2nd Grade - Gateway 1
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Standards and Research-Based Practices
Alignment to Standards and Research-Based Practices for Foundational Skills InstructionGateway 1 - Partially Meets Expectations | 70% |
|---|---|
Criterion 1.1: Phonics | 18 / 20 |
Criterion 1.2: Word Recognition and Word Analysis | 6 / 8 |
Criterion 1.3: Decoding Accuracy, Decoding Automaticity and Fluency | 4 / 12 |
The Really Great Reading materials, HD Word, partially meet the expectations for alignment to standards and research-based practices for foundational skills instruction. The materials have explicit, systematic instruction in decoding and encoding phonics skills in isolation. There are student opportunities for decoding and encoding words in isolation and connected tasks. However, there is no explicit modeling of encoding sound-spellings in connected tasks. The materials do not have explicit instruction in high-frequency words, although the materials have opportunities for students to decode and encode high-frequency words in connected text. The materials do not contain explicit rate, accuracy, or expression instruction. The materials provide decoding opportunities for students to practice automaticity and accuracy with decodable passages. The materials contain opportunities for students to read decodable text with purpose and understanding. The materials contain instruction in confirming and self-correcting errors, although students do not practice independently.
Criterion 1.1: Phonics
This criterion is non-negotiable. Materials must achieve a specified minimum score in this criterion to advance to the next gateway.
Materials emphasize explicit, systematic instruction of research-based and/or evidence-based phonics.
The Really Great Reading materials, HD Word, provide explicit, systematic phonics instruction for phonics standards. The materials contain frequent opportunities to decode phonics patterns in isolation and connected text. The materials contain student practice opportunities for encoding sound-spelling patterns in isolation and connected text. While the materials have explicit modeling of encoding sound-spelling patterns in isolation, the materials do not contain explicit modeling of sound-spelling patterns in writing tasks.
Indicator 1f
Materials emphasize explicit phonics instruction through systematic and repeated modeling.
The materials reviewed for Grade 2 meet the criteria for 1f.
The HD Word Grade 2 materials contain explicit, systematic phonics instruction. There is teacher scripting and repeated teacher modeling of all grade level phonics standards throughout Units 1-32. There is explicit modeling for teacher tasks with the projections of the lesson materials. HD Word Phonics lessons provide the teacher with systematic and repeated instruction for students to hear, say, encode, and read each newly taught grade level phonics pattern.
Materials contain explicit instructions for systematic and repeated teacher modeling of all grade level phonics standards.
Distinguish long and short vowels when reading regularly spelled one-syllable words.
In HD Word Teacher Guide Book 1, Unit 5, Lesson 3, Part 3, page 232, Review Open Syllables, the teacher reviews what students learned in the video and asks students what syllable has a vowel followed by one or more consonants. Student response is “closed syllable.” The teacher asks, “What kind of vowel sound is usually in closed syllables?” The teacher asks how many vowels are in an open syllable and what type of letter is found at the end of an open syllable. Students respond. The teacher asks, “What kind of vowel sound is usually in an open syllable?” The teacher displays the word got and asks students if it contains an open or closed syllable and what kind of vowel sound is in the word.
In HD Word Teacher Guide Book 1, Unit 6, Lesson 3, Part 3, page 271, Review Schwa, the teacher asks, “What kind of vowel sound do we expect to hear in a Closed Syllable? What kind of vowel sound do we expect to hear in an Open Syllable?” The teacher models using Sylla-Boards with the word extra and explains that the word has two syllables, the first being closed and the second being open. The teacher asks, “What kind of vowel sound do we expect to hear in the first syllable? What kind of vowel sound do we expect to hear in the second syllable?”
Know spelling-sound correspondences for additional common vowel teams.
In HD Word Teacher Guide Book 1, Unit 9, Lesson 4, Part 3, pages 232- 234 in Start Teaching, Reading words with Most Common Vowel Team Spelling of Long o (oa, ow) and Long i (igh). A direct instruction lesson includes teacher modeling using a SyllaBoard to read the word flashlight. HD Word Online is used to display the words coat and flow to demonstrate the vowel teams oa/ow as the teacher talks through what kind of syllable is being seen and what vowel team is making the long /o/.
In HD Word Teacher Guide Book 2, Unit 17, Lesson 3, pages 242-243, Review Other Vowel Phoneme /ou/, the teacher displays howl. The teacher points to ow and reminds students that ow spells one vowel phoneme. The teacher explains ow spells two phonemes. The teacher models trying both phonemes to read the word. The teacher displays noun. The teacher points to ou and reminds students that ou spells one vowel phoneme. The teacher points to the tiles and models decoding noun.
Decode regularly spelled two-syllable words with long vowels.
In HD Word Teacher Guide Book 1, Unit 5, Lesson 4, Part 5, page 249, Read Two- & Three-Syllable Real Words With Closed & Open Syllable, the teacher reads respect, tripod, investment, misconduct, grumpy. The teacher says, “Now it’s your turn to read some words on your own. You are going to use SyllaBoards to read two- and three-syllable real words. Remember that every syllable has a vowel. Every syllable that you look at today has one vowel by itself, not next to another vowel. Every syllable that you read today is either closed or open. I will write the words on the board. Do not read them aloud until you have looked for the vowels, broken them into syllables, and written them on your SyllaBoards.”
In HD Word Teacher Guide Book 1, Unit 7, Lesson 4, Part 5, pages 327-328, Read Real Words With Vowel-Consonant-e, the teacher displays and reads the word explode. The teacher underlines the three vowels in explode and connects the o and e with a curved line. The teacher says, “We know that the vowel letter and the final e stay together in the same syllable because they work together to spell one vowel sound. They are one vowel spelling.”
In HD Word Teacher Guide Book 2, Unit 15, Lesson 4, Part 3, pages 178-179, Review Vowel Phoneme /oo/ in Longer Words, the teacher reviews the animation portion of the lesson using the word pursue. The teacher asks students how many vowels the word has and then clicks to underline the three vowels in pursue. The teacher asks students if they see a vowel team and which letters work together to create the vowel team. The teacher tells students the word has two syllables: “Remind students that the ur stays together on one board because it is an r-controlled vowel spelling, and the ue stays together on one board because it is a vowel team.”
Decode words with common prefixes and suffixes.
In HD Word Teacher Guide Book 3, Unit 25, Lesson 3, Part 5, pages 187-188, Read Real Words with Consonant Suffixes, the teacher reads the word sadness. The teacher says, “This word has two vowel letters and two vowel spellings, which means it probably has two syllables. The n, e, s and s work together to spell one suffix that includes a vowel phoneme, so they stay together in the same syllable. They include one vowel spelling.” The teacher works with SyllaBoards to help students break the word apart by syllables.
In HD Word Teacher Guide Book 3, Unit 29, Lesson 4, Part 5, page 305, Read Real Words with Prefixes, the teacher displays and reads the word imperfection. The teacher asks if the word has a prefix, then underlines im- in the word. The teacher asks if the word has a Latin chunk or suffix at the end of the word, and the answer is provided: “yes, -tion.” The teacher tells students the word has four syllables and says, “The prefix im- forms a complete syllable, so those letters stay together in the same syllable by themselves. The chunk tion forms a complete syllable, so those letters stay together in the same syllable by themselves.”
Identify words with inconsistent but common spelling-sound correspondences.
In HD Word Teacher Guide Book 2, Unit 11, Lesson 4, Part 3, page 22, Review R-Controlled Phonemes /ar/ and /or/, the teacher reviews the animation video portion of the lesson. The teacher asks, “What kind of syllable has a vowel letter followed by the letter r? [r-controlled]. When the vowel a is followed by the letter r, what phoneme do they usually spell together? [/ar/]. When the vowel o is followed by the letter r, what phoneme do they usually spell together? [/or/]”. The teacher models decoding the word argument.
In HD Word Teacher Guide Book 3, Unit 22, Lesson 3, Part 3, pages 46-47, Review Consonant -le Syllables, the teacher reviews the animation video and reads the word candle. The teacher asks how many letters a consonant-le syllable has. The teacher states, “three, consonant then the letter e.” The teacher says “If the syllable before a Consonant-le Syllable ends in one consonant letter, what type of vowel sound will we expect to hear? [short]. If the syllable before a Consonant-le Syllable ends in one vowel letter, what type of vowel sound will we expect to hear? [long].” The teacher continues modeling decoding candle using SyllaBoards.
Lessons provide teachers with systematic and repeated instruction for students to hear, say, encode, and read each newly taught grade level phonics pattern.
In HD Word Teacher Guide Book 2, Unit 13, Lesson 3, Part 5, page 99, Dissect Real Words with R-Controlled Vowel Phoneme /er/, the teacher states, “We will dissect the word by looking at the letters and trying to determine which graphemes are in the word. We will then use our letter tiles to represent the graphemes in that word.” The teacher models using the word pearl.
In HD Word Teacher Guide Book 3, Unit 24, Lesson 3, Part 5, pages 151-152, Build Real Words with Hard and Soft C and G, the teacher tells students to watch and listen as they build the word price as they first stretch the phonemes and display a color tile for each sound. The teacher clicks to spell as they place a letter tile below each color tile. The teacher explains that the e has two jobs in the word price, one is to build the vowel-consonant-e pattern with i, and the other is to make the letter c spell its soft sound. Once the letter tiles are placed appropriately to create the word price, the teacher uses Touch and Say to read the word price. The teacher works with students to build the word plunge.
Indicator 1g
Materials include daily practice opportunities for students to decode words that consist of common and newly-taught sound and spelling patterns and provide opportunities for students to review previously taught phonics skills.
The materials reviewed for Grade 2 meet the criteria for 1g.
The HD Word Grade 2 materials provide students with frequent opportunities to decode phonetically spelled words. The HD Word materials provide students with frequent opportunities to read complete words by saying the entire word as a unit using newly taught phonics skills. The materials allow students to review previously learned grade-level phonics in various methods, including decoding words using syllable identification and reading words in Word Sorts.
Lessons provide students with frequent opportunities to decode (phonemes, onset and rime, and/or syllables) phonetically spelled words.
In HD Word Teacher Guide Book 1, Unit 1, Lesson 4, Part 4, pages 68-69, Start Teaching: Reading Single-syllable Closed Syllable Words with Digraphs Word Sorts, students accurately sort read words with and without digraphs, ch, sh, th, wh, ck, and ph. Words include bath, top, pack, fix, shim, tent, shed, and sled.
In HD Word Teacher Guide Book 1, Unit 10, Lesson 5, Part 2, page 466, Detective Work: Mark It!, students practice decoding words with the long /e/ vowel teams ie and ey on page 62 in their workbooks.
In HD Word Teacher Guide Book 1, Unit 21, Lesson 4, Parts 3-4, pages 19-21, Start Teaching Review Vowel-ng, and Vowel-nk Chunks, students read the words sink, blank, prong, honk, fang, shrunk, lungs, and sing. Students read and sort words into two groups of closed syllables with and without chunks. Words include blink, sling, flung, chunk, plant, thick, frog, and stack.
In HD Word Teacher Guide Book 3, Unit 29, Lesson 4, Part 5, page 341, Read Real Words with Additional Prefixes, students practice reading words with prefixes by breaking words into syllables using Syllaboards. Practice words are recalculate, protocol, prevented, and remodel.
Lessons provide students with frequent opportunities to read complete words by saying the entire word as a unit using newly taught phonics skills.
In HD Word Teacher Guide Book 1, Unit 7, Lesson 5, Part 4, page 335, Word Sort: Which Syllable is Which?, students read and sort words with vowel-consonant-e.
In HD Word Teacher Guide Book 1, Unit 10, Lesson 5, Parts 4-5, pages 497-499, Start Teaching Common Long Vowel Teams in One-, Two-, Three, and Four Syllable Words and Word Sort Which Long Vowel Phoneme, students identify practice newly taught phonics concepts in printed words and produce the proper pronunciation for each syllable. Students blend the syllables to read real words and read (decode) words in isolation. The words contain the target phonics concept.
In HD Word Book 3, Unit 26, Lesson 4, Part 3, pages 233-237, Reading Two-, Three-, and Four-Syllable Words with Vowel Suffixes, students read three-syllable real words with vowel suffixes. Words include: lemony, bestseller, relaxes, chewable, and presenter.
Materials contain opportunities for students to review previously learned grade-level phonics.
In HD Word Teacher Guide Book 1, Introduction, pages xx-xxi, the HD Word Scope and Sequence shows that students learn vowel team spellings in Units 9 and 10. In Unit 10, students have a cumulative review of vowel team spellings for long vowels (ai, ay, ee, ea, igh, ow, oa, ie, ey).
In HD Word Teacher Guide Book 1, Introduction, pages xx-xxi, the HD Word Scope and Sequence reflects that students learn suffixes in Units 25-27 and learn prefixes in Units 28-29. Unit 30 contains a cumulative review of reading two- to four-syllable words with suffixes and prefixes.
In HD Word Teacher Guide Book 1, Unit 10, Lesson 4, Parts 3-4, pages 482-485, Start Teaching: Reading Words with Vowel Team Spelling: Cumulative Review, students review previously learned grade-level phonics and vowel teams by using their SyllaBoards. Students review sorting words into four groups by placing long /a/ words in one column, long /e/ words in another column, long /i/ words in the third column, and long /u/ words in the last column.
Materials contain a variety of methods to promote students’ practice of previously taught grade level phonics.
In HD Word Teacher Guide Book 3, Unit 22, Lesson 3, Part 4, page 47, Word Sort, students place words into categories by the first syllable having a short vowel sound, the first syllable having a long vowel sound, and the first syllable having an r-controlled vowel sound.
In HD Word Teacher Guide Book 3, Unit 24, Lesson 5, Part 4, page 172, Word Sort-Hard or Soft C and G, students read words and complete a word sort identifying syllables with hard or soft /c/ or /g/.
In HD Word Teacher Guide Book 1, Unit 10, Lesson 5, Parts 2-5, pages 495- 498, Start Teaching: Common Long Vowel Teams in One-, Two-, Three-, and Four-Syllable Words, a variety of methods are used to promote students’ practice of previously taught grade-level phonics. For example, in Detective Work-Mark It, students underline the vowel letters e and y while saying “e-y spelled /e/ '' and saying each syllable as they read the word hockey. In Word Sort - Which Long Vowel Phoneme, students sort words by long vowel phoneme sounds. In Phrases and Sentences to Read, individual students read phrases and sentences aloud containing various long vowel words. The other students read the sentence to themselves and serve as “checkers”.
Indicator 1h
Materials provide frequent opportunities for students to practice decoding phonetically regular words in a sentence.
The materials reviewed for Grade 2 meet the criteria for 1h.
The HD Word Grade 2 materials provide frequent opportunities for students to practice decoding phonetically regular words in sentences with Sentences to Read workbook activities, Decodable Passages, and Oral Reading passages. Each unit begins with an oral reading activity and concludes with a sentence reading activity, both of which give students opportunities to practice decoding words in sentences. There are opportunities for explicit, systematic practice for decoding phonetically regular words in a sentence.
Materials provide explicit, systematic practice for decoding phonetically regular words in a sentence.
In HD Word Teacher Guide Book 2, Unit 13, Lesson 1, Part 2, Page 86, Activity Oral Reading, the teacher guides students to complete the oral reading procedure. Three students read a connected text passage aloud, each for one minute. The other students read along silently and record any errors.
In HD Word Teacher Guide Book 3, Unit 22, Lesson 5, Part 5, page 71, Activity Sentences to Read, students take turns reading a sentence aloud from the student workbook. Sentences contain decodable words and high-frequency words. While one student reads aloud, the other students read silently as checkers, mark errors in their workbooks, and give non-verbal feedback on accuracy.
In HD Word Online, Supplemental Resources, HD Word Passages, students have opportunities to read passages for Units 1-32. In Unit 32, students read “Dear Diary”, which contains words with 2-4 syllables with split vowels. Students read, I traveled to Rome to visit the ruins of a stadium. I pretended I was triumphant in a race with real gladiators.
Lessons provide students with frequent opportunities to decode words in a sentence.
In HD Word Teacher Guide Book 1, Scope and Sequence, pages xxiv-xxv, the materials indicate that every unit begins with three one-minute timed readings of connected text. Students chart their accuracy and words correct per minute. Every unit ends with student practice activities, including Sentences to Read.
In HD Word Teacher Guide Book 1, Unit 5, Lesson 5, Part 5, page 255, Phrases and Sentences to Read, students read sentences from the workbook page 34. The sentences provide students with practice decoding words based on the phonics concepts taught within the unit, reading single-syllable words with open syllables, and reading two and three-syllable words with open and closed syllables. Practice sentences include: Can you protect and defend the chipmunk?; My nylon wig gets frizzy when it is humid out.
In HD Word Teacher Guide Book 3, Unit 32, Lesson 5, Part 5, page 453, Phrases and Sentences to Read, students read sentences from the workbook page 98. The sentences provide students with practice decoding words based on the phonics concepts taught within the unit, reading two, three, and four-syllable words with split vowels. Practice sentences include: Arguing and being envious are two things that can make your life less enjoyable.; The artist created a mosaic of Siamese cats on a large tabletop.
Indicator 1i
Materials include daily practice opportunities for students to build/manipulate/spell and encode grade-level phonics, including common and newly-taught sound and sound patterns.
The materials reviewed for Grade 2 meet the criteria for 1i.
The HD Word Grade 2 materials contain lessons for students to build, manipulate, spell, and encode words using common and newly taught phonics sound and spelling patterns. The HD Word lessons provide students with frequent opportunities to build/manipulate/spell and encode words using letter tiles and activities such as Touch and Say and Build Words to practice common and newly-taught sound and spelling phonics patterns.
The materials contain teacher-level instruction/modeling for building/manipulating/spelling and encoding words using common and newly-taught sound and spelling patterns of phonics.
In HD Word Teacher Guide Book Book 1, Unit 4, Lesson 3, Part 3, pages 185-186, Review Reading Two Syllable Word, the teacher displays the word picnic and breaks the word apart by first identifying vowels in the word and using Syllaboards to break the word into two syllables, pic/nic. The teacher sweeps their hand from left to right under the syllables to read the entire word picnic.
In HD Word Teacher Guide Book 2, Unit 13, Lesson 3, Part 3, pages 96-97, Start Teaching reading Single-Syllable Words with R-Controlled Vowel Phoneme /er/, after watching an animation about the r-controlled vowel sound /er/, the teacher reviews that when a syllable that has a vowel letter followed by the letter r is an r-controlled phonics pattern. The teacher models reading the words hurt, stir, learn, and fern by building, then spelling, then reading r-controlled words using color tiles to build words. Letter tiles are added to match the color tiles to spell words. The teacher uses Touch and Say to read the words.
In HD Word Teacher Guide Book 2, Unit 20, Lesson 4, Part 5, page 365-366, Read Real Words with Other Vowel Spellings, the teacher models manipulating, building syllables, and reading the word willpower. The teacher begins by manipulating the letters of willpower into three syllables using SyllaBoards. The teacher adds i to the first board, places ow on the second board, then puts er on the third board.
In HD Word Teacher Guide Book 3 Unit 26, Lesson 4, Part 3, pages 233-237, Reading Two-, Three-, and Four-Syllable Words with Vowel Suffixes, the teacher guides students to hear, say, encode, and read each newly taught grade-level phonics pattern. The lesson sequence for this unit follows the pattern: The objective is listed. Information for the teacher is in What You Need to Know. The teacher follows a scripted lesson: #1. State Objectives, #2. ( Teacher model -I Do) View Vowel Suffixes in Longer Words, #3. (Review of prior learning) Review Vowel Suffixes, #4. (Guided practice- We Do) Word Sort, (Individual practice -You Do) Read three syllable real words with vowel suffixes. Words include lemony, best seller, relaxes, chewable, and presenter.
Lessons provide students with frequent opportunities to build/manipulate/spell and encode words using common and newly-taught sound and spelling patterns of phonics.
In HD Word Teacher Guide Book 2, Unit 15, Lesson 4, Part 5, pages 181, Read Real Words with Vowel Phoneme /oo/, students use SyllaBoards to read two- and three-syllable words by manipulating the letters in words provided to break the words into syllables onto SyllaBoards. First, students look for the vowels in words, write vowel phonemes in each syllable part, and fill in the consonants to create the syllables. Students blend the syllables in the SyllaBoards to read the words.
In HD Word Teacher Guide Book 3 Unit 26, Lesson 4, Part 4, pages 233-237 in Reading Two-, Three-, and Four-Syllable Words with Vowel Suffixes, students complete a Word Sort by placing words by whether words have a vowel suffix or do not. In Part 5, students use SyllaBoards, and as they identify vowels, they fill them in, then place consonants in each syllable section. Students blend the syllables they have written to read the words. In You Do, students read three syllable real words with vowel suffixes, including lemony, best seller, relaxes, chewable, and presenter.
Indicator 1j
Materials provide application and encoding of phonics in activities and tasks. (mid K-Grade 2)
The materials reviewed for Grade 2 partially meet the criteria for 1j. (mid K-Grade 2)
In the HD Word Grade 2 materials, there are missed opportunities for the teacher to explicitly and systematically teach phonics to encode sounds to letters and words in writing tasks. HD Word Grade 2 materials have the application for students to encode words in phrases and sentences based on common and newly taught phonics patterns through activities and tasks. The materials provide opportunities to encode words in activities or tasks at the phrase or sentence level. There are three HD Word Dictation Sentences for each unit within the Supplemental Resources.
Materials do not include explicit, systematic teacher-level instruction of teacher modeling that demonstrates the use of phonics to encode sounds to letters and words in writing tasks.
No evidence.
Lessons provide students with frequent activities and tasks to promote the application of phonics as they encode words in sentences or in phrases based on common and newly taught phonics patterns.
In HD Online, Supplemental Resources, PDF Resources, Spelling Lists and Resources, there are HD Word Dictation Sentences. There are three dictation sentences for each unit. In Unit 4, students encode, Catch the insect in the cobweb.; I saw a mantis at the fishpond.; Take a candid shot of the bobcat.
In HD Online, Supplemental Resources, PDF Resources, Spelling Lists and Resources, there are HD Word Dictation Sentences. There are three dictation sentences for each unit. In Unit 13, students encode, You need to find a project partner.; The snowbird will perch on a branch.; That show is currently on channel four.
In HD Online, Supplemental Resources, PDF Resources, Spelling Lists and Resources, there are HD Word Dictation Sentences. There are three dictation sentences for each unit. In Unit 29, students encode, Recycle plastic bottles and cardboard boxes.; Provide a report on pandas by Friday.; You could make a prediction before reading.
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 Really Great Reading materials, HD Word, provide limited explicit and systematic instruction in high-frequency words. There is no scope and sequence for high-frequency words in grade 2. While the materials allow students to read and write high-frequency words in isolation and connected text, there is no explicit instruction or practice in using student-friendly reference materials and resources. The materials have explicit instruction in word analysis and student practice of word analysis.
Indicator 1k
Materials include systematic instruction of high-frequency words and opportunities to practice reading of high-frequency words to develop automaticity.
The materials reviewed for Grade 2 partially meet the criteria for 1k.
The Grade HD Word materials contain limited lessons with systematic and explicit instruction of irregularly spelled words in lessons. The core materials include minimal teacher modeling of the spelling of irregularly spelled words in isolation. Online resources contain supplemental activities that teachers may use to teach high-frequency words. Students practice reading high-frequency words in isolation and sentences with the Student Workbook practice. The materials lack a specified list or amount of grade-appropriate irregularly spelled words taught in Grade 2 for students to make reading progress over the year.
Materials include limited systematic and explicit instruction of high-frequency words.
Recognize and read grade-appropriate irregularly spelled words.
In HD Word Teacher Guide Book 1, Unit 6, Lesson 3, Part 2, page 271, View Schwa Animation, the teacher plays the video for the lesson. The teacher in the video explains the concept of schwa with explicit instruction on open and closed syllables. The teacher in the video models breaking the word adopt into syllables explaining that you expect to hear a long vowel phoneme for a in a-dopt, but you hear /uh/ instead, the schwa sound.
In HD Word Teacher Guide Book 2, Unit 14, Lesson 3, Part 3, page 130, Review /er/ Spelled OR and AR, the teacher reviews the video. “When the vowel o is followed by the letter r, what are two phonemes they can spell together?” The answer /or/ and /er/ are provided. The teacher reminds students that when they see or and ar in a word, they will often spell /or/ or /ar/, but they will sometimes spell /er/ sound.
In HD Word Teacher Guide Book 2, Unit 18, Lesson 3, Part 2, pages 278-279, View Other Vowel Phoneme /oo/ Animation, there is a sidebar that explains there is an optional second animation video for oul for the /oo/ sound in book for the high-frequency words would, could, and should.
In HD Word Teacher Guide Book 3, Unit 31, Lesson 3, Part 2, page 392, View Closed Syllable Exceptions Animation, the teacher in the video explicitly introduces the five common closed syllable exceptions as three-letter combinations that look like closed syllables where “the vowel letter behaves differently as expected.” The three-letter combinations included in this lesson are -old,- ild, -ind, -olt, and -ost. In the video, the teacher explains that with the closed syllable -old, the o makes the long /o/ sound instead of the short /o/ vowel sound. There are example words for each closed syllable except with a three-letter combination.
Materials include frequent opportunities for the teacher to model the spelling and reading of high-frequency words in isolation.
In HD Word Teacher Guide Book 1, Unit 6, Lesson 4, Part 5, page 285, Read Real Words With Schwa, there is teacher scripting and modeling for reading and spelling the word accomplishment using syllabication and focusing on the/uh/ sound for a.
In HD Word Teacher Guide Book 2, Unit 14, Lesson 3, Part 2, page 130, View /er/ Spelled OR and AR Animation, the teacher in the video models reading and spelling words with /er/ sound with word and doctor.
In HD Word Teacher Guide Book 3, Unit 31, Lesson 3, Part 3, pages 392-395, View Closed Syllable Exceptions Animation, the teacher reviews the concepts of the five common closed syllable exceptions -old,- ost,- ild, -ind, and olt. There is scripting for the teacher when discussing and providing examples for each of the five closed syllable exceptions. The word sold is provided for modeling the spelling, reading, and syllabication with -old closed syllable.
Students practice identifying and reading high-frequency words in isolation.
Materials do not include a sufficient quantity of grade-appropriate high-frequency words for students to make reading progress.
In HD Word Teacher Guide Book 1, Unit 6, Lesson 3, Part 4, page 273, Word Sort, students read and sort words into the categories schwa or no schwa sounds. The word across is to be placed in the schwa category.
In HD Word Teacher Guide Book 1, Unit 8, Lesson 5, Part 2, page 275, Sentences to Read, there are eight practice sentences including, You could invite Miss Vandike to the festive parade by our cottage. The sentence includes irregularly spelled words you and could. In the PRSW, the sentence is Which bug is by the mat? The Heart Words are which, is, by, and the.
In HD Word Teacher Guide Book 2, Unit 19, Lesson 3, Part 4, page 318, Word Sort, students sort words into three categories: short vowels, long vowels, and /aw/. Words placed under /aw/ include words with aw and au spelling, including August.
Indicator 1l
Materials provide frequent practice opportunities to read and write high-frequency words in context (sentences).
The materials reviewed for Grade 2 partially meet the criteria for 1l.
The Grade 2 HD Word materials provide students with frequent opportunities to read grade-level irregularly spelled words in sentences. There are opportunities for writing grade-level high-frequency words in sentences. However, there are missed opportunities for the use of student-friendly reference materials and resources.
Lessons provide students with frequent opportunities to read grade-level high-frequency words in a sentence.
In HD Word Teacher Guide Book 1, Unit 1, Lesson 5, Part 5, pages 55-56, Phrases & Sentences to Read, the teacher calls individual students to read Heart Words in phrases and sentences. The remainder of the students are checkers as the individual student reads the sentences. The teacher expects students to read the sentences accurately, and the checkers show a thumbs-up or thumbs-down to agree or disagree accordingly.
In HD Word Teacher Guide Book 2, Unit 12, Lesson 5, Part 5, page 83, Phrases & Sentences to Read, a sentence for student reading practice is: Marcus and Arnold are forbidden from eating the assortment of tarts at the store. The high-frequency words are are, from, and of.
In HD Word Teacher Guide Book 3, Unit 23, Lesson 1, Part 2, and Lesson 2, Part 2, pages 74-76, Complete Oral Reading Procedure for Readers 1, 2, and 3, students practice reading irregularly spelled words in the passage, “Philadelphia”. Words in the passage are many, other, great, being, every, where, and because.
Lessons provide students with frequent opportunities to write grade-level high-frequency words in tasks (such as sentences) in order to promote automaticity in writing grade-appropriate high-frequency words.
In HD Word Online, Supplemental Resources, PDF Resources, Spelling Lists and Resources, HD Words Sentences for Dictation, three dictation sentences are provided per unit. Sentences in Unit 6 include He ate a dozen bagel sandwiches. Who had the basic frozen lemon punch?
In HD Word Online, Supplemental Resources, PDF Resources, Spelling Lists and Resources, HD Words Sentences for Dictation, three dictation sentences are provided per unit. Sentences in Unit 11 include Find a normal market north of here. We got the green carpet from Norway.
In HD Word Online, Supplemental Resources, PDF Resources, Spelling Lists and Resources, HD Words Sentences for Dictation, three dictation sentences are provided per unit. Sentences in Unit 6 include He ate a dozen bagel sandwiches. Who had the basic frozen lemon punch?
In HD Word Online, Supplemental Resources, PDF Resources, Spelling Lists and Resources, HD Words Sentences for Dictation, three dictation sentences are provided per unit. Sentences in Unit 29 include Provide a report on pandas by Friday. You could make a prediction before reading.
Materials do not provide repeated, explicit instruction in how to use student-friendly reference materials and resources and reading high-frequency words (e.g., word cards, word lists, word ladders, student dictionaries).
No evidence.
Indicator 1m
Materials explicitly teach word analysis strategies (e.g., phoneme/grapheme recognition, syllabication, morpheme analysis) based on the requirements of the standards and provide students with frequent practice opportunities to apply word analysis strategies.
The materials reviewed for Grade 2 meet the criteria for 1m.
The HD Word Grade 2 materials provide lessons that explicitly teach word analysis strategies. There is teacher scripting, modeling, and student practice opportunities in Lessons 3 through 5 in each unit, which include phonics concept lessons for Days 1 and 2 and student practice. The HD Word materials provide multiple and varied opportunities over the course of the year for students to learn, practice, and apply word analysis strategies through HD Word Online video animations and teacher modeling in I Do, You Do, and We Do lesson formats along with student activities such as Touch & Say, Detective Work, Word Sorts, Nonsense Words, and Phrase Reading.
Materials contain frequent explicit instruction of word analysis strategies (e.g., phoneme/grapheme recognition, syllabication, morpheme analysis).
In HD Word Teacher Guide Book 1, Unit 3, Lesson 3, Part 3, page 138, Activity Reading Single-Syllable Closed Syllable Words with Trigraphs, the teacher introduces the concept of trigraphs and displays the trigraphs tch and dge. The teacher guides students to use the Touch & Say routine to underline, touch, and say each sound in a word, then to read the word as a whole. The teacher guides students to read the words fetch and badge, underlining the trigraph as a group and using only one sound to match it.
In HD Word Teacher Guide Book 2, Unit 16, Lesson 3, Part 1, page 206, State Objectives, the teacher opens HD Word Online to view Unit 16, Lesson 3, Phonics Concept 1. The video teaches the two most common spellings, oi and oy, for the /oi/ phoneme. The video models analyzing and reading the words coin, void, oil, toy, joy, and troy to determine which spelling of the /oi/ phoneme students will see in words. The video explains if you hear /oi/ in the beginning or middle of a syllable, they will see or use the spelling oi, and if you hear /oi/ at the end of a word, they will see or use the oy spelling.
In HD Word Teacher Guide Book 2, Unit 18, Lesson 5, Part 2, Page 298, Activity Detective Work, the teacher tells students that they will be reading two-, three-, and four-syllable words with closed, open, VCe, vowel team, and r-controlled syllables. The teacher models marking the oo and u spellings of the phoneme /ŏŏ/, saying the spelling and phoneme aloud, then reading each syllable and the whole word. Students repeat. The teacher and students repeat this process for the entire Mark It word list.
In HD Word Teacher Guide Book 3, Unit 28, Lesson 3, Part 2, page 292, View Prefixes Animation, the teacher plays the animation video in HD Word Online for Unit 28, Lesson 3, Prefixes. The animation reviews what was previously learned about suffixes, that they come after the word to change the meaning of the word modeling with colorful. The concept of prefixes is introduced as the word part added at the beginning of a word with prefixes dis-, con-, un-, im-, and in-. The video examines words with the prefixes introduced with their meanings and models how many syllables they have with Syllaboards, with prefixes on their Syllaboard. For example, they model the prefix dis-, providing the meanings of not, opposite of, and away in dislike. The video breaks the word dislike into two syllables with Syllaboards dis/like. It explains that when one of the prefixes taught is seen at the beginning of a word, it should be broken apart to decode words more easily.
Materials contain frequent explicit instruction of word solving strategies to decode unfamiliar words.
In HD Word Teacher Guide Book 1, Unit 8, Lesson 4, Part 5, page 364, Read Real Words With Vowel-Consonant-E, the teacher displays the word adhesive and asks students how many vowels the word has and if they are together or apart. The teacher asks if there is a vowel-consonant-e in the word. The teacher reminds students when the vowel spellings are apart from each other, each vowel will be in its own syllable on its own Syllaboard: “This word has four vowel letters, but the i and e work together as a part of a vowel-consonant-e pattern to spell one vowel sound, so they stay together in the same syllable.” The teacher tells students the word must have three syllables and breaks ad/he/sive into three syllables reviewing open and closed syllables. The teacher uses Touch & Say to read the word.
In HD Word Teacher Guide Book 1, Unit 9, Lesson 3, Part 5, page 400, Activity Read Two- & Three-Syllable Real Words with Long A and Long E Vowel Teams, the teacher displays the word repeat and underlines the two vowel spellings in the word. The teacher displays a Syllaboard under each syllable and models recording each vowel or vowel team on a Syllaboard. The teacher adds the consonants to each Syllaboard. The teacher tells students that the first syllable is open and will have a long vowel sound, and the second syllable has a long vowel team. The teacher points to and reads each syllable, then sweeps their hand under and reads the word. The teacher guides students to repeat the process with the word playfulness. Students practice with the words weekday, explaining, reveal, and sunscreen.
In HD Word Teacher Guide Book 3, Unit 30, Lesson 3, Part 5, Page 360, Activity Read Real Words with Suffixes and Prefixes, the teacher displays the word graceful. Students identify the suffix, and the teacher underlines ful. Students identify the VCe vowel pattern in the word. The teacher underlines the vowels and draws a line to connect the a and e. Students identify the number of vowel spellings and syllables in the word, and the teacher places a Syllaboard under each syllable. The teacher records each vowel spelling on the Syllaboard, then adds the consonants. The teacher models using the Touch & Say routine to sound out each syllable, then says each syllable separately, then sweeps their hand underneath both Syllaboards and reads the whole word. The teacher repeats with the word converge. Students practice with the words immune, brightness, displace, and crunches.
Multiple and varied opportunities are provided over the course of the year for students to learn, practice, and apply word analysis strategies.
In HD Word Teacher Guide Book 2, Unit 12, Lesson 3, Part 4, Page 54, Activity Word Sort, students sort words into the long vowel, short vowel, or r-controlled vowel groups. The teacher models with the words tore, phone, and block, explaining how they know each word belongs in its category based on its vowel pattern or syllable type. Students sort the following words and explain how they determined the placement: pond, spot, notch, slope, roast, crow, pour, ore, born.
In HD Word Teacher Guide Book 2, Unit 30, Lesson 4, Parts 2-5, pages 367-378, in Part 2, the teacher has the student view the lesson animation video to review suffixes and prefixes they have learned in longer words. In Part 3, the teacher reviews suffixes and prefixes in longer words reviewed in the video. In Part 4, the teacher and students do a word sort with words with categories prefixes, suffixes, both, or neither. In Part 5, Read Real Words with Prefixes and Suffixes, there is an I Do portion for the teacher to model reading words with prefixes and suffixes, a We Do Portion for the students and teacher to read words together, and a You Do portion of the lesson where students practice reading the words deconstructed, shadowy, contrasting and stubbornly.
In HD Word Teacher Guide Book 3, Unit 25, Lesson 5, Part 5, Page 211, Activity Phrases & Sentence to Read, students read phrases or sentences that contain both high-frequency words and decodable words. Individual students read a phrase or sentence while the other students read silently as checkers and provide nonverbal feedback on accuracy.
Criterion 1.3: Decoding Accuracy, Decoding Automaticity and Fluency
This criterion is non-negotiable. Materials must achieve a specified minimum score in this criterion to advance to the next gateway.
Materials and instruction support students in learning and practicing regularly and irregularly spelled high-frequency words.
The Really Great Reading materials, HD Word, do not contain explicit instruction in rate, accuracy, and expression. The materials contain HD Word Passages for students to practice reading fluently with purpose and understanding. While the materials contain instructions on confirming or self-correcting errors, students do not practice confirming and self-correcting independently.
Indicator 1o
Instructional opportunities are built into the materials for systematic, evidence-based, explicit instruction in fluency. (Grades 1-2)
The materials reviewed for Grade 2 do not meet the criteria for 1o. (Grades 1-2)
In HD Grade 2 materials, there are missed opportunities for frequent explicit, systematic instruction in fluency elements using grade-level text and successive student practice for fluency and accuracy using grade-level texts. HD Word Decodable Passages and Oral Reading Fluency Practice Passages are in the Supplemental Resources. Students can track their accuracy percentage of reads with the Decodable Passages and Oral Reading Fluency Practice Passages. In the Oral Reading lesson (Lesson 1), students read non-controlled text. However, there is no explicit instruction associated with the Oral Reading lesson.
Materials do not include frequent opportunities for explicit, systematic instruction in fluency elements using grade-level text.
RF.2.4.B Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
No evidence.
Materials do not provide opportunities for students to hear fluent reading of grade-level text by a model reader.
In HD Word Online, Supplemental Resources, PDF Resources, Decodable Passages for HD Word, it provides the following suggestion, “You should also be aware of modeling prosody, the third component of reading fluency, as you are working through the passages with students.” The materials do not provide explicit instruction in modeling prosody.
Materials include a variety of resources for fluency. However, explicit instruction is not provided.
The Supplemental Resources include HD Word Decodable Passages and Oral Reading Fluency Practice Passages. However, there is no explicit instruction in fluency from the teacher.
Indicator 1p
Varied and frequent opportunities are built into the materials for students to engage in supported practice to gain oral reading fluency beginning in mid-Grade 1 and through Grade 2 (once accuracy is secure).
The materials reviewed for Grade 2 do not meet the criteria for 1p.
In HD Word Grade 2 materials, there are missed opportunities built into the materials for students to gain oral reading fluency. The materials do not contain core opportunities for students to engage in repeated reading. There are missed opportunities for feedback suggestions to the teacher for supporting students’ gains in oral reading fluency. While each unit contains a Phrases and/or Sentences to Read activity that focuses on accuracy and offers a positive feedback procedure, individual students read one or two phrases or sentences a week in this activity. Each unit contains an Oral Reading Procedure in which three students read a non-controlled passage aloud for one minute; this procedure involves the other students recording any accuracy errors but does not include instructional feedback for the readers. The materials include optional decodable passages with instructions for using the passages to build fluency. Teacher guidance to support student gains in oral reading fluency is general and minimal.
Varied, frequent opportunities are not provided over the course of the year in core materials for students to gain oral reading fluency. There are Passages in the Supplemental Resources.
No evidence.
Materials contain optional opportunities for students to participate in repeated readings of a grade-level text to practice oral reading fluency.
In HD Word Online, Supplemental Resources, PDF Resources, HD Word Passages, the materials outline optional procedures for repeat readings of optional decodable passages, using a cold read, practice reads, and a warm read.
Materials include minimal guidance and feedback suggestions to the teacher for supporting students’ gains in oral reading fluency.
In HD Word Online, Supplemental Resources, PDF Resources, there are optional HD Word Decodable Passages with information in Building Fluency. Students are to track cold and warm reads for an accuracy percentage. However, there is no guidance or feedback suggestions to support student gains in oral reading fluency.
Indicator 1q
Materials provide teacher guidance to support students as they confirm or self-correct errors (Grades 1-2) and emphasize reading for purpose and understanding.
The materials reviewed for Grade 2 partially meet the criteria for 1q.
There are opportunities in the HD Word Grade 2 materials for explicit instruction from the teacher and peers on confirming or self-correction in fluency. Students use Positive Error Correction to correct each other’s errors. However, students do not use context to confirm or self-correct errors in their own fluency. There are opportunities for students to read on-level texts for purpose and understanding over the course of the year when they read Decodable Passages. There are comprehension questions associated with the Decodable Passages.
Materials provide explicit lessons for the teacher in confirming and self-correcting errors in fluency.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
In HD Word Appendix, the materials have a routine for Positive Error Correction for Phrases and Sentences to Read. The routine is:
If a Reader misreads any of the words in a phrase or sentence, provide Positive Error Correction.
Tell students how many words were read correctly.
Prompt a Checker to identify which word was misread by giving the position of the word in the phrase or sentence without saying the word itself.
Prompt Rader to use Touch & Say to read the word again. If the Reader reads the word accurately, the Reader then reads the entire phrase or sentence again. If the Reader reads the entire phrase accurately this time, you and all the Checkers congratulate the Reader.
Materials provide opportunities for students to practice using confirmation or self-correction of errors of peers. Students do not practice using confirmation or self-correct of their own errors without peers.
In Blast Teacher Guide Book, Unit 8, Lesson 5, students act as Checkers while classmates read phrases. “When you are not a Reader, you will be a Checker. When you are Reader, make sure you read loudly enough for everyone to hear. When you are a Checker, you must pay careful attention to the Reader and the text. You will mark any error in your workbook.” After students read, the Direct Checkers, “give a thumbs-up if the Reader reads all of the words correctly or a thumbs-to-the-side if the Reader misreads a word(s).”
Opportunities are provided over the course of the year for students to read on-level texts (Grades 1-2) for purpose and understanding.
Read grade-level text with purpose and understanding.
In HD Word Online, Supplemental Resources, PDF Resources, HD Word Passages, students read “The Perfect Quirky Dessert”. There are comprehension questions to check students’ understanding. In Unit 13, questions include, What ingredient are you supposed to stir into the yogurt first? How hot should the oven be?
In HD Word Online, Supplemental Resources, PDF Resources, HD Word Passages, students read “The Greedy Angler”. There are comprehension questions to check students’ understanding. In Unit 21, questions include, Why was the greedy angler angry? How did the fish convince the angler to let him go?
In HD Word Online, Supplemental Resources, PDF Resources, HD Word Passages, students read “Lightning Bolt”. There are comprehension questions to check students’ understanding. In Unit 31, questions include, How much energy is needed to power a lightbulb for three months? What should you avoid when you hear thunder and see lightning?