About This Report
- EdReports reviews are one tool to support curriculum decisions. We do not make recommendations, and our reports are not prescriptive.
- Use this report as part of a comprehensive, teacher-led adoption process that prioritizes local needs and integrates multi-year implementation planning throughout.
- EdReports evaluates materials based on the quality of their design: how well they structure evidence-based teaching and learning to support college and career-readiness. We do not assess their effectiveness in practice.
- Check the top of the page to confirm the review tool version used. Our current tools are version 2.0. Reports based on earlier tools (versions 1.0 or 1.5) offer valuable insights but may not fully align with current instructional priorities.
Report Overview
Summary of Alignment & Usability: Reading Horizons Discovery | ELA
ELA K-2
The Reading Horizons Discovery materials meet the expectations for alignment to research-based practices and standards for foundational skills instruction as well as usability.
The materials include explicit instruction in the practice of letter names, sounds, and formation. The materials contain a clear, evidence-based explanation for the expected sequence for teaching phonemic awareness skills. The materials include a phonemic awareness warm-up as Part 1 for 5 minutes, including phonemic awareness tasks such as isolating, blending, and segmenting. During Part 2, materials introduce the new sound(s) using a Sound Wall and then immediately introduce the grapheme using the Consonant Corner portion of the Sound Wall. The Corrective Feedback and Next Steps guide provides teacher guidance for corrective feedback when needed for students. The materials include specific directions to the teacher for demonstrating how to articulate and pronounce each phoneme.
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 include 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 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. The materials include regular explicit instruction in word analysis.
The materials include limited opportunities for explicit instruction in oral reading fluency within the context of decodable passages and readers with only general information about habits of fluent readers included.
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 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 describing morphemes based on multiple languages. However, the materials include a Linguistic Variations chart explaining 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.
Kindergarten
View Full ReportEdReports reviews of foundational skills supplements determine if a program meets, partially meets, or does not meet expectations for alignment to research-based practices and college and career ready standards. This rating encompasses all grades covered in the program.
Alignment (Gateway 1)
Materials must meet expectations for standards alignment in order to be reviewed for usability. This rating encompasses all grades covered in the program.
Usability (Gateway 2)
1st Grade
View Full ReportEdReports reviews of foundational skills supplements determine if a program meets, partially meets, or does not meet expectations for alignment to research-based practices and college and career ready standards. This rating encompasses all grades covered in the program.
Alignment (Gateway 1)
Materials must meet expectations for standards alignment in order to be reviewed for usability. This rating encompasses all grades covered in the program.
Usability (Gateway 2)
2nd Grade
View Full ReportEdReports reviews of foundational skills supplements determine if a program meets, partially meets, or does not meet expectations for alignment to research-based practices and college and career ready standards. This rating encompasses all grades covered in the program.
Alignment (Gateway 1)
Materials must meet expectations for standards alignment in order to be reviewed for usability. This rating encompasses all grades covered in the program.
Usability (Gateway 2)
Report for 2nd Grade
Alignment Summary
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.
Usability (Gateway 2)
Overview of Gateway 1
Alignment to Research-Based Practices and Standards for Foundation Skills Instruction
See Alignment Summary.
Criterion 1.1: Phonics (Decoding and Encoding)
Materials emphasize explicit, systematic instruction of research-based and/or evidence-based phonics.
The materials include a detailed scope and sequence with an evidence-based rationale for the sequence of phonics instruction. Instruction is logically grouped into high-utility patterns, beginning with letter groups and working up to phonetic skills instruction focused on syllable types. Phonics instruction moves from simple to more complex. The materials do not contain elements of instruction that are based on the three-cueing system. 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 lesson structure includes teacher scripts for explicit instruction with consistent routines for teacher modeling for all grade-level phonics standards. The materials include consistent instructional routines that contain regular opportunities for students to practice decoding and encoding words using common and newly taught sound and spelling patterns. The materials contain spelling rules and generalizations that align to the phonics scope and sequence. The materials feature decodable texts containing grade-level phonics skills aligned to the program’s scope and sequence. The materials provide resources and tools to collect formative and summative data about students’ progress in phonics. 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.
Indicator 1G
Scope and sequence clearly delineate an intentional sequence in which phonics skills are to be taught, with a clear evidence-based explanation for the order of the sequence.
The materials include a detailed scope and sequence with an evidence-based rationale for the sequence of phonics instruction. Instruction is logically grouped into high-utility patterns, beginning with letter groups and working up to phonetic skills instruction focused on syllable types. Phonics instruction moves from simple to more complex.
Materials contain a clear evidence-based explanation for the expected sequence for teaching phonics skills. Examples include, but are not limited to, the following:
In Research Base, Phonics, the materials indicate that the phonics instructional sequence is informed by the following:
Utility: the materials introduce high-utility letters and at least one vowel to support word building. Short vowel sounds are introduced first to enable students to encode and decode closed syllables, the most common syllable type.
Continuous sounds: the materials introduce some continuous sounds, including /s/ and /m/, early to support blending and connected phonation.
Common errors: the materials separate easily confused phonemes and graphemes, including i/e, b/d, and p/q.
Rules of orthography: the materials introduce c and k last so that students will have learned all vowels, enabling them to identify the correct orthographic spelling of the /k/ sound at the beginning of a word.
In Research Base, Phonics, the materials indicate that phonics instruction moves from letter groups, to digraphs because they produce a single sound, to two-phoneme blends, to double l patterns, then glued sounds because they are letter combinations that introduce new sounds. Then the instructional focus shifts to syllable types, which are taught in the context of the Five Phonetic Skills.
In Program Overview, Scope and Sequence, it states that “the sequence is logical and intentional, building from the simplest concepts to the more complex. The skills are intentionally grouped together to reduce cognitive load, allowing students’ brains to process and store information more efficiently. Syllable types and syllable division are presented in a simple framework of Five Phonetic Skills and Two Decoding Skills, which provides a more accessible and meaningful structured and organized approach.
Materials clearly delineate a scope and sequence with a cohesive, intentional sequence of phonics instruction, from simpler to more complex skills, and practice to build toward the application of skills. Examples include, but are not limited to, the following:
The Scope and Sequence follows an intentional sequence of phonics instruction from simpler to complex skills. Chapter 1 includes Letter Group Lessons. Chapter 2 includes digraphs, consonant blends, double l patterns, and glued sounds. Chapter 3 includes short and long vowels, Phonetic Skills 1-5, trigraphs and three-letter blends, and vowel families. Chapter 4 includes suffixes, r-controlled vowels, special vowel sounds, jobs of y, Decoding Skills 1-2, and multisyllabic words.
Chapter 1: Letter sounds in letter groups:
Letter Group 1: Aa, Mm, Ss, Tt, Pp
Letter Group 2: Ii, Ff, Nn, Gg, Bb
Letter Group 3: Oo, Rr, Hh, Vv, Jj
Letter Group 4: Ee, Ww, Dd, Ll, Yy
Letter Group 5: Uu, Qu, Zz, Xx, Cc, Kk
Spelling with c and k
Chapter 2: Digraphs th, ch, sh, wh, ph; L-Blends bl, cl, fl, gl, pl, sl; R-Blends br, cr, dr, fr, gr, pr, tr; S-Blends sc, sk, sl, sm, sn, sp, st, sw, final s-blends; W-Blends tw, sw, dw; Plurals -s, Doubles ss, ll, ff, Plurals -es, Double l all, oll, ell, ill, ull; -NG Glued Sounds -ang, -ing, -ong, -ung, -NK Glued Sounds -ank, -ink, -onk, -unk; Suffixes -ed and -ing
Chapter 3: Short and Long Vowels; Phonetic Skill 1- single consonant ending, digraph ending; Spelling with -ck; Trigraph -tch Phonetic Skill 2 - blends and two-consonant endings, consonant digraph endings; Three-letter S-Blends scr, str, spr, spl, squ; Phonetic Skill 3; Phonetic Skill 4 - vowels a, o, i, u, e, nce; Trigraph -dge; Phonetic Skill 5 - ai, ay, ea, ee, oa, oe, ui, ue, ie; Spelling with -ke and -k; Vowel Family O -old, -ost, -olt; Vowel Family I -ind, -ild.
Chapter 4: Suffixes -ed and -ing; R-Controlled Vowel - ar, or, ir, er, ur; Special Vowel Sounds - au, aw, ou, ow, oi, oy, oo; Jobs of Y; Suffixes -er and -est; -igh and -ight; Digraph Blends thr and shr; Decoding Skill 1 - single consonants, blends and digraphs; Decoding Skill 2 - two consonants, blends and digraphs; Multisyllabic Words - the schwa, prefixes, final -le; Adding suffixes; Silent letters kn, wr, gn, ign; Decoding exceptions
Chapter 5: Sounds of /zh/, Suffixes -tion, -tial, -ous, -us, -sion; Spelling with -ss, -ce, -se; Sounds of eu, ew, ea, ie, ei; Reversed Vowels ai/ia, oe/eo, oa/ao, au/ua, ui/iu, oi/io; Practicing multisyllabic words
Phonics instruction is based in high utility patterns and/or common phonics generalizations. Examples include, but are not limited to, the following:
In Chapter 1, the Scope and Sequence indicates instruction on consonants and vowels, thus reviewing reading CVC words with short vowel sounds.
In Chapter 2, the scope and sequence indicates instruction on digraphs, two-letter blends, plurals, double consonant patterns, and glued sounds. According to the Research Base document, the instruction moves from the simplest, as digraphs make one sound, to more complex as glued sounds have letter combinations that introduce new sounds.
In Chapter 3, the scope and sequence indicates instruction on short and long vowels, spelling with -ck, trigraphs and three-letter blends, and Phonetic Skills 1-5, which includes instruction in syllable types, moving into vowel teams and vowel families.
In Chapter 4, the scope and sequence indicates instruction on affixes, r-controlled vowels, special vowel sounds, multisyllabic words, Decoding Skills 1-2, and silent letters. Instruction moves into more complex phonics patterns and application to multisyllabic words.
In Chapter 5, the scope and sequence indicates instruction on more complex suffixes and vowel team sounds, including application in multisyllabic words.
Indicator 1H
Materials are absent of the three-cueing system.
Materials do not contain elements of instruction that are based on the three-cueing system.
Materials do not contain lessons or resources that include the three-cueing system.
Indicator 1I
Materials, questions, and tasks provide reasonable pacing where phonics (decoding and encoding) skills are taught one at a time and allot time where phonics skills are practiced to automaticity, with cumulative review.
The materials provide ample practice and review opportunities in a reasonably paced manner. Each lesson provides opportunities for student practice in the context of the teacher-guided lesson, in small groups using the Student Transfer Book, and independently using the learning software. Skill groups of instruction are followed by regular Review and Transfer days, which provide review of the newly-taught phonics skills and also incorporate review of previously-taught skills. 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.
Materials include reasonable pacing of newly-taught phonics skills. Examples include, but are not limited to, the following:
In Lessons 1-6, the materials reintroduce all 26 letters, organized into working groups. Each working group contains 5-6 letters. The lesson structure includes one working group per lesson and a lesson on spelling with c and k, followed by a review and transfer day.
In Lesson 1, the materials group the following letters: a, m, s, t, p. The lesson focuses on explicitly teaching each letter and its corresponding sound. The final portion of the lesson guides students to use the taught letter sounds in slides.
In Lesson 2, the materials group the following letters: i, f, n, g, b.The lesson focuses on explicitly teaching each letter and its corresponding sound. The final portion of the lesson guides students to use the taught letter sounds to build words.
In Lessons 7-27, the materials indicate instruction on digraphs, blends, double consonants, and glued sounds. Over the course of 20 lessons, the teacher reviews or introduces five digraphs, 27 blends, eight double consonant patterns, and eight glued sounds. One to two digraphs are taught and practiced per lesson, six to eight blends are taught and practiced per lesson, two to three double consonant patterns are taught and practiced per lesson, and two glued sounds are taught and practiced 2 per lesson. Lesson structure also includes three lessons on plurals and suffixes and four Review and Transfer days, one focused on each major phonics focus - digraphs, blends, double consonant patterns, and glued sounds.
The lesson plan design allots time to include sufficient student practice to work towards automaticity. Examples include, but are not limited to, the following:
In Lesson 99, Part 2, Phonics and Spelling, the phonics objective is for students to decode and encode words with silent letters kn and wr. During the Dictation for Encoding portion of the lesson, students write the dictated word knight on their boards and mark the word, using an x with a macron to indicate the long vowel, an arc under kn to indicate the silent letter pair, and a line through the letters k, g, and h to indicate they are silent. Students repeat the process with the word wrap. Then, students play the Eraser Game, in which they identify then decode the words wrap, knight, and write using clues given by the teacher. Then students use the remaining word, knob, to practice word building, changing letters to make the following word chain: knob/knot/know/known/grown. Students read the list of created words aloud. Student practice occurs during the Phonics and Spelling portion of the lesson, for which 27 minutes is allotted to include instruction, modeling, and guided practice.
In Lesson 100, Part 2, Phonics and Spelling, the phonics objective is for students to decode and encode words with silent letters gn and ign. During the Dictation for Encoding portion of the lesson, students write the dictated word align on their boards and mark the word, using an x with a macron or breve to indicate the short and long vowels, an arc under ign to indicate the silent letters, a line through the letter g to indicate it is silent, and a syllable division line. Students repeat the process with the word gnarl. Then, students play the Eraser Game, in which they identify and decode the words gnome, align, and gnarl using clues given by the teacher. Then, students use the remaining word, design, to practice word building, changing letters to make the following word chain: design/resign/sign/sat/gnat. Students read the list of created words aloud. Student practice occurs during the Phonics and Spelling portion of the lesson, for which 27 minutes is allotted to include instruction, modeling, and guided practice.
In Lesson 101, Part 2, Phonics and Spelling, the phonics objective is for students to prove, decode, and encode multisyllabic words that change long vowel sounds to short vowel sounds. During the Dictation for Encoding portion of the lesson, students write the dictated word never on their boards and mark the word, using x’s for the vowels, an arc under the r-controlled vowel, a syllable division line, and both a macron and a breve above the first e to indicate the long vowel is read as a short vowel. Students repeat the process with the word city. Then, students play the Eraser Game, in which they identify then decode the words salad, never, and city using clues given by the teacher. Then, students use the remaining word, cabin, to practice word building, changing letters to make the following word chain: cabin/cab/cob/rob/robin. Students read the list of created words aloud. Student practice occurs during the Phonics and Spelling portion of the lesson, for which 27 minutes is allotted to include instruction, modeling, and guided practice.
In Lesson 102, Part 2, Phonics and Spelling, the phonics objective is for students to prove, decode, and encode multisyllabic words when the syllable is divided after the consonant x. During the Dictation for Encoding portion of the lesson, students write the dictated word exist on their boards and mark the word, using x’s for the vowels, an arc under the blend, a syllable division line, and a breve above both vowels to indicate short vowels. Students repeat the process with the word expose. Then, students play the Eraser Game, in which they identify then decode the words exile, exist, and expose using clues given by the teacher. Then, students use the remaining word, expert, to practice word building, changing letters to make the following word chain: expert/expect/exact/exam/exams. Students read the list of created words aloud. Student practice occurs during the Phonics and Spelling portion of the lesson, for which 27 minutes is allotted to include instruction, modeling, and guided practice.
Materials contain distributed, cumulative, and interleaved opportunities for students to practice and review all previously learned grade-level phonics.
Examples include, but are not limited to, the following:
In Lesson 7, Part 3: Whole Class Transfer, Student Transfer Book, students engage in the following mixed review words that include sounds taught in previous lessons: cup, kid, cab, quiz, tug, kib, zip. After mixed review, students practice decoding a passage using the Skill Words, Mixed Review Words, and Most Common Words.
In Lesson 19, Part 3: Whole Class Transfer, Student Transfer Book, students engage in the following mixed review words that include sounds taught in previous lessons: call, fall, roll, poll, foxes, passes, fizzes, axes. After mixed review, students practice decoding a passage using the Skill Words, Mixed Review Words, and Most Common Words.
The materials include a Review and Transfer day at the end of each working group. For example:
In Review and Transfer Day 13, after lesson 63, students take Multi-Skill Check 13, aligned with previously-taught lessons on r-controlled vowels. The materials provide resources for teacher-led small-group lessons, differentiated based on the results of the Multi-Skill Check. Materials include student choice boards focused on review and transfer of decoding of r-controlled vowels. Lessons and activities also include previously-taught digraphs, trigraphs, and suffixes. Review work includes student choice boards that feature decoding speed drills, encoding practice, and passage decoding using passages from Weeks 58-63 and the decodable book Norm’s Sister Returns from the Moon.
In Review and Transfer Day 24, after lesson 116, students take Multi-Skill Check 24, aligned with previously taught lessons on the sounds of eu/ew and other sounds of ea. The materials provide resources for teacher-led small-group lessons, differentiated based on the results of the Multi-Skill Check. Materials include student choice boards focused on review and transfer of decoding of words with eu, ew, and ea. Lessons and activities also include previously taught suffixes and vowel teams. Review work includes student choice boards that feature decoding speed drills, encoding practice, and passage decoding using passages from Weeks 112-116 and the decodable book Heather’s Necklace.
Indicator 1J
Materials include systematic and explicit phonics instruction with repeated teacher modeling.
The materials include systematic and explicit phonics instruction with repeated routines for teacher modeling. The lesson structure includes teacher scripts for explicit instruction with consistent routines for teacher modeling for all grade-level phonics standards.
Materials contain explicit instructions for systematic and repeated teacher modeling of all newly-taught phonics patterns. Examples include, but are not limited to, the following:
Distinguish long and short vowels when reading regularly spelled one-syllable words.
In Lesson 28, Part 2, the teacher tells students, “Vowels are important because every syllable must have a vowel sound. We have been working with one-syllable words with one vowel sound. In this lesson, you are going to learn two types of vowel sounds that the vowels can spell.” The teacher then reviews the short sounds that the vowels make with the students. Then, the teacher asks students to say the name of each vowel and explains that when they say the vowel’s name, that is the long sound of that vowel. The teacher then displays the vowels and slides with a breve or macron and has students read them using the correct vowel sound.
In Lesson 29, the teacher explains that Phonetic Skill 1 tells them that when a vowel is followed by a single guardian consonant, the vowel sound is short. The teacher displays the word gum, then models marking the word, using an x for the vowel and an asterisk to indicate the Guardian Consonant m. The teacher tells students that since there is one vowel followed by a Guardian Consonant, we know the vowel sound is short, then puts a short vowel mark above the u. The teacher reads the word gum. The teacher repeats the process with the word swish, telling students that a digraph acts as one Guardian Consonant.
In Lesson 36, the teacher explains that Phonetic Skill 4 tells them that when a vowel is followed by a consonant and a silent e, the first vowel sound is long. The teacher displays the word game, then models marking the word, using an x for the vowels, a vertical line through the final e to indicate the letter is silent, and adding a horizontal line above the first vowel to indicate the vowel is long. The teacher says, “The e is silent but strong. Silent e makes the first vowel spell its long vowel sound.” The teacher reads the word game. The teacher repeats the process with the word slope.
Know spelling-sound correspondences for additional common vowel teams.
In Lesson 42, Part 2, the teacher says, “Phonetic Skills 5 tells us that when two vowels are adjacent, the second vowel is silent, and the first vowel sound is long.” The teacher displays the Adjacent Vowels Poster, which shows the nine most common adjacent vowels. The teacher tells students they will begin practicing this skill with adjacent vowels ai, which make the long a sound. The teacher displays the word rain and models marking it, using an x for the vowels, drawing a vertical line through the i to indicate that it is silent, and adding a horizontal line above the a to indicate the vowel is long. The teacher reads the word rain. The teacher repeats the process with the word aim.
In Lesson 43, Part 2, The teacher explains that adjacent vowels ay makes the long a sound at the end of a word. The teacher explains that when vowels are adjacent, the second vowel is silent, and the first vowel sound is long. The teacher models how to decode the word play by placing a slide arc under pl and marking the two vowels. The teacher then marks the a as a long sound and shows that the y is silent.
In Lesson 49, Part 2, the teacher says, “Phonetic Skills 5 tells us that when two vowels are adjacent, the second vowel is silent, and the first vowel sound is long.” The teacher displays the Adjacent Vowels Poster, which shows the nine most common adjacent vowels. The teacher tells students they will practice this skill with adjacent vowels ie, which make the long i sound. The teacher displays the word tie and models marking it, using an x for the vowels, drawing a vertical line through the e to indicate that it is silent, and adding a horizontal line above the i to indicate the vowel is long. The teacher reads the word tie. The teacher repeats the process with the word vie.
RF.2.3c Decode regularly spelled two-syllable words with long vowels.
In Lesson 82, Part 2, the teacher tells students that a syllable is a word or part of a word that has one vowel sound or one working vowel. The teacher says, “When words have more than one working vowel, that means they have more than one syllable.” The teacher displays the nonsense word mo and models marking and reading the open syllable word. The teacher models adding a t to the end of the word, then models marking and reading the closed syllable word mot. The teacher models adding an e to the end of the word, then models marking and reading the word mote. The teacher adds an l to the end of the word, then models marking and reading the word motel. The teacher repeats the process with the word record.
In Lesson 84, Part 2, the teacher displays the word baby and models marking the word, using a x to indicate each vowel. The teacher models using Decoding Skill 1 to divide the word into syllables, then models using Phonetic Skill 3 to mark the first vowel as long. The teacher puts a small e with a macron above the y to indicate the long e sound, then reads the word baby. The teacher repeats the process with the word spicy.
In Lesson 101, Part 2, the teacher explains that in two-syllable words, the first syllable typically has a long sound. The teacher models how to mark the syllable types in the word robin. The teacher marks the vowels and shows that because the consonant /b/ goes with the second syllable, the o in robin should be long. The teacher explains that robin is pronounced with a short vowel because “long vowels can become short, but short vowels cannot become long.”
Lessons include blending and segmenting practice using structured, consistent blending routines with teacher modeling.
In Lesson 2, Part 2, the teacher models marking the word fit using an x to mark the vowel and an arc to indicate the blend. As the teacher marks each slide and word, the teacher models blending the sounds to read the slide or word.
In Lesson 8, Part 2, the teacher models marking the slides cha, chi, cho, che, chu, sha, shi, sho, she, shu and the words chin and shed, using an x to mark the vowel and arcs to indicate the digraphs. As the teacher marks each slide and word, the teacher models blending the sounds to read the slide or word.
In Lesson 59, Part 2, the teacher models marking the r-controlled vowel or and the words torn and orb, using an x to mark the vowel and arcs to indicate the r-controlled vowel. As the teacher marks each word, the teacher models blending the sounds to read the word.
Lessons include dictation of words and sentences using the newly-taught phonics pattern(s). Examples include, but are not limited to, the following:
In Review and Transfer Day 2, Activity 2, the teacher-led transfer activity includes guided dictation of words and sentences. The materials provide a word bank of words and sentences that include the newly-taught digraphs. The materials indicate that teachers can choose the words and sentences that meet students’ needs to differentiate for each group. The dictation bank includes 12 sentences and 68 words organized into the following categories: th, ch, sh, final ch and sh, wh, and nonsense words.
In Review and Transfer Day 23, Activity 2, the teacher-led transfer activity includes guided dictation of words and sentences. The materials provide a word bank of words and sentences that include the newly-taught spelling with -ss, -ce, and -se, and letter combinations that split. The materials indicate that teachers can choose the words and sentences that meet students’ needs to differentiate for each group. The dictation bank includes 12 sentences and 210 words organized into the following categories: -ss, -se, -ce, blends, gn, double l, glued sounds.
In Lesson 39, Part 2, the teacher tells the students to get ready to practice reading and spelling words that follow the skill. The teacher tells the students, “I will spell a word. You will spell it back to me. Then, you will write and prove the word on your board. The teacher then says and spells the words fence and since to practice decoding. The teacher then says but does not spell the words mince, glance, chance, and the nonsense word tonce for encoding practice.
Materials include teacher guidance for corrective feedback when needed for students. Examples include, but are not limited to, the following:
In Corrective Feedback Guide, Phonics, the materials offer the following corrective feedback suggestions if a student inaccurately connects a phoneme to a corresponding grapheme: use the Lesson Toolkits to provide explicit instruction on problem phoneme(s), use visual and auditory drills in a structured manner to connect phoneme and grapheme.
In Corrective Feedback Guide, Phonics, the materials offer the following corrective feedback suggestions if students inaccurately decode words: use the Lesson Toolkits to provide explicit instruction in decoding with identified skills, model, and practice blending sounds without pausing between sounds, use a blending board for practice, use decodable texts for additional practice, and provide practice in isolation vowel sounds for students with consistent vowel sound errors in decoding.
In Corrective Feedback Guide, Phonics, the materials provide a sample script for the teacher to use: Identify the error, Confirm the expectation, Confirm the correction, Guide Correction, Provide specific praise. Each box in the cycle provides an example of what the teacher might say. For example, in Identify the error, the sample script is “Listen to/Look at the way you read/wrote this word/sound.”
Indicator 1K
Materials include frequent practice opportunities for students to decode and encode words that consist of common and newly-taught sound and spelling patterns.
The materials include consistent instructional routines that contain regular opportunities for students to practice decoding and encoding words using common and newly taught sound and spelling patterns. The materials indicate that Part 2 of the lesson, Phonics and Spelling, as well as the Whole Group Transfer Card in Part 3, are focused on accuracy. The student practice in these sections includes marking words to support accurate decoding and encoding. The decodable passage and decodable texts contain opportunities for students to practice decoding with a focus on automaticity.
Lessons provide students with frequent opportunities to decode phonetically spelled words. Examples include, but are not limited to, the following:
In Lesson 17, Part 3, students read the Whole Class Transfer Card, which contains the words passes, foxes, classes, twin, swish, desk, the nonsense word frashes, and the sentences There are six red foxes and He tosses dressed in boxes.
In Lesson 33, Part 3, students read the Whole Class Transfer Card, which contains the words scrub, split, squish, the nonsense word strug, and the sentences Stran can strum the string and The squid will splish and splash.
In Lesson 68, Part 2, in the Warm Up, students identify the vowel sound and then read the words shone, float, go, broke, toe, and groan.
Lessons provide students with frequent opportunities to encode phonetically spelling words. Examples include, but are not limited to, the following:
In Lesson 22, Part 2, students encode the words rang, fang, bang, king, wing, and the nonsense word lang. Students spell the word and mark it, using an x for the vowels and an arc for any -ng glued sounds.
In Lesson 30, Part 2, students encode the words black, check, and sack and the nonsense word greck. Students spell the word and mark it, using an x for the vowel, an arc under ck, an asterisk over ck to indicate a Guardian Consonant and a short vowel mark over the vowel.
In Lesson 84, Part 2, students encode the words tidy and phony. Students spell the word and mark it, using an x for the vowels, a syllable division line, an e with a long vowel symbol over the y, and an arc for any digraphs.
In Lesson 89, Part 2, students encode the words total, human, carpet, and final. Students spell the word and mark it, using an x for the vowels, a line to separate the syllables, an arc under the R-controlled vowels, and a schwa mark over the second syllable.
Lessons include student-guided practice and independent practice of blending words using the sound-spelling pattern(s) in an instructional sequence. Examples include, but are not limited to, the following:
In Lesson 46, Part 2, in Dictation for Decoding, students write the words coat and road as the teacher dictates letter by letter. Students mark the words using an x to indicate the vowels, a vertical line through the second vowel to indicate it is silent, and a long vowel mark to indicate the first vowel is long. Students read the word twice.
In Lesson 75, Part 2, in Dictation for Decoding, students write the words by, hype, spy, tyke, byte, and the nonsense word quy. Students mark the words, using an x to denote the vowels, a vertical line through the vowel e, write an i above the y, and put an arc under blends or digraphs. Students read each word twice.
In Lesson 99, Part 2, in Dictation for Decoding, students write the words write and knob as the teacher dictates letter by letter. Students mark the words, using an x to indicate the vowels, an arc under wr or kn, a line through the silent letter(s), a long or short vowel mark over the vowel, and an asterisk over the Guardian Consonant in knob. Students read the word twice.
Materials provide opportunities for students to engage in word-level decoding practice focused on accuracy and automaticity. Examples include, but are not limited to, the following:
In Lesson 11, Part 3, students read the lesson’s decodable passage, consisting of seven sentences using the newly taught r-blends. Students read the passage chorally, then the teacher reads the passage aloud, then students read the passage with a partner. The materials indicate that the instructional focus is automaticity, rate, and prosody.
In Lesson 69, Part 3, students read the lesson’s decodable passage, consisting of seven sentences using the newly taught special vowel sound oi. Students read the passage chorally, then the teacher reads the passage aloud, then students read the passage with a partner. The materials indicate that the instructional focus is automaticity, rate, and prosody.
In Lesson 95, Part 3, students read the Whole Class Transfer Card, which includes decoding the words bake, flake, poke, pie, glue, suit, need, and read, and the sentences Luke would like to bake a cake and Deke rode his bike at the lake. Students read the second sentence twice.
Materials contain frequent opportunities for students to review previously learned grade-level phonics. Examples include, but are not limited to, the following:
In Review and Transfer Day 5, after Lesson 27, students build words with recently taught glued sounds -nk and -ng and endings -ed and -ing, as well as previously taught digraphs th, sh, wh, ph, and ch.
In Review and Transfer Day 15, after Lesson 73, students read the words toy, void, choice, boot, moon, book, look, boy, loose, bloom, soothe, moist, coin, shook, stood, brook, and point. The words review recently taught special vowel sounds oy, oi, and oo, and previously taught blends and digraphs. Students write the word that makes sense in the following fill-in-the-blank sentences: “The boy took a at the toy in the . The mound of is found _ of town."
In Review and Transfer Day 23, after Lesson 111, students read the words unless, advice, lettuce, cosmic, whisper, hunger, promise, across, recess, signal, entrance, finger, pronounce, village, and yellow. The words review recently taught spellings with -ss, -ce, and -se and letter combinations that split as well as previously taught sound spellings.
Indicator 1L
Spelling rules and generalizations are taught one at a time at a reasonable pace. Spelling words and generalizations are practiced to automaticity.
The materials contain spelling rules and generalizations that align to the phonics scope and sequence. The materials include explanations for spelling of specific words or spelling rules. Detailed information about articulation and morphology is provided for the teacher in the form of Teacher Tips and scripting. Students have sufficient opportunities to practice spelling rules and generalizations. Daily practice occurs in direct instruction and in Daily and Post Skills Checks. The Skill Checks provide students with digital activities that allow for practice of phonics skills from the lesson. Practice opportunities are also present in Part 4 of daily instruction in the small group setting.
Spelling rules and generalizations are aligned to the phonics scope and sequence. Examples include, but are not limited to, the following:
In Lesson 6, the Scope and Sequence indicates a phonics focus on words with c and k. Students spell words with c and k, such as kid, kit, cod, ket.
In Lesson 16, the Scope and Sequence indicates a phonics focus Doubles s, f, and z. Students spell words with Double s, f, and z, such as bluff, grass, scoff, pazz.
In Lesson 49, the Scope and Sequence indicates a phonics focus on ie. Students spell words with ie such as tie, vie, pie, lies, ties, die, smile.
In Lesson 58, the Scope and Sequence indicates a phonics focus on r-controlled Vowel: ar. Students spell words with r-controlled Vowel: ar, such as art, scarf, smart, jar, car, farm, start, darf.
Materials include explanations for spelling of specific words or spelling rules. Examples include, but are not limited to, the following:
In Lesson 55, Part 2, the teacher tells students that the suffix -ed is always spelled the same way, but it can spell three different sounds. When the sound /t/ or /d/ comes right before -ed, it will be pronounced /ĭd/.
In Lesson 75, Part 2, the teacher describes the Jobs of Y: y as Long i: “If y is not the first letter in a word, it is a vowel.” The teacher explains that if y is the only working vowel in a word, it spells the same vowel sound as i.
In Lesson 85, Part 2, the teacher provides instruction for the Last Job of Y: NFL Rule. The rule is that if a word is a verb and the consonants n, f, or, l come right before the letter y, then it spells the long i sound. The teacher explains that words with this pattern are called n-f-l words.
In Lesson 125, Part 2, the teacher tells students, “When the adjacent vowels ui are reversed to iu, each vowel spells a sound. The vowel i spells /ē/, and the vowel u spells /ŭ/. We put a dot under each vowel to help us remember that each vowel spells a sound. In each word we prove, I am going to tell you what sound the reversed vowels are spelling. As you practice more words with reversed vowels, it becomes easier to recognize what sound each vowel spells. Watch as I prove this word with the reversed vowels iu, when the vowel i spells long e and the vowel u spells the short u sound.”
Students have sufficient opportunities to practice spelling rules and generalizations. Examples include, but are not limited to, the following:
In Lesson 53, Part 2, students practice spelling words with Vowel Family I: -ind and -ild. Students practice reading and marking the vowel for slides: ind, ild, kind, child. Then, the teacher uses the Guided Dictation routine for students to practice spelling and encoding words: find, mild, wild, mind, blind, spild. Students play the Eraser Game to practice segmenting and reading words: mind, splid, find, blind, wild.
In Lesson 84, Part 2, students practice spelling words with -y long e sound. Students use dry-erase boards to spell baby, spicy, navy, sleepy, tidy, phony. Students use the Student Transfer Book to spell lady, pony, and baby.
In Lesson 100, Part 2, students practice spelling and proving words with gn and -ign on dry-erase boards. Students repeat the word the teacher says and then write it on their board. Students then show the word to the teacher to check for accuracy. Words include align, gnarl, resign, sign, gnat.
In Lesson 126, Part 2, students practice spelling by first saying the letters of a word out loud to their partner. Then, the other partner takes a turn. Lesson words include choice, coin, oil, point.
Indicator 1M
Materials include decodable texts with phonics aligned to the program’s scope and sequence and opportunities for students to use decodables for multiple readings.
The materials feature decodable texts containing grade-level phonics skills aligned to the program’s scope and sequence. Each lesson includes a decodable passage that the teacher uses during Part 3. The materials include general lesson plans for repeated readings of decodable texts. Decodable books are used in the small group centers with direct teacher instruction. Reading practice occurs in decodable texts until students can accurately decode single syllable words.
Decodable texts contain grade-level phonics skills aligned to the program’s scope and sequence. Examples include, but are not limited to, the following:
In Lesson 43, the Scope and Sequence indicates a phonics focus on ai and ay. Part 3 includes a decodable passage featuring words with ai and ay, such as rain, train, faint, paint, wait, day, may, plain, grey.
In Lesson 47, the Scope and Sequence indicates a phonics focus on oa, oe. Part 3 includes a decodable passage featuring words with oa, oe, such as Joan, goat, Joe, oats, moan, groan, toes, and foe.
In Lesson 99, the Scope and Sequence indicates a phonics focus on Silent Letters: kn and wr. Part 3 includes a decodable passage featuring words with Silent Letters kn and wr, such as knight, wrapped, knapsack, knot, wrists, knuckles, knees, knife, knave, wrong, kneel, wrath, write, knights.
In Lesson 107, the Scope and Sequence indicates a phonics focus on -sion. Part 3 includes a decodable passage featuring words with -sion, such as mission, division, impression, confusion, discussion, and explosion.
Materials include detailed lesson plans for repeated readings of decodable texts to address acquisition of phonics skills. Examples include, but are not limited to, the following:
In Lesson 69, Part 3, students read the decodable passage three times, focusing on the oi pattern. Students read the passage together. Next, the teacher reads the passage, and students listen. Finally, students read the text with a partner. Upon completing the rereadings of the decodable passage, the lesson plan connects back to the targeted skill by asking students the following questions: Today, we learned to read and spell words with the Special Vowel Sound oi. What is the new vowel sound that the letters oi spell?
In Lesson 80, Part 3, students read the decodable passage three times, focusing on digraph blends. Students read the passage together. Next, the teacher reads the passage, and students listen. Finally, students read the text with a partner. Upon completing the rereadings of the decodable passage, the lesson plan connects back to the targeted skill by asking students: “Which digraph is part of the digraph blend thr? (th) Which digraph is part of the digraph blend shr? (sh) Which digraph is part of the digraph blends phl, phr, and sph? (ph)”
In Lesson 87, Part 3, students read the decodable passage three times, focusing on Blends and Digraphs within multisyllabic words. Students read the passage together. Next, the teacher reads the passage, and students listen. Finally, students read the text with a partner. Upon completing the rereadings of the decodable passage, the lesson plan connects back to the targeted skill by asking students the following questions: “Today, we learned to read and spell words that follow Decoding Skill 2 with blends and digraphs, what is the short way to say this rule? (Two must split.)”
Reading practice occurs in decodable texts (i.e., an absence of predictable texts) until students can accurately decode single syllable words. Examples include, but are not limited to, the following:
In Lesson 22, Part 3, the text is decodable based on prior content introduced in this lesson on words with -ang and -ing and does not contain predictable text: “The king got a big dog. The king will sing with joy! He will call the dog Fang. Fang can zip and zing by the king. Do not bang into the king, Fang!” The passage contains regularly-spelled single-syllable words containing previously taught sound spellings, including the oy sound-spelling introduced in Grade 1, and the previously taught high-frequency words the, he, and by.
In Lesson 65, Part 3, the text is decodable based on prior content introduced in this lesson and Lesson 97 in Grade 1(i.e., Special Vowel Sounds: aw) and does not contain predictable text: “It is dawn, and I go outside. A fawn is on the lawn. I crawl to gawk at the fawn, but I snap a twig. When the fawn saw me, she held her jaw taut. The fawn is quick and jaunts away!”
In Lesson 39, Part 3, the text is decodable based on prior content introduced in this lesson on words with -nce and previous lessons and does not contain predictable text: “The prince had a tall stance. At the ball, the prince must dance. Since he made a glance at me, it was my chance. I went to dance with the prince, but then he made a wince.” The passage contains regularly-spelled single-syllable words containing previously-taught sound spellings and the previously taught high-frequency words the, he, me, was, and my.
In Lesson 97, Part 3, the text is decodable based on prior content introduced in this lesson on adding suffixes to words ending with y in multisyllabic words and previous lessonsand does not contain predictable text: “Addo is studying for his math test. Adding numbers is the easiest, but multiplying is the trickiest for him. Addo is worrying that he will fail the test. There is no denying that multiplying numbers is hard. He is brave and keeps studying. Addo is applying tricks from math class when multiplying. Now he is happier. Multiplying numbers is now easier.” The passage contains regularly spelled single syllable and multisyllabic words containing previously taught sound spellings and the previously taught high-frequency words the and there.
Indicator 1N
Materials regularly and systematically offer assessment opportunities that measure student progress of phonics in- and out-of-context (as indicated by the program scope and sequence).
The materials provide resources and tools to collect formative and summative data about students’ progress in phonics. Multiple assessment tools are provided for the teacher to administer throughout the year to measure student progress toward mastery of phonics skills. Materials also provide teacher tools to generate overview and progress reports at the student and classroom level. 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.
Materials regularly and systematically provide a variety of assessment opportunities over the course of the year to demonstrate students’ progress toward mastery and independence in phonics. Examples include, but are not limited to, the following:
In the Reading Horizons Discovery Program Overview, Assessments, page 38 describes formative and summative assessments for students to demonstrate mastery and independence with phonics. Assessments include Readiness Check, Mid-Year Cumulative Skill Check, End-of-Year Skill Check, Single Skill Check, Student Observation Check, Multi-Skill Check.
In the Assessments Guide, Technical Summary (Digital Download), page 9 states that the Skill Check is administered at the end of each Whole-Class Lesson Delivery and a second time after the student completes the assigned differentiated activities. These daily skill checks enable the teacher to immediately evaluate the impact of their instruction. The Post-Skill Check gives teachers the impact of whole-group instruction plus differentiated learning activities.
In the Assessment Guide, the Cumulative Skills Check on page 5 is described as a “check for retention and transfer of a sample of key skills learned throughout the semester.” The Skills Check is given at the middle and end of the year and is meant to do the following:
Evaluate the impact of teaching RH Discovery during a specified time period (about half of the academic year),
Identifies the contribution of RH Discovery to external measures
Helps rule out decoding skills as an inhibitor to performance on external measures (e.g., if students perform well on the Cumulative Skill Check but poorly on external measures, teachers can explore other causes of lower performance).
In the Observation Checkpoint Guide, the materials state that there are multiple assessment opportunities embedded within lessons to monitor student performance: Observation Checkpoints during phonemic awareness, dictation, transfer, and small group routines. The same monitoring options are available during formal assessments. Formative and summative data is collected and analyzed in the Student Observation Panel within the Lesson Delivery Tool.
Assessment materials provide the teacher and students with information concerning students’ current skills/level of understanding of phonics. Examples include, but are not limited to, the following:
Materials provide teacher tools to generate overview and progress reports at the student and classroom level. For example, “The Student Skill Progress Report provides overall data looking at the Whole-Group Instruction recorded observations, Initial Skill Check, Small-Group Instruction recorded observations, and Post Skill Check to determine effectiveness of instruction and practice. The report “tells the overall account of the Daily Skill Check data. It uses the average score across all Skill Checks to determine if the student needs support, practice, or enrichment.”
In Program Overview, page 29, it states, “After Whole-Class Lesson Delivery is complete, students take a quick five-question Skill Check in the software based on the content just taught in the lesson. The Skill Check empowers teachers to check for students’ understanding of each day’s Skill lesson and inform small groups for differentiated learning activities for Extended Transfer.
In Reading Horizons Discovery Program Overview, Reports, page 41 describes the reports available to teachers and administrators for aggregation of data. Reports detail a “high-level overview of district and school performance and detailed data of class and individual student performance.” Reports available to provide teachers with information about students’ current level of understanding of phonics are Student Skill Progress Report, Class Multi-Skill Check Report, Class Readiness/Cumulative Check Report. The Student Skill Progress Report includes information from each lesson in the areas of Whole-Group observation status (red, yellow, green), Initial Skill Check score, Small Group Observation status (red, yellow, green), Post Skill Check score, Recorded errors. The report gives an overall account of where the student is, what the student frequently struggles with, and how many times the student has been in the Needs Support group during Groups and Centers time.
In Lesson 63, teachers are provided with a summary page, starting with “What’s the Impact?” and gives teachers the breakdown of percentage of students placed in the Enrichment, Practice, or Support Groups. In the “What’s Next?” section, it tells the teachers which students should take the Skill Check and to Proceed to Lesson 64. On the next page, the teacher can see each group that was automatically generated based on lesson observations and data. It tells which students are in each group, their color rating, and percentage of mastery. Each group has a downloadable Transfer Routine page that gives directions for instruction.
In Lesson 46, Ready Made Centers, students are automatically grouped using observations and Skill Check data and displayed in the Lesson Delivery tool. The teacher is provided with “Final Student Observations,” which shows individual student scores for Whole Class (green, yellow, red), Group (green, yellow, red), Skill Check percentage, Post Skill Check percentage. The teacher must view this page before pressing “Confirm” to end the lesson.
In Lesson 59, Part 3, Check for Understanding, the students use a rating system to determine their level of understanding of the phonics skill taught in the lesson today about r-controlled vowel -or.
Materials support teachers with instructional suggestions for assessment-based steps to help students to progress toward mastery in phonics. Examples include, but are not limited to, the following:
In Reading Horizons Discovery, Program Overview, page 33 describes data-driven decision-making. It states that “upon completion of Groups and Centers, the teacher will make a data-driven decision for the next day. The teacher can determine if the class is ready to move on to the next lesson, needs instruction on the same skill in a teacher-led small group during intervention, or if the entire class needs another day of instruction and practice.” Data and observations for each lesson are compiled on the Final Student Observations page of each lesson, which guides the teachers’ next steps.
In the Reading Horizons Accessing the Digital Tool and Additional Resources PDF it shows how teachers can click on the complete instruction button once the lesson has been delivered and students have completed the digital Skills Check for that lesson. Teachers can view a Lessons Insight Page where teachers can then click on Groups and Centers, which takes them to Transfer Routine activities for students in need of Enrichment Group Instruction versus Support or Practice Group Instruction.
In Lesson 52, Transfer Routine, Grade 2/3 Groups and Centers Routines, the teacher is provided with instruction for each group. Each group has instructional routines for the next steps of additional support using Word Mapping, Skill Transfer: Echo Reading and Skill Review, Sentence Reading, Decodable Passage: Choral and Repeated Reading, Independent, and Partner Transfer.
In Lesson 35, after completing instruction and Observation Checkpoints throughout the lesson, the teacher is provided with a summary page that indicates the percentage of students needing Enrichment, Support, and Practice. The “What’s Next?” section indicates which students are ready to take the Skill Check and directs the teacher to proceed to Lesson: Review and Transfer Day: Multi-Skill Check 7. The Groups and Centers button takes teachers to a Transfer Routine Download for Needs Support, Needs Practice, Needs Enrichment. Each practice group includes activities: Teacher-Led Transfer with Word Mapping, Skill Transfer activities, and Decodable Passage, Partner and Independent Transfer activities.
In Lesson 80, when the teacher finishes the lesson, they are provided with a summary page. It starts with “What’s the Impact?” and gives teachers the breakdown of percentage of students placed in the Enrichment, Practice, or Support Groups. In the “What’s Next?” section, it tells the teachers which students should take the Skill Check and to Proceed to Lesson 81. On the next page, the teacher can see each group that was automatically generated based on lesson observations and data. It tells which students are in each group, their color rating, and percentage of mastery. Each group has a downloadable Transfer Routine page that gives directions for instruction.
In Multi-Skills Check 4, Lessons 7-21, the teacher is provided with a report of students who need support, practice, and enrichment based on the skills covered in lessons 7-21: digraphs, blends, double s, f, z, x, and l, plurals, sounds of -ed.
In Multi-Skills Check 16, Lessons 64-76, the teacher is provided with a report of students who need support, practice, and enrichment based on the skills covered in lessons 64-76:special vowel sounds au, aw, ou, ow, oi, oy, oo, adding -ed and -ing, jobs of y.
Criterion 1.2: Word Recognition and Word Analysis
Materials and instruction support students in learning and practicing regularly and irregularly spelled 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 lessons provide students with frequent opportunities to read high-frequency words in context. Students read high-frequency words in daily lessons using Decodable Text, Decodable Books, and the Whole Class Transfer Card. Students have daily opportunities to practice writing high-frequency words in the dictation part of each lesson. The materials contain regular explicit instruction in word analysis. The program contains daily instructional routines of marking words, in which students code the different elements of a word as they are introduced (vowels, digraphs, blends, suffixes, etc.). This word marking lays a foundation for future work in syllable division. The materials offer regular and systematic assessment opportunities in the areas of word recognition and word analysis. The program uses the student observation checkpoints, Skill Checks, and Multi-Skill Checks to regularly measure student progress.
Indicator 1O
Materials include explicit instruction in identifying the regularly spelled part and the temporarily irregularly spelled part of words. High-frequency word instruction includes spiraling review.
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. The materials include a sufficient number of high-frequency words. The Lesson Toolkit includes a resource that groups the high-frequency words by phonetic skill.
Materials include systematic and explicit instruction of high-frequency words with an explicit and consistent instructional routine. Examples include, but are not limited to, the following:
In Lesson 37, Part 2, the teacher introduces the word large. The teacher explains that this word is not yet decodable. The teacher says the word and segments the sounds. The teacher uses the Project Slide with three lines or draws three lines on the board, displaying a line for each sound. The teacher works with the students to identify the sound for each line and how that sound is spelled. The teacher writes l on the first line, ar on the second line, and ge on the third line, circling the ar and g, which are the irregular part of the word. The teachers add the letter e at the end of the word, explaining that the e is silent, and circles the silent e to show it is also an irregular part of the word were. Each time the teacher circles an irregular sound, she says, “this is the part we need to remember.”
In Lesson 64, Part 2, the teacher introduces the word animal. The teacher explains that this word is not yet decodable. The teacher says the word animal and segments the sounds. The teacher uses the Project Slide with six lines or draws six lines on the board, displaying a line for each sound. The teacher works with the students to identify the sound for each line and how that sound is spelled. The teacher writes the letter for the sound on each line, circling the second a, which is the irregular part of the word. Each time the teacher circles an irregular sound, she says, “this is the part we need to remember.”
In Lesson 82, Part 2, the teacher introduces the word every. The teacher tells students that the word is not yet decodable, then guides students to segment the word and count the sounds. The teacher displays a blank line for each sound, then guides students to identify the first three sounds and name the letter(s) for that sound, displaying the letter(s) as students name them. The teacher tells students that the last sound /ē/ is spelled y. The teacher records the spelling on the last line, then circles the letter y and tells students this is a new spelling that we need to remember. The teacher says the word every twice.
Materials include teacher modeling of the spelling and reading of high-frequency words that includes connecting the phonemes to the graphemes. Examples include, but are not limited to, the following:
In Lesson 48, Part 2, the teacher introduces the word men. The teacher tells students that the word is decodable and then guides students to segment the word and count the sounds. The teacher displays a blank line for each sound, then guides students to identify the sound and name the letter for each sound, displaying each letter as students name it. The teacher says the word men twice.
In Lesson 78, Part 2, the teacher introduces the word should. The teacher guides the students to segment the sounds, then uses the Project Slide with three lines to sound and spell the letters in the word should one sound/letter at a time. The teacher circles the irregular spelling of oul as the part that needs to be remembered. The teacher points to the word should and reads it two times.
In Lesson 109, Part 2, the teacher introduces the word few. The teacher guides the students to segment the sounds, then uses the Project Slide with two lines to sound and spell the letters in the word few, one sound/letter at a time. The teacher circles the new spelling of ew as the part that needs to be remembered. The teacher points to the word few and reads it two times aloud.
Materials include a sufficient quantity of high-frequency words for students to make reading progress. Examples include, but are not limited to, the following:
In the Program Overview, the Grade 2/3 Scope and Sequence indicates that the materials introduce a total of 127 high-frequency words. The materials introduce a new word during each lesson in Lessons 1-127.
In the Second Grade Most Common Words Toolkit, pages 3-5, is a table of Most Common Words Grapheme Mapping that indicates instruction of high-frequency words by lesson. Each word is identified as not yet decodable or irregular, and broken down by phonemes, and shows mapping of the graphemes. Words taught include: name, good, sentence, man, think, say, great, were, help, through, much, before, line, right, too, means, old, any, same, tell, boy, follow, came, want, show, also, around, form, three, small, set, put, end, does, another, well, large, must, big, even, such, because, turn, here, why, ask, went, men, read, need, land, different, home, us, move, try, kind, hand, picture, again, change, off, play, spell, air, away, animal, house, point, page, letter, mother, answer, found, study, still, learn, should, America, world, high, every, near, add, food, between, own, below, country, plant, last, school, father, keep, tree, never, start, city, earth, eyes, light, thought, head, under, story, saw, left, don’t, few, while, along, might, close, something, seem, next, hard, open, example, begin, life, always, those, both, paper, together, group.
Indicator 1P
Instructional opportunities are frequently built into the materials for students to practice and gain decoding automaticity of high-frequency words.
The materials contain student practice identifying and reading high-frequency words in isolation. Students practice reading Most Common Words in isolation daily on the Whole Class Transfer Card. The lessons provide students with frequent opportunities to read high-frequency words in context. Students read high-frequency words in daily lessons using Decodable Text, Decodable Books, and the Whole Class Transfer Card. Lessons provide students with frequent opportunities to write high-frequency words in tasks, such as sentences, in order to promote automaticity of high-frequency words. Students have daily opportunities to practice writing high-frequency words in the dictation part of each lesson.
Students practice decoding high-frequency words in isolation. Examples include, but are not limited to, the following:
In Lesson 71, Part 3, students read the Whole Class Transfer Card, which includes the high frequency words letter, page, and point in isolation.
In Lesson 83, Part 3, students read the Whole Class Transfer Card, which includes the high frequency words near, every, and high in isolation.
In Lesson 107, Part 3, students read the Whole Class Transfer Card, which includes the high-frequency words left, saw, and story in isolation.
Lessons provide students with frequent opportunities to read high-frequency words in context. Examples include, but are not limited to, the following:
In Lesson 37, students read the Decodable Text The Magic Stick, which includes the previously taught high-frequency words and, be, his, make, no, she, with.
In Lesson 61, students read the Decodable Text The Deer, which includes the previously taught high-frequency words went, want, then, could.
In Lesson 107, students read the Decodable Text The Siege, which includes the previously taught high-frequency words could, these, other, have, then.
Lessons provide students with frequent opportunities to write high-frequency words in tasks, such as sentences, in order to promote automaticity of high-frequency words. Examples include, but are not limited to, the following:
In Lesson 56, Part 2, students record the dictated sentence They try planning trees, which includes the high-frequency word they and try.
In Lesson 87, Part 2, students record the dictated sentence I jog on my own concrete path. Students repeat the sentence, count the words, then write the sentence, which contains the newly-taught high-frequency word own.
In Lesson 103, Part 2, students record the dictated sentence My head had exposure to the sun, which includes the high-frequency words my, head, had.
Indicator 1Q
Materials include explicit instruction in syllabication and morpheme analysis and provide students with practice opportunities to apply learning.
The materials contain regular explicit instruction in word analysis. The program contains daily instructional routines of marking words, in which students code the different elements of a word as they are introduced (vowels, digraphs, blends, suffixes, etc.). This word marking lays a foundation for syllable division and decoding and encoding multisyllabic words. The materials include explicit instruction in Phonetic Skills, which is the study of syllable types, and Decoding Skills, which teach syllabication rules.
Materials contain explicit instruction of syllable types and syllable division that promote decoding and encoding of words. Examples include, but are not limited to, the following:
In Lesson 32, Part 2, the teacher says, “Phonetic Skill 2 tells us that when a vowel is followed by two Guardian Consonants, the vowel sound is short. The teacher utilizes the Project Slide with the word lift to code i with an x, then codes f and t with a Guardian Star since those two letters are not a blend or a digraph. The teacher then says, “Phonetic Skill 2 tells us that when a vowel is followed by two Guardian Consonants, the vowel sound is short.” The teacher puts a breve above the i. This process is repeated for the words blast and bench while also arcing the blends and digraphs in the words.
In Lesson 86, Part 2, the teacher tells students that Decoding Skill 2 tells us that when there are two consonants between two vowels, the consonants split. The teacher displays the word campus, marks both vowels with an x, counts the consonants between them, and explains how to divide the syllables. The teacher displays the syllable division line, identifies both syllables as closed, and adds breves to each vowel to indicate the vowels are short. The teacher repeats the process with the word subject.
In Lesson 127, Part 2, the teacher reminds students of the steps involved when spelling a word with more than one syllable. The teacher says, “First, pronounce the word syllable by syllable. Second, spell each syllable using the skills you have learned. And third, check the word to see if it looks like it sounds according to what you have learned. Remember, if you are still uncertain about any part of a word, you can ask your teacher or look up the word in a dictionary to confirm the spelling to help you remember it the next time you spell it.” The teacher dictates the word “important” two times while the students write it on their whiteboards. The students mark and read the word. The teacher then puts the word into a sentence: “It is important that you stay with your group and do not wander off.” The students repeat this routine for the following words: available and circular.
Materials contain explicit instruction in morpheme analysis to decode unfamiliar words. Examples include, but are not limited to, the following:
In Lesson 15, Part 2, the teacher tells the students, “Today, we are going to learn about plural words. If something is plural, it means there is more than one.” The teacher displays the word dot next to a picture of one dot and tells students dot is a singular word because there is one dot. The teacher displays the word dots next to a picture of two dots. The teacher explains that when the letter s is added dot, it becomes dots to show there is more than one. The teacher models underlining the -s ending. This process is repeated with cat to cats and sled to sleds.
In Lesson 77, Part 2, the teacher says, “We can add the suffix -er to the end of some words to compare two things. Adding -er means there is more of something.” The teacher shows the Project Slide that has a picture of two apples and explains that one apple is bigger than the other. The teacher says, “When a word follows Phonetic Skill 1 and ends in a single consonant, we double the consonant before adding a suffix that begins with a vowel. A suffix that begins with a vowel is called a vowel suffix.” The teacher uses the Project Slides to model changing hot to hotter. The teacher then moves on to the suffix -est, following the earlier process using the words hot/hotter/hottest and rich/rich/richest. The teacher says, “The suffix -est is also added to the end of a word to help us compare. It is used to compare three or more things. Adding -est means that something is the most of all the things we are comparing.” When coding the words, the teacher draws a line under the suffix -er or -est.
In Lesson 111, the teacher defines base words, root words, prefixes, and suffixes. The teacher displays the word hats, then removes the suffix and displays the word hat with a picture of one hat. The teacher tells students that removing the suffix makes the word singular, then displays the word hats again with a picture of two hats, explaining that the suffix -s changes the meaning of the base word hat. The teacher models using the base word help to make the words helper, helpful, and helpless, marking the words and underlining the suffixes. The teacher explains how each suffix changes the meaning of the base word and guides students to decode the new words.
Multiple and varied opportunities are provided over the course of the year for students to learn, practice, and apply word analysis strategies. Examples include, but are not limited to, the following:
In Lesson 55, Part 2, in Dictation for Decoding, students write the word fund as the teacher dictates letter by letter. Students practice word analysis skills by marking the word, using x’s for the vowel, stars above the two Guardian Consonants, and a breve to indicate the vowel is short. The students repeat the process with the word funded, recording it next to the base word fund and underlining the suffix. Students read the word twice. Students repeat the process with the words list and listed.
In Lesson 59, Part 2, Dictation for Decoding, students write the letters in the word short one at a time after listening to the teacher say and spell the word. The students then mark the o with an x, then put an arc under the letters or since it is an r-controlled vowel, and put an arc under the letters sh since they are a digraph. The students then read the word short two times. Students repeat the process for the word for.
In Lesson 99, Part 2, Dictation for Encoding, students repeat the word knight after hearing the teacher say the word twice, and then students spell and prove the word. Students arc the letters kn as they go together, then draw a vertical line through the k since it is silent. The students put an x under the letter i and then code it with a macron since it is long. The students draw a vertical line through the letters g and h since they are silent. Students read the word twice. Students repeat the spelling and proving process for the word wrap.
Indicator 1R
Materials regularly and systematically offer assessment opportunities that measure student progress of word recognition and analysis (as indicated by the program scope and sequence).
The materials offer regular and systematic assessment opportunities in the areas of word recognition and word analysis. The program uses the student observation checkpoints, Skill Checks, and Multi-Skill Checks to regularly measure student progress. The materials include information to determine students’ current understanding and instructional suggestions for supporting growth based on assessment data.
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 and analysis. Examples include, but are not limited to, the following:
In Multi-Skill Check 2, students spell and mark words from the row 1 or 2 that, with, chap, bath, ship, wish, chat, which, when, math, much, chip, fish, then, dish, shop. Students prove their words by drawing an arc under the digraph and putting an x under the vowel.
In Multi-Skill Check 9, students read the Most Common Words how, their, if, will, and up in isolation. Students read the sentence How will she grip the clip? which includes the Most Common Words how, will, she, and the.
In Multi-Skill Check 14, students spell and mark words from the row 1 or 2 aunt, cause, count, ouch, draw, flown, our, hawk, straw, cloud, brown, snow, south, shout, town, mouse. Students prove their words by drawing an arc under the vowel team and digraph and putting an x under the vowel.
Assessment materials provide the teacher and students with information concerning students’ current skills/level of understanding of word recognition and word analysis. Examples include, but are not limited to, the following:
In Print Multi-Skill Check Overview, Most Common Words, the materials indicate that teachers calculate the accuracy percentage for reading the 3-8 Most Common Words included on each Multi-Skill Check. The materials indicate that teachers may use the box on the data sheet to record Most Common Words that students struggle to read, or teachers may track mastery of irregular and not yet decodable words using the tracking sheet in the Most Common Words Toolkit.
In Observation Checkpoint Guide, Scoring Criteria, the materials provide guidance for determining student performance levels. A student is scored in the Needs Support category (red) when they are unable to perform the task accurately, even with teacher support or scaffolding. A student is scored in the Needs Practice category (yellow) if they are able to perform the task accurately with teacher support or scaffolding or if a student is unable to perform the task with automaticity. A student is scored in the Needs Enrichment category (green) if they are able to perform the task accurately, independently, and with automaticity.
In Program Overview, the materials state that “upon completion of groups and Centers, the teacher will make a data-driven decision for the next day.” The data that supports the teacher in making this decision is compiled in the Lesson Delivery Tool and appears on the Final Student Observations page, guiding teachers next actionable steps. Data from the Daily Skill Check determines student and class proficiency on each skill.
Materials support the teacher with instructional suggestions for assessment-based steps to help students to progress toward mastery in word recognition and word analysis. Examples include, but are not limited to, the following:
In the Corrective Feedback and Next Steps Guide, the materials make the following recommendations for students who do not recognize words immediately or easily:
Repetition: use lesson materials, Student Transfer Books, Decodable Books, Groups and Centers Routines, Most Common Words Toolkits, and Lesson Toolkits to repeat transfer routines.
In Lesson 88, Ready Made Centers provides the teacher with three group options based on the student’s performance throughout the lesson. The three groups are for students with Needs Support, Needs Practice, or Needs Enrichment. The students in the Needs Support Group have a list of activities generated for the teacher to complete. This list of activities for the Needs Support group states, “The priority for students in the Needs Support group is the Teacher-Led Transfer activities aligned with the Student Transfer Book. Their next priority should be completing the Independent Transfer: RH Discovery Software activities and the final Skill Check. If time allows, these students can complete the Partner or Independent Transfer activities.”
Criterion 1.3: Fluency
Materials provide systematic and explicit instruction and practice in fluency by mid-to-late 1st and 2nd grade. Materials for 2nd grade fluency practice should vary (decodables and grade-level texts).
The materials include limited opportunities for explicit instruction in oral reading fluency within the context of decodable passages and readers with only general information about habits of fluent readers included. The materials contain varied, frequent opportunities over the course of the year in core materials to gain automaticity and prosody. The materials contain daily instruction in decoding with a focus on automaticity in the Whole Class Transfer activities. The materials provide practice opportunities for word reading fluency in a variety of settings, namely the Whole Class Transfer Card and Whole Class Decodable Passage. Students read words in isolation, sentences, and passages to develop automaticity and prosody with decodable words and familiar spelling patterns. The materials include regular and systematic opportunities for assessment over the course of a year in order for students to demonstrate progress toward mastery and independence of oral reading fluency. Assessment materials provide the teacher and students with information about students’ current skills/level of understanding of oral reading fluency. Additionally, the materials support the teacher with instructional adjustments to help students make progress toward mastery in oral reading fluency through the Corrective Feedback tool, Lesson Toolkits, and lesson plan suggestions.
Indicator 1S
Instructional opportunities are built into the materials for systematic, evidence-based, explicit instruction in oral reading fluency.
The materials include limited opportunities for explicit instruction in oral reading fluency within the context of decodable readers and passages with only general information about habits of fluent readers included.
Materials include limited opportunities for explicit, systematic instruction in rate, accuracy, and prosody using grade-level connected text (e.g. decodable texts, poetry, readers’ theater, paired reading). Examples include, but are not limited to, the following:
In Lesson 113, Part 3, Whole Class Transfer, the materials state, “Students have practiced accuracy throughout the lesson and will now move to automaticity, rate, and prosody. Provide feedback and encourage self-correcting as students read.” The teacher displays the passage and guides students to read it chorally, “not too fast or too slow. Then, the teacher models reading the Decodable Passage, saying, “Listen to the way I use my voice to make my reading interesting.”
In the Grade 2 Groups and Centers Routines, Needs Practice Group and Needs Support Group, Decodable Passage, the script states, “Be sure to read with expression. Expression adds meaning to sentences.” The Needs Enrichment Group script does not include instruction in expression.
Materials provide opportunities for students to hear fluent reading of grade-level text by a model reader. Examples include, but are not limited to, the following:
Reading Horizons Discovery Program Overview, Decodable Passages, Page 28 states that “The second read is a teacher model, showing students how a fluent reader sounds during reading and how a reader’s voice can help written text make sense.”
In Lesson 47, Part 3, Whole Class Transfer, Whole Class Decodable Passage, the teacher reads the Decodable Passage aloud, saying, “Next, I will read this passage. Listen to the way I use my voice to make my reading interesting.”
In Lesson 80, Part 3, Whole Class Transfer, Whole Class Decodable Passage, the students listen as the teacher reads the Decodable Passage aloud, saying, “Next, I will read this passage. Listen to the way I use my voice to make my reading interesting.”
Materials include a limited variety of resources for explicit instruction in oral reading fluency. Examples include, but are not limited to, the following:
Materials include decodable passages and readers. For example, in Week 89, Part 3, Whole Class Transfer, the teacher uses the decodable passage to model oral reading fluency. The Supplemental resources include another decodable passage and decodable sentences with a phonics focus for reteaching.
Indicator 1T
Varied and frequent opportunities are built into the materials for students to engage in supported practice to gain automaticity and prosody beginning in mid-Grade 1 and through Grade 2 (once accuracy is secure).
The materials contain varied, frequent opportunities over the course of the year in core materials to gain automaticity and prosody. The materials contain daily instruction in decoding with a focus on automaticity in the Whole Class Transfer activities. The materials provide practice opportunities for word reading fluency in a variety of settings, namely the Whole Class Transfer Card and Whole Class Decodable Passage. Students read words in isolation, sentences, and passages to develop automaticity and prosody with decodable words and familiar spelling patterns. The materials provide practice opportunities for word reading fluency in a variety of settings. Students practice fluency by reading independently, with partners, and with the teacher. The materials include general guidance and corrective feedback suggestions to the teacher for supporting students’ gains in oral reading fluency.
Varied, frequent opportunities are provided over the course of the year for students to gain automaticity and prosody. Examples include, but are not limited to, the following:
In Lesson 54, Part 3, Whole Class Transfer, Whole Class Decodable Passage, the students practice reading sentences from Vowel Family O: -old, -ost, -olt. First, the students read chorally with the teacher. Then students listen to the teacher read the passage using their voice to make the reading interesting. Last, students take turns reading the passage with a partner.
In Lesson 75, Part 3, Whole Class Transfer Card, students read words and sentences from the Whole Class Transfer Card together. Extension ideas include students reading the sentence and using different punctuation at the end of the sentence, students rephrasing the sentence as a question, and students turning to a partner and reading the skills words.
In Lesson 97, Part 3, Whole Class Decodable Passage, students choral read the passage together at the just right speed. Students take turns rereading the passage with a partner.
In Review and Transfer Day Routines, on the Partner or Independent Transfer - Multi-Skill Choice board in box 5, students read the words from each row listed with a partner. Students are reminded to read the words accurately, at the correct speed, and with expression.
Materials provide practice opportunities for oral reading fluency in a variety of settings (e.g., repeated readings, dyad or partner reading, continuous reading). Examples include, but are not limited to, the following:
In Lesson Toolkit, Trigraph tch, Lesson 31, students participate in one of the following transfer activities: Choral Read, Partner Read, or Modeled Echo Read.
In Lesson 114, Part 3, Whole Class Transfer, Whole Class Decodable Passage, the students practice reading sentences with Other Sounds for EA: Long e and Long a. First, the students read chorally with the teacher. Then students listen to the teacher read the passage using their voice to make the reading interesting. Last, students take turns reading the passage with a partner.
In Lesson 94, Ready Made Centers, Transfer Book 2, Page 74 contains a page of decodable words based on the lesson’s targeted Skill Words and Mixed Review Words. This is done during centers as part of the “Teacher-Led Transfer” center.
In Lesson 107, Ready Made Centers, Transfer Book 2, Page 104 contains a page of decodable words based on the lesson’s targeted Skill Words and Mixed Review Words. This is done during centers as part of the “Teacher-Led Transfer” center.
Materials include guidance and corrective feedback suggestions to the teacher for supporting students’ gains in oral reading fluency. Examples include, but are not limited to, the following:
In Corrective Feedback and Next Steps Guide, Fluency, the materials provide the teacher with a Corrective Feedback Sample Script for students inaccurately reading text:
“Lesson Toolkits: Target specific decoding skills.
Continuous/Successive Blending: Sound out words with no pausing or stopping between sounds.
Blending Boards: Use blending boards to provide additional practice in accuracy.
Decodable Texts: Use decodable passages or books to provide additional practice in accuracy.”
In Corrective Feedback and Next Steps Guide, Fluency, the materials provide the teacher with a Corrective Feedback Sample Script for students inaccurately attending to punctuation:
“Sound Cues: Read along with the student and tap the table twice for every period and once for every comma. This provides a concrete cue for the timing of pauses at punctuation.
Physical Cues: Have your students take an emphasized breath at commas or periods. This overemphasis is a physical connection to punctuation and draws concrete attention to the punctuation mark.
Punctuation Reading: Have students practice reading the same sentence with different punctuation and discuss changes in intonation and changes of meaning conveyed (e.g., Cows eat grass., Cows eat grass!, Cows eat grass?).
Highlighting: Have the student highlight or circle the punctuation in their writing. This visual reinforcement can make them more aware of the punctuation marks.”
Indicator 1U
Materials regularly and systematically offer assessment opportunities that measure student progress in oral reading fluency (as indicated by the program scope and sequence).
The materials include regular and systematic opportunities for assessment over the course of a year in order for students to demonstrate progress toward mastery and independence of oral reading fluency. Assessment materials provide the teacher and students with information about students’ current skills/level of understanding of oral reading fluency. Additionally, the materials support the teacher with instructional adjustments to help students make progress toward mastery in oral reading fluency through the Corrective Feedback tool, Lesson Toolkits, and lesson plan suggestions.
Multiple assessment opportunities are provided regularly and systematically over the course of the year for students to demonstrate progress toward mastery and independence of oral reading fluency. Examples include, but are not limited to, the following:
The Program Overview explains that fluency is assessed through the Print Multi-Skills Check utilized after each chapter of lessons. This assessment allows teachers to assess student skills, including fluency. Students are given a one-minute decodable fluency passage to determine accuracy, rate, and prosody.
In the Assessment Guide: Technical Summary, Reading Horizons Discovery Assessment Suite, page 5 states that Fluency is assessed through Student Observation Checks that “inform instructional support decisions during individual instruction, reteaching, or small-group routines.” This Assessment Guide also states that Fluency is assessed through Multi-Skills Checks by “Grouping students by target skills for the Review and Transfer Day, grouping students for small-group instruction, and identifying differentiated learning activities for each student.”
In Lesson 50, Part 4, Whole Class Transfer, Observation Checkpoint, the teacher can assess each student’s reading fluency through Observation Checks as the lesson plan directs teachers to “record students needing additional support in the Student section of the tool.”
In Lesson 126, Part 4, Needs Practice Group, Teacher-Led Transfer, Skill Transfer, Independent Read, directs the teacher to have students read the Skill Transfer independently from left to right and top to bottom as the teacher listens for accuracy.
Assessment materials provide the teacher and students with information about students' current skills/level of understanding of oral reading fluency. Examples include, but are not limited to, the following:
In the Observation Checkpoint Guide, Scoring Criteria, the materials provide guidance for determining student performance levels. A student is scored in the Needs Support category (red) when they are unable to perform the task accurately, even with teacher support or scaffolding. A student is scored in the Needs Practice category (yellow) if they are able to perform the task accurately with teacher support or scaffolding or if a student is unable to perform the task with automaticity. A student is scored in the Needs Enrichment category (green) if they can perform the task accurately, independently, and with automaticity. The materials that teachers should use these categories to determine current fluency levels based on lesson and small group observations.
In Supplemental Resources, Print Multi-Skill Checks, Resource Overview, the materials include a Print Multi-Skill Check Fluency Data Sheet. The form includes data collection points for total words, errors, words correct per minute, accuracy percentage, expression, and phrasing.
In the Program Guide, reports available from data on the Multi-Skills Check group the students as needs support (red), needs practice (yellow), and needs enrichment (green). The report does not specifically give fluency data but rather an overall data point from the entirety of the assessment. The materials indicate that teachers should use the Print Multi-Skill Check Fluency Data Sheet to record scores and determine student groupings until the digital fluency assessment in development becomes available.
Materials support the teacher with instructional adjustments to help students make progress toward mastery in oral reading fluency. Examples include, but are not limited to, the following:
Corrective Feedback and Next Step Guide, Fluency, pages 7-8 provide corrective feedback sample scripts for fluency errors. The following suggestions are offered to teachers to address students who inaccurately attend to punctuation while reading:
“Sound Cues: Read along with the student and tap the table twice for every period and once for every comma. This provides a concrete cue for the timing of pauses at punctuation.
Physical Cues: Have your students take an emphasized breath at commas or periods. This overemphasis is a physical connection to punctuation and draws concrete attention to the punctuation mark.
Punctuation Reading: Have students practice reading the same sentence with different punctuation and discuss changes in intonation and changes of meaning conveyed (e.g., Cows eat grass., Cows eat grass!, Cows eat grass?).
Highlighting: Have the student highlight or circle the punctuation in their writing. This visual reinforcement can make them more aware of the punctuation marks.”
In the Lesson Toolkit, Supplemental Resources, Phonetic Skill 5: ea Toolkit, Recommended Transfer activities provide the teacher with instructional adjustments using the Decodable Passage. The lesson toolkit directs the teacher to “give corrective, immediate feedback to students to support fluent reading. Preview words in which students may need vocabulary or language support.” The following are the skills practiced for Grade 2, Lessons 44-45:
Skills Practiced: Decoding, Fluency, Comprehension
Choral Read: Students read the passage with the teacher.
Partner Read: Students read the passage with a partner.
Modeled Echo Read: The teacher reads, and then students repeat, like an echo. This serves as a model of fluent reading.
Overview of Gateway 2
Usability
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. 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. 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 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. 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 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.
Gateway 2
v2.0
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. 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 do not 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 (teacher edition, manual) 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 17, 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 33, 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 73, 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., 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 High-Frequency Words section, the materials summarize the research, describe the instructional routines for teaching decodable, not yet decodable, and irregular words, and then state, “Following teacher modeling, students have multiple opportunities to practice reading and spelling Most Common Words in isolation and in context” using the instruction routines that include dictation, Whole Class Transfer Card, and decodable passage and books.
In Lesson 49, the lesson begins with scripted Phonemic Awareness routines with a focus on blending three to five phonemes and segmenting three to five 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): read. 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.
In Lesson 125, the lesson begins with Phonemic Awareness Warm Up Activities. Part 2 begins with a review from the previous lesson: adjacent vowels ui. 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.
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, 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 Fluency section, the materials state, “Fluency, another critical component of reading instruction, is defined as the ability to read accurately, quickly, effortlessly, and with appropriate expression and meaning.”
In the Phonics section, the materials explain the considerations for the instructional sequence-utility, continuous sounds, common errors, and rules of orthography.
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 11: Dynamic Dictation, Part II, the teacher-level video provides an overview of the instructional routines for phonics, then models the instructional procedure for the daily routine called the Eraser Game, using long a words with final e spellings. The video includes footage of real-time instruction in a classroom as well as instructor-led modeling of the full instructional routine.
In Implementation Essentials, Module 13: Building Automaticity with Whole Class Transfer, the teacher-level video provides an overview of how to use the Whole Class Transfer Card and why it is important. A segment of the video shows a teacher using the Whole Transfer Card with her students and applying an extension suggestion to the instruction.
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 127 core lessons and 26 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., 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 127 base lessons and 26 Review and Transfer days, for a total of 153 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 153 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.2.3.E, identify words with inconsistent but common spelling-sound correspondences, is formatively assessed during the Skill Checks and student observations.
In the Evidence of Alignment Document, the materials indicate that Literacy Standard RF.2.3.C, decode regularly spelled two-syllable words with long vowels, is formatively assessed during Student Observations.
In the Evidence of Alignment Document, the materials indicate that Literacy Standard RF.2.4.C, use context to confirm or self-correct word recognition and understanding, rereading as necessary, is formatively assessed during 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.2.3.D, decode words with common prefixes and suffixes, is summatively assessed during Print Multi-Skill Checks.
In the Evidence of Alignment Document, the materials indicate that Literacy Standard RF.2.3.E, identify words with inconsistent but common spelling-sound correspondences, 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.2.4.B, read on-level text orally with accuracy, appropriate rate, and expression on successive readings, is 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.2.3.A, distinguish long and short vowels when reading regularly spelled one-syllable words, is taught and practiced in Lessons 28-57.
In the Evidence of Alignment Document, the materials indicate that Literacy Standard RF.2.4.C, use context to confirm or self-correct word recognition and understanding, rereading as necessary, is taught during Part 3: Whole-Class Transfer, which occurs in all lessons and corresponding Lesson Toolkits. Practice occurs during Part 3: Whole-Class Transfer during all lessons, corresponding Lesson Toolkits, Groups and Centers, and Review and Transfer Day using decodable passages, decodable text, and Decodable Books.
In the Evidence of Alignment Document, the materials indicate that Literacy Standard RF.2.F, recognize and read grade-appropriate irregularly spelled words, is taught in lessons during the Most Common Words section with irregular words, the Most Common Words Toolkit, during Lessons 63, 85, 101, 103, 104, 112–126, and in corresponding Lesson Toolkits. Practice during the Most Common Words Instruction section occurs in lessons with irregular words, Most Common Words Toolkit, Sentence Dictations, Part 3: Whole-Class Transfer, Groups and Centers, and Review and Transfer Days.
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. 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. 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. 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.
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 1, Part 2, the teacher reviews Letter Group 1, which contains the letters a, m, s, t, and p. The materials include a Training Tip for teachers that indicates that the /p/ sound is absent from the Arabic language. The tip indicates that teachers should help students differentiate between the /p/ and /b/ sounds by demonstrating that /p/ is voiceless and is often accompanied by a puff of air.
In Lesson 64, 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.
In Lesson 103, Part 2, the teacher introduces the/zh/ sound spelled -ure. The materials include a Training Tip for teachers that indicates that the /zh/ sound does not have a direct equivalent in the Spanish, Korean, Vietnamese, Arabic, or Creole 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 12, 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 45, 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 5, Part 4, students read the Letter Group 5 book featuring the letters U, Q, Z, X, C, and K. The pictures contain mouths of children of varying ethnicities and have drawings of both boys and girls of different races as well.
In Lesson 17, Part 4, students read the decodable text A Pet for Our Class. The text includes an African American teacher who has a class of diverse students, as pictured on page 3.
In Lesson 51, Part 4, students read the decodable text Take a Hike! The text includes photos of adults and children of varied races and ethnicities hiking outdoors. The text also includes a child in a wheelchair hiking outdoors.
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 41, Part 4, students read the decodable text Grace on the Stage. The text depicts a main character with glasses and braces whose family struggles to find work and pay bills. The main character’s family moves to a new town, and Grace receives a scholarship for dance classes. In dance class, other children make fun of Grace. When Grace performs, the text says, “Grace dances this time to raise funds to help other kids. Those, like Grace, who have had to cope with a lot of stress in their lives.”
In Lesson 74, Part 4, students read the decodable text Min-joon’s Missing Scooter. The text has three characters: an African American girl, her Asian American friend, Min-joon, and his younger brother, who takes Min-joon’s scooter without asking.
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 64, Part 2, the materials include a Teacher Tip that indicates that the pronunciation of diphthongs can vary based on dialect.
In Lesson 118, Part 2, the Teacher Tip states, “The word open can be pronounced with a schwa sound in the second syllable. If this is the pronunciation in your region, adjust instruction 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. 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 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 2, Part 2, the lesson includes a projectable component that models the process of building and marking the words big and fin. The slides begin with three blank lines, then guide students through the process of building the words sound by sound and marking the slides and vowels as they build the words.
In Lesson 62, Part 2, the lesson includes a projectible component that models adding suffixes -ing and -ed to the words star, mark, and fire. The slides show the word building and marking process step by step to walk students through the marking process in the I Do and We Do portions of the lesson.
In Lesson 105, Part 2, the lesson includes a projectible component that models the marking of suffixes -tion and -tial. The slides show the marking process for the suffixes in isolation, then the process step by step to walk students through the marking process for the words station, addition, and partial.
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 1, the Phonics and Spelling section provides images for the mouth formations for the sounds /a/, /m/, /s/, /t/, and /p/. The images are of a student’s mouth forming the sounds for /a/, /m/, /s/, /t/, and /p/, and the images serve as models for targeted phonemes for Lesson 1. There are no other images surrounding the images displayed that would lead to distraction.
In Lesson 55, the materials include the decodable text Jack and the Beanstalk. 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 125, the Whole Class Transfer Card has a plain white background with black font. The words and lines are spaced for easy reading.
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 2 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.
Alphabet and Sound Wall
Chapter 1: Consonants and Vowels Review
Chapter 2: Digraphs, Blends, Affixes, Spelling Rules, and Welded Sounds
Chapter 3: Short Vowel Sounds, Long Vowel Sounds, Spelling Rules, Vowel Patterns, and Spelling Rules,
Chapter 4: R-Controlled, Special vowels, Affixes, Suffix Spelling Rules, Spelling Rules, Multisyllabic Words, Silent Letters, and Decoding Exceptions
Chapter 5: Advanced Spelling Rules, Reversed Vowel Patterns, Other Sounds, and Multisyllabic Words
The Implementation Essentials contains professional development videos for educators to view to assist with the program’s implementation. Examples include, but are not limited to, the following:
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 56, Part 2, the materials explicitly tell the user how to use the technology when spelling the most common word, “three.” The lesson plan directs the user to “Display a line for each sound” for the word “three” while having the “Project Slide” button off to the right of the image.