2nd Grade Report Overview

The Reading Horizons Discovery Grade 2 materials meet the expectations for alignment to research-based practices and standards in foundational skills.

The materials do not contain elements of instruction that are based on the three-cueing system. The materials include a detailed scope and sequence with an evidence-based rationale for the sequence of phonics instruction. Instructional timing is included in each daily lesson and includes 40 minutes of instruction: Part 1: Phonemic Awareness, 5 minutes, Part 2: Phonics and Spelling, 27 minutes, Part 3: Whole Class Transfer: 8 minutes. The materials include systematic and explicit phonics instruction with repeated routines for teacher modeling. The materials contain spelling rules and generalizations that align to the phonics scope and sequence. Materials feature decodable texts containing grade-level phonics skills aligned to the program’s scope and sequence. The materials include systematic and explicit instruction in high-frequency words.

The materials include systematic and explicit instruction in high-frequency words. The instruction includes identification of decodable, not yet decodable, and irregularly spelled words, as well as a routine for identifying the irregular spelling or not yet taught sound-spelling. Students practice reading Most Common Words in isolation daily on the Whole Class Transfer Card. The materials contain regular explicit instruction in word analysis.

The materials include regular and systematic assessment opportunities in all foundational skills. Varied assessments include Readiness Checks at the start of the year, Daily Skill Checks after each lesson, Student Observation Checks, Multi-Skill Checks offered three times for each skill set, a Mid-Year Cumulative Skill Check, and an End-of-Year Cumulative Skill Check. 

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. The scope of the program can be reasonably completed within a regular school year with 120 core lessons and 16 review lessons.

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 materials include ample strategies and supports for students in special populations. 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 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. The 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.

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.