are not limited to, the following:
In the Multilingual Learners Guide, Appendix, the materials include language cognate examples in the following languages: Spanish, Mandarin, Korean, Vietnamese, Arabic, and Creole.
Materials include a contrastive analysis document with a description of phonology and morphemes based in more than one language. Examples include, but are not limited to, the following:
In the Multilingual Learners Guide, Appendix, the materials include a Linguistic Variations chart that explains specific linguistic variations in different consonants, vowels, digraphs, blends, glued sounds, trigraphs, vowel teams, and special vowel sounds. The chart includes variations in the following languages: Spanish, Mandarin, Korean, Vietnamese, Arabic, and Creole.
Materials provide support for speakers of English language varieties. Examples include, but are not limited to, the following:
In Lesson 1, Part 2, the Teacher Tip states, “there can be variations in pronunciation of the word the (/thŭ/ versus /thē/), which impacts the mapping of the sounds. Make accommodations as needed for your region.”
In Lesson 115, Part 2, the teacher introduces the high-frequency word man. The materials include a Teacher Tip that indicates that some regions pronounce the letters -an as a glued sound, and teachers should make accommodations as needed.
General statements about speakers of English language varieties or strategies are noted at the beginning of a unit or at one place in the teacher resource. Teacher guidance is also provided for implementation of English language varieties instruction throughout the lessons. Examples include, but are not limited to, the following:
In the Special Populations Guide, Strategies for Supporting Communication, Cultural Sensitivity, the materials tell teachers to “be mindful of differences in verbal and nonverbal communication styles. Foster an inclusive environment where all students feel comfortable expressing themselves.”
In the Special Populations Guide, Strategies for Supporting Communication, Clarity and Understanding, the materials tell teachers to “Cultivate patience and active listening, creating an environment where language becomes a unifying tool. By embracing diverse voices and perspectives, teachers can build bridges of understanding, fostering a rich and inclusive learning experience.”
Criterion 2.3: Intentional Design
The program includes a visual design that is engaging and references or integrates digital technology, when applicable, with guidance for teachers.
The materials integrate digital technology in lesson delivery tools and interactive practice and assessment activities for students. The student application features an animated interface and game-like practice activities to engage students in foundational skills practice. The materials include an interactive digital Sound City in which students watch instructional videos on 44 sounds and then record themselves articulating the sound. The digital components include projectable modeling tools for letter formation, word building, and the phonetic marking and word analysis processes in the lessons. The materials contain images, graphics, and models that support student learning and engagement without being visually distracting. Models clearly communicate information and support student understanding of topics, texts, or concepts. All materials displayed by the teacher using the Lesson Delivery Tool feature a plain white background with black font. Graphics depict marking and proving words to support students’ understanding of phonics. Teacher and student materials are consistent in layout and structure for all lessons. Features in the materials are organized and error-free. The materials provide teacher guidance for the use of embedded technology to support and enhance student learning through the use of “projection” buttons, assessment tools with directions, a Program Overview of technology-embedded features, and teacher directions. The Assessment Guide: Technical Summary provides information about all digital components, the Lesson Delivery Tool, Skill Checks, and Student Observation data system.
Indicator 2j
Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic software in ways that engage students in the grade-level/series standards, when applicable.
The materials integrate digital technology in lesson delivery tools and interactive practice and assessment activities for students. The student application features an animated interface and game-like practice activities to engage students in foundational skills practice. The materials include an interactive digital Sound City in which students watch instructional videos on 44 sounds and then record themselves articulating the sound. The digital components include projectable modeling tools for letter formation and the phonetic marking and word analysis processes in the lessons.
Digital technology and interactive tools, such as data collection tools, simulations, and/or modeling tools are available to students. Examples include, but are not limited to, the following:
In Lesson 4, Part 2, the lesson includes a projectable component that models the process of building and marking the words mat and tap. The slides begin with three blank lines, then guide students through building the words sound by sound and marking the slides and vowels as they build the words.
In Lesson 16, Part 2, the lesson includes a projectable video slide that models the letter formation of uppercase and lowercase Zz and Xx.
In Lesson 76, Part 2, the lesson includes a projectable component that models the process of marking the vowel teams ui and ue in the words fruit and hue. The slides show the marking process step by step to walk students through the marking process in the I Do and We Do portions of the lesson.
Digital tools support student engagement in foundational skills. Examples include, but are not limited to, the following:
In the Digital Platform, Student Application, students follow a path of numbered activities. The student application has a game-like appearance. Students choose their animal icon to navigate the path of activities. When students click on an activity, they are presented with one or two activities to complete.
In the Digital Platform, Skills Practice, the student application includes a recurring practice activity set up as an exploration of a jungle temple, in which choosing the correct answer slides open a rock wall leading to the next question.
In the Digital Platform, Sound City, students watch instructional videos on 44 different sounds. Students record themselves saying each sound and then submit the recording to the teacher.
Digital materials can be customized for local use (i.e., student and/or community interests). Examples include, but are not limited to, the following:
No evidence found.
Indicator 2k
The visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
The materials contain images, graphics, and models that support student learning and engagement without being visually distracting. Models clearly communicate information and support student understanding of topics, texts, or concepts. All materials displayed by the teacher using the Lesson Delivery Tool feature a plain white background with black font. Graphics depict marking and proving words to support students’ understanding of phonics. Teacher and student materials are consistent in layout and structure for all lessons. Features in the materials are organized and error-free.
Images, graphics, and models support student learning and engagement without being visually distracting. Images, graphics, and models clearly communicate information or support student understanding of topics, texts, or concepts. Examples include, but are not limited to, the following:
In Lesson 9, the Phonics and Spelling section includes an image for the “mouth formation for short /o/.” This image is a student’s mouth forming the shot /o/ sound and serves as a model for phoneme articulation. There are no other images surrounding the mouth that would lead to distraction.
In Lesson 83, the materials include the decodable book Look What I Cooked. Each page contains a simple color picture at the top of the page with text in an appropriate font size at the bottom of each page.
In Lesson 119, the teacher projects a slide with three black lines across the bottom, one for each sound in the word where. The next slides show students how to build the word one phoneme at a time, marking and proving the word, and the word in a sentence. The slides are consistent in appearance, with a white background and black font.
Teacher and student materials are consistent in layout and structure across lessons/modules/units. Examples include, but are not limited to, the following:
In Program Overview, page 11, the initial page of each lesson contains a summary with the following components: Real Time Coaching specific to the lesson, objectives and learning statements, a list of what will be taught/covered in each of the four parts of the lesson, a button to download transfer routines, and buttons to either preview or deliver the lesson.
In Program Overview, page 13, the materials include an overview of the program’s Instructional Design. This section explains, "The instructional design covers the explicit instructional elements of review, instruction, guided practice, correction and feedback, independent practice, and data-based differentiation. The lesson design incorporates a strategic, gradual release of responsibility from the teacher to the student, one of the hallmarks of explicit instruction.”
In Student Digital Skills Check and Activities, for each lesson, after the student logs in they click on the leaf that is highlighted for the lesson just completed. Students then complete the Skills Check based on the phonics skill in the lesson just completed. When the students complete the Skill Check, they move on to two different activities which contain a review of the learning from the lesson that was just completed.
Organizational features (Table of Contents, glossary, index, internal references, table headers, captions, etc.) in the materials are clear, accurate, and error-free. Examples include, but are not limited to, the following:
In Program Overview, page 2, the Table of Contents has two columns of topics with page numbers in sequential order.
In the Lesson Delivery Tool, the materials list each lesson in numerical order, focus, status, and three dots with a drop-down to preview or deliver the lesson, student observations for the lesson, and data.
The Grade 1 Scope and Sequence is divided into chapters. Each chapter aligns with each lesson’s focus within that chapter. The Review and Transfer Days are also referenced in the scope and sequence.
Chapter 1: All Vowels and Consonants
Chapter 2: Two-Letter Blends, Digraphs, Welded Sounds, Suffixes, and Spelling Rules
Chapter 3: Three-Letter Blends, Spelling Rules, Digraphs, Short Vowels, Long Vowel Patterns
Chapter 4: Affixes, Special Vowel Patterns, Multisyllabic Words, R-Controlled Vowels
The Implementation Essentials contains professional development videos for educators to view to assist with the program’s implementation.
Modules 1-5: Preparing for Impactful Instruction
Modules 6-14: Delivering an Effective Lesson
Modules 15-20: Initiating Student-Driven Instruction
Modules 21-24: Maximizing Student Learning with Centers
Modules 25-28: Maximizing Student Learning with Groups
Modules 29-33: Transforming Instruction with High-Impact Strategies
Indicator 2l
Materials provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable.
The materials provide teacher guidance for the use of embedded technology to support and enhance student learning through the use of “projection” buttons, assessment tools with directions, a Program Overview of technology-embedded features, and teacher directions. The Assessment Guide: Technical Summary provides information about all digital components, the Lesson Delivery Tool, Skill Checks, and Student Observation data system.
Teacher guidance is provided for the use of embedded technology to support and enhance student learning, when applicable. Examples include, but are not limited to, the following:
In Assessment Guide: Technical Summary, page 8, the materials include information about the digital Skill Checks. A table describes the Purpose, Non-Purpose, Content, Administration, Scoring, and Reports available for this piece of embedded technology.
In Assessment Guide: Technical Summary, pages 13-14, the materials provide information about the digital Cumulative Skill Checks. A table describes the Purpose, Non-Purpose, Content, Administration, Scoring, and Reports available for this piece of embedded technology.
In Lesson 79, Part 2, the materials include embedded buttons for the user to press to project the word cards used throughout the lesson. The lesson plan explicitly tells the user to “Display the words” while having the “Project Slide” button next to the word cards used for that lesson.