2nd Grade - Gateway 2

The materials reviewed for Grade 2 partially meet the criteria for 2c.

The HD Word Grade 2 program utilizes lesson plans with a limited research base, including foundational concepts, such as phonological and phonemic awareness, phonics, high-frequency words, and fluency. The program is intended to be taught in whole group lessons. Materials provide assessments to identify if students need to use the program as a small group intervention. HD Word lessons are designed to be taught for 15-20 minutes daily. However, the teacher guides do not contain specific times for each activity within a lesson. HD Word has 33 weekly units, which can be completed in one school year without modifications. There is flexible scheduling to complete more than one lesson or unit per week with 30-40 minutes daily to complete the program in 17 weeks. 

Lesson plans utilize some effective, research-based lesson plan design for early literacy instruction.

• In Quick Links, Research Alignment, Really Great Reading for English Language Learners, “Tutor, Aceves, and Reese (2016) likewise summarize a body of research that has demonstrated that ‘interventions should include foundational skills (e.g., phonological awareness, decoding) along with other literacy and language skills’ (p. 18).” 

• In HD Word Teacher Guide Book, Lesson Design, Label 7, page xvii, the program follows an I Do, You Do, We Do lesson model. 

• In HD Word Teacher Guide, Book 3, Unit 24, Lesson 3, pages 147-155, the lesson focuses on one-syllable words with a hard and soft /c/ and /g/. Using research-based design and the HD Word Online tool, the lesson presents the hard and soft sounds for each of the two letters, first explaining and modeling the sounds. Next, it provides We Do practices before the students participate in a word sort using tiles. It progresses to building real words with hard and soft /c/ and /g/, moving into an extension word building activity using the word tiles.

The effective lesson design structure includes both whole group and small group instruction. 

• In HD Word Teacher Guide Book 1, Introduction, Prerequisites, Placement and Groups, pages x-xi, it describes how HDWord is “used as a whole class supplement.” There are prerequisites for using HD Word as an intervention. There are specific assessments for placement.

• In HD Word Teacher Guidebook 1, Introduction, Who Qualifies for HD Word, pages ix-x, it explains that the program is designed to be presented as “[a] supplement for schools that need a more structured foundational reading program.” However, the teacher may wish to augment full-class instruction for struggling students by forming homogenous groups designed to provide targeted instruction to resolve weaknesses and build specific skills.

• In HD Word Online, Supplemental Resources, PDF Resources, Assessments & Groupings, there are recommendations for supporting and reteaching students. Small Group Instruction with Really Great Reading’s Phonics Suite states, Countdown, Blast, and HD Word lessons can be taught in small to medium-sized groups to provide intervention for students who are “at risk” or have weaknesses in their foundational skills and are within the intended grade range of the program.” 

The pacing of each component of daily lesson plans is clear and appropriate. However, the teacher guides do not contain specific times for each activity within a lesson.

• In HD Word Teacher Guidebook, Book 1, Introduction, Unit Structure for HD Word, page xvi-xvii, there is a sample of what daily lessons may look like over the week, with Monday being Oral Reading Focus, Tuesday being Phonemic Awareness focus, Wednesday-Thursday being direct instruction of Phonics concepts and Friday including guided and independent practice and assessment.

• In HD Word Teacher Guide Book 1, Introduction, Unit Structure of HD Word, page xvi, it states each daily lesson contains a specific focus and takes approximately 15-20 minutes per day and 75-100 minutes of foundational 

• skills instructional time per week.

• In HD Word Teacher Guide Book 1, Introduction, Flexible Scheduling, page xix, it states although HD Word lessons are designed to be taught in 15-20 minute increments teaching five lessons in one unit Monday through Friday for 33 weeks, it can also be taught in 30-40 minutes increments teaching two weekly units in one week for 17 weeks. 

The suggested amount of time and expectations for maximum student understanding of all foundational skill content (i.e., phonological awareness, print concepts, letters, phonics, HFW, word analysis, decoding) can reasonably be completed in one school year and should not require modifications. 

• In HD Word Teacher Guide Overview, page ii, it states that typically the program can be completed in 16-33 weeks. The program has 33 units composed of five lessons per week and is presented in 15-20 minutes. 

• In HD Word Teacher Guide Book 1, Introduction, Unit Structure of HD Word, page xvi, it states HD Word contains 33 weekly units containing five lessons.

• HD Word Teacher Guide Book 1, Introduction, Overview, page ii states HD Word can be completed in either 16-33 weeks. The program has 33 units comprised of five lessons per week. Units can be completed sooner if larger time slots are made available for lessons. 

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 standards within one school year.

• N/A

The materials reviewed for Grade 2 partially meet the criteria for 2d.ii.

HD Word materials have a delineated scope and sequence that progresses from simple to complex. The instructional sequence begins with single-syllable words and moves to multi-syllable words, common vowel team spellings, variant diphthong, r-controlled spellings, variant vowel words, consonant -le, soft /g/ and /c/; and finally Latin affixes. In addition to the Scope and Sequence in the Introduction, more detailed information about the strands and sub-strands is at the beginning of each lesson in the HD Word What You Need to Know sections. The materials provide instruction and practice to build toward the application of the skills based on evidence and research. There is insufficient research on the particular sequence of phonics skills in the Scope and Sequence.

Materials clearly delineate a scope and sequence with a cohesive, intentional sequence of phonics instruction and practice to build toward application of skills.

• In HD Word Teacher Guide Book 1, Introduction, pages xx-xxi, the HD Word Scope and Sequence, the following information is provided for the phonics instruction scope and sequence: 

  • Unit 1: Read single-syllable closed syllable words with digraphs 

  • Unit 2: Read single-syllable closed syllable words with two-sound blends and digraph blends

  • Unit 3: Read single-syllable closed syllable words with trigraphs and 3-sound blends

  • Unit 4: Read two- and three-syllable words with closed syllables

  • Unit 5: Read single-syllable open syllable words; Read two- and three-syllable words with closed and open syllables 

  • Unit 6: Schwa in 2, 3, and 4-syllable words with closed and open syllables 

  • Unit 7: Read single-syllable VCe words; Read two-, three-, and four- syllable words with closed, open, and VCe syllables

  • Unit 8: Read 2-syllable words with VCe spelling schwa; Read 2, 3, and 4- syllable words with closed, open, and VCe syllables (with and without schwa)

  • Unit 9: Most common vowel team spellings for long a (ai, ay); long e, (ee, ea); long i (igh); and long o (ow, oa)

  • Unit 10: Less common vowel team spellings for long e, ie, ey; Cumulative review vowel team spellings (long vowels)

  • Unit 11: Read one- to three-syllable words with /or/ spelled or and /ar/ spelled ar

  • Unit 12: Read 1-3-syllable words with /or/ spelled or, our, ore, oor, oar; /ar/ spelled ar, are, air, ear

  • Unit 13: Read 1-3-syllable words with /er/ spelled er, ir, ur, ear

  • Unit 14: Read 2, 3, and 4-syllable words with /er/ spelled ar, or; Cumulative review of 2-3 syllable words with r-controlled vowels phonemes /ar/, /or/, /er/

  • Unit 15: Read 1-4-syllable words with /oo/ spelled oo, u, u-e, ew

  • Unit 16: Read 1-4-syllable words with /oi/ spelled oi, oy

  • Unit 17: Read 1-4-syllable words with /ou/ spelled ou, ow

  • Unit 18: Read 1-4-syllable words with /oo/ spelled oo, u

  • Unit 19: Read 1-4-syllable words with /aw/ spelled au, aw 

  • Unit 20: Cumulative review of one- to four-syllable words with phonemes /oo/, /oi/, /ou/, /oo/, and /aw/

  • Unit 21: Read one- to four-syllable words with chunks ang, ing, ong, ung, ank, ink, oik, unk

  • Unit 22: Read two- to four-syllable words with consonant-le

  • Unit 23: Read two- to four-syllable words with Latin chunks: -tion, -sion, -ture; Additional Latin chucks: -cial, -tial, -cious, -tious

  • Unit 24: Read one- to four-syllable words with Hard and Soft c and g

  • Unit 25: Read two- to four-syllable words with consonant suffixes: -es, -less, -ness, -ment, -ful, -ly

  • Unit 26: Read two- to four-syllable words with vowel suffixes: -es, -ing, -er, -est, -ous, -y, -able, -ible

  • Unit 27: 1-1-1 Double rule in two-, three-, and four-syllable words; 3 Sounds of suffix -ed in one-, two-, three-, and four-syllable words

  • Unit 28: Read two- to four-syllable words with prefixes: dis-, con-, un-, im-, in-.

  • Unit 29: Read two- to four-syllable words with prefixes: re-, pre-, pro-.

  • Unit 30: Cumulative review read two- to four-syllable words with prefixes and suffixes.

  • Unit 31: Read one- to four-syllable words with closed syllable exceptions: ost, old, ild, ind, olt.

  • Unit 32: Read two- to four-syllable words with split vowel. 

• In HD Word Teacher Guide Book 1, Introduction, pages xx-xxi, in HD Word Scope and Sequence states Phonics Concept Days occur in Lessons 3 and 4 on Days 1 and 2 for all Units 1-33.

• In HD Word Teacher Guide Book 1, Introduction on page xxv-xxvi, the HD Word Scope and Sequence Chart information is delineated. The phonics instruction listed in the Lessons 3 and 4 column includes Units 1-5: Unit 5 open syllable words; Unit 6 schwa in multi open and closed words; Units 7-8: single-syllable open and closed VCe words; Units 9-10: common vowel team spellings; Units 11-14: r-controlled spellings; Units 15-20: variant diphthong and variant vowels words; Unit 21: Words with chunks ang, ing, ung, onk, ank, ink, onk, and unk; Unit 22: Consonant -le words; Unit 23: Common Latin suffixes; Unit words with hard and soft g and c; Unit 25-30 Common Latin suffixes.

Materials have a limited research-based explanation for the order of the phonics sequence.

• In Research Alignment, White Papers, Early Literacy White Paper, page 5, it states, "Perhaps the most important goal, in the interest of giving students a productive knowledge of grapheme phoneme correspondences, is to convey to them the basic alphabetic principle, or the idea that words are made of sounds and that letters represent those sounds in a systematic way (Paulson & Moats, 2010)."

• In Research Alignment, White Papers, Early Literacy White Paper, page 8, provides the research, “Adams (1994) also noted that ‘...programs that included systematic phonics resulted in significantly better word recognition, better spelling, better vocabulary, and better reading comprehension at least through third grade’ (p. 38) and that ‘approaches in which systematic code instruction is included alongside meaning emphasis, language instruction, and connected reading are found to result in superior reading achievement overall’ (p. 49).” 

• In Research Alignment, White Papers, Early Literacy White Paper, page 8, the paper states, “The scope and sequences for Countdown, Blast Foundations, and HD Word progress from simpler to more difficult concepts. Students begin by learning short vowel sounds and the closed syllable spelling pattern and gradually progress to more challenging long vowel sounds and the multiple spellings of those sounds. By the end of HD Word’s scope and sequence, students as young as second grade have been explicitly taught to decode all six syllable types, including spellings of the short, long, r-controlled, and variant vowel sounds; prefixes and suffixes; and other functional word parts.” 

Phonics instruction is based in high utility patterns and/or common phonics generalizations.

• In Research Alignment, White Papers, Early Literacy White Paper, page 8, “Blast Foundations and HD Word students also focus on decoding and encoding increasingly complex words using explicit and predictable routines and procedures. They are taught to incorporate functional strategies for breaking down words at both the single-syllable and multisyllabic word level.” The paper states that when decoding, students look for vowel letter spellings, write those on their boards, and build in the word by adding consonants around the vowels. This provides students with multiple ways to try to decode unknown words. 

• In HD Word Teacher Guide Book 1, Introduction, pages xx-xxi, the HD Word Scope and Sequence reflects that students learn short vowel phonemes in Units 1-4. The HD Words Scope and Sequence reflects that students learn short and long vowel phonemes in Units 5, 7, 8, 9, and 10. In Units 1-10, students learn one-, two-, three-, and four-syllable words. 

• In HD Word Teacher, Guide Book 1, Introduction, pages xxv-xxvi, the HD Word Scope and Sequence, under Lesson 2 Phonemic Awareness and Lessons 3 & 4, Phonics Concepts Days 1 & 2, it indicates phonics instruction introduces high utility sound/spelling early in the sequence. The sequence progresses from simple to complex. For example, the single syllable consonants and vowels within words are introduced before vowel digraphs and diphthongs.

Patterns and generalizations are carefully selected to provide a meaningful and manageable number of phonics patterns and common generalizations for students to learn deeply. 

• HD Word Teacher Guide Book 1, Introduction, page vi, it states that lessons are explicit and systematic instruction and introduce simpler phonics concepts before complex concepts. Each unit builds on the previous units, and lessons within a unit build on previously taught content. Each lesson also provides multiple opportunities for students to apply their learning to master concepts.

• In HD Word Teacher Guide Book 1, Introduction, pages xx-xxi, the HD Word Scope and Sequence reflects that students learn vowel team spellings in Units 9 and 10. Unit 10 contains 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 prefixes in Units 28 and 29. Unit 30 contains a cumulative review of reading two- to four-syllable words with suffixes and prefixes.

The materials reviewed for Grade 2 partially meet the criteria for 2f.ii.

The HD Word Grade 2 materials have opportunities for student use and repeated readings of decodable texts with high-frequency words. However, the passages do not align with a scope and sequence. The HD Word materials contain Oral Reading passages within unit lessons. HD Word Online provides decodable passages with Heart Words in Supplemental Resources, PDF Resources.

Materials include decodable texts that utilize high-frequency/irregularly spelled words. 

• In HD Word Online, Supplemental Resources, PDF Resources, there are 32 HD Word Decodable Passages. The materials state the HD Word Passages are strictly controlled stories that align with the phonics skills and include Heart Words. The HD Word Passage for Unit 19, “Aubrey’s Autograph” includes Words to Preview: walked, glove, thank, face, chance, decided. The passage contains 219 words. It has words with two to four syllables and words with the phoneme /aw/. One sentence in the passage is, “She did not want this fan to have an awful day because of her.”

Decodable texts contain grade-level high-frequency/irregularly spelled words. However, the high-frequency/irregularly spelled words are not aligned to a scope and sequence.

• In HD Word Online, Supplemental Resources, PDF Resources, the HD Word Passages, it states, “the passages include high-frequency words from the pre-primer, primer, first, and second grade Dolch 220 high-frequency word lists. The passages may also include up to six high-frequency words from the third grade Dolch 220 lists and nondecodable words (according to the scope and sequence). Those words are listed at the top of the page for you to preview with your students before reading the passage and they are underlined in the passages.” 

• In HD Word Online, Supplemental Resources, PDF Resources, the HD Word Passages are not aligned to a scope and sequence. In Unit 3, students read “Lunch at the Mall”, which contains open, pink, done, full.

• In HD Word Online, Supplemental Resources, PDF Resources, the HD Word Passages are not aligned to a scope and sequence. In Unit 22, students read “Unbelievable Comeback” which has the following Words to Preview: announcer, whistle, resume, continue, minutes, comeback.

Materials include some detailed lesson plans for repeated readings of decodable texts to address securing reading high-frequency words/irregularly spelled words in context.

• In HD Word Online, Supplemental Resources, PDF Resources, there are HD Word Decodable Passages. The HD Word Passage for Unit 25, “Fearless”, includes Words to Preview: new, told, color, wrap, wrapped, sign. For the instruction of Words to Preview, “Before asking students to read the passage, review the words in the ‘Words to Preview’ section several times. You should read and pronounce these words for your students and provide definitions or example sentences to clarify the meaning of any unfamiliar words.” 

• In HD Word Online, Supplemental Resources, PDF Resources, HD Word Decodable Passages, the directions state, “up to six words from the 3rd grade Dolch 220 list and words that have not been explicitly taught in the HD Word lessons appear in a “Words to Preview” section at the top of each passage. In the passages, these words will be in gray text. The teacher should review these words with the students several times before reading the passage. Since students are not expected to know these words, the teacher may read these words to the students when they are encountered in the passage if necessary.”

The materials reviewed for Grade 2 partially meet the criteria for 2g.iii. 

The HD Word Grade 2 materials regularly and systematically provide assessment opportunities that measure student progress in phonics out-of-context as indicated with the program scope and sequence with Reading Playground Formative Assessments. The Reading Playground Formative Assessments provide teachers and students with information about students’ current levels. The Reading Playground Formative Assessment materials support teachers with instructional adjustments to help students make progress toward mastery in phonics. However, there are missed opportunities for regular and systematic assessment opportunities of phonics in context. The Recommended Assessment Timeline references the Foundational Skills Survey, but it is optional and may not be given to all students.

Materials provide resources and tools to collect ongoing data about students’ progress in phonics. 

• In HD Word Online, Supplemental Resources, PDF Resources, Assessments and Grouping, page 1, Reading Playgrounds Formative Assessments for HD Word, it states there are three games from each unit, including phonics that can be used as formative assessments and focus on newly acquired knowledge first. Pages 2-11 list the first three games from each unit used as formative assessments. 

• In HD Word, Assessments, Diagnostic Decoding Surveys, the materials provide a Beginning and Advanced Decoding Survey. The Beginning Decoding Survey measures students’ ability to read single-syllable decodable words with short vowels, digraphs, and blends. The Advanced Decoding Survey measures students’ ability to read single-syllable decodable words with more advanced vowel patterns and decodable multisyllabic words. 

• In HD Word, Assessments, Reading Playground Assessments, the materials provide three Reading Playground Assessments that measure student proficiency over the year in building words with short vowels, digraphs, two-sound blends, trigraphs, and three-sound blends, identifying closed and open syllables in words, choosing syllables to spell spoken words, choosing the correct word to match a spoken word, and identifying words with the schwa sound.

Materials offer assessment opportunities to determine students’ progress in phonics that are implemented systematically.

• In HD Word, Assessments, Diagnostic Decoding Surveys, the materials provide a Beginning and Advanced Decoding Survey. The Beginning Decoding Survey is for use at the beginning of second grade, and the Advanced Decoding Survey is intended for the middle and end of second grade. The Recommended Assessment Timeline indicates these surveys are optional for teachers with access to Reading Playground and recommended for teachers without access to Reading Playground. 

• In HD Word, Assessments, Reading Playground Formative Assessments, the materials indicate that three Reading Playground Games from each unit can be used as formative assessments. The Reading Playground assessments include, but are not limited to, newly-taught phonics skills from the unit and are intended for use in each unit.

• In HD Word, Assessments, Reading Playground Assessments, the materials provide three Reading Playground Assessments that measure student proficiency in a selection of phonics skills over the year. The Recommended Assessment Timeline indicates teachers should administer these assessments at the beginning, middle, and end of the year. 

• In HD Word Online, Reading Playground, there are phonics activities in the formative assessment games for Units 1-21. In Unit 10, Game 1, students sort words by long /a/, /e/, /i/, and /o/; in Game 2, students build words with vowel teams by counting the syllables in words and dragging the correct syllables to spell the words. In Unit 20, Game 3, students sort words into vowel team and no vowel team categories. Each Reading Playground assessment includes ten questions. 

Assessment opportunities are provided regularly for students to demonstrate progress toward mastery and independence with phonics. However, the assessments do not provide in-context phonics.

• In HD Word Online, Supplemental Resources, PDF Resources, Assessments and Groupings, Reading Playground, Units 1-21 provide phonics assessment opportunities. 

• In HD Word, Assessments, the materials provide beginning, middle, and end of year assessments to measure progress in phonics skills, using the Diagnostic Decoding Surveys and/or the Reading Playground Assessments. The materials provide assessment opportunities focusing on newly-taught skills for each unit using the Reading Playground Formative Assessments. 

Assessment materials provide teachers and students with information about students’ current skills/level of understanding of phonics.

• In HD Word Online, Supplemental Resources, PDF Resources, Assessments and Grouping, pages 2-11, Reading Playgrounds Formative Assessments for HD Word, there is a chart of HD Word Benchmark Scores, which lists Benchmark Scores categories for each formative assessment game. Scores of greater than or equal to 80% as nearing proficiency; scores of 60-79% as practice; and scores equal to or less than 59% as re-teach.

• In HD Word, Assessments, Diagnostic Decoding Surveys, Page 4, the materials provide a chart of criterion-referenced benchmarks to gauge proficiency. 

• In HD Word, Assessments, Reading Playground Assessments, the materials indicate that teachers can access student scores on the beginning, middle, and end of year Reading Playground Assessments as percentages correct in each assessed skill. 

• In HD Word, Assessments, Reading Playground Formative Assessments, Pages 2-12, the Benchmark Scores chart provides a percentage score aligned with the following three categories: Nearing Proficiency, Practice, Reteach. The chart is organized by game name and lists the correlating Common Core standards assessed by each game. 

Materials genuinely measure students’ progress to support teachers with instructional adjustments to help students make progress toward mastery in phonics.

• In HD Word Online, Supplemental Resources, PDF Resources, Assessments and Grouping, pages 2-11, Reading Playgrounds Formative Assessments for HD Word, there is a chart of HD Word Benchmark Scores. The chart includes Instructional Recommendations: Animations, Workbook and Reading Playground materials. In Unit 20, Instructional Recommendations include Unit 20, Lesson 3, Other Vowel Spellings Review Animation, all games; Workbook Unit 20, Lesson 5 all sorts, Unit 20 Extension Activity, Word Hunt; Reading Playground Unit 20, Game 3. 

• In HD Word, Assessments, Grouping Matrix, the materials indicate that the Grouping Matrix tool provides instructional recommendations for groups of students, including Really Great Reading materials. Instructional Recommendations include the sections Decoding Level, Suggested Instruction, and Suggested Max Group Size. The sample account provides the following student examples:

  • For students with Significant Decoding Deficit, Phonics Boost is suggested with a maximum group size of six.

  • For students with Moderate Decoding Deficit, HD Word Foundations or Phonics Blitz is suggested with a group size of eight.

  • For students with Slow Reading Rates, Fluency Support and monitoring decoding accuracy are suggested. The group size is none.

The materials reviewed for Grade 2 partially meet the criteria for 2g.v.

The HD Word Grade 2 materials provide some assessment opportunities to measure student fluency progress. The Recommended Assessment Timeline indicates that teachers may give a Grade-Level Oral Reading Fluency Measure and suggests DIBELS, AIMSWeb, and Easy CBM as examples.  In the Recommended Assessments Timeline and Flowcharts, assessments are optional for those with access to the Reading Playground. Reading Playground does not provide fluency assessment opportunities. The materials include options for students to track the words correct per minute during the Oral Reading procedure and Decodable Passages.

Some assessment opportunities are provided regularly and systematically over the course of the year in core materials for students to demonstrate progress toward mastery and independence of fluency.

• During Oral Reading, students track their Words Correct Per Minute and their word reading accuracy. Students document their reading on Tracking Charts (in the back of the student workbook). 

Some assessment materials provide teachers and students with information about students' current skills/level of understanding of fluency.

• During HD Word Decodable Passages, students do a cold read, practice read, and warm read. For cold reads and warm reads, the teacher charts the student’s Accuracy Percentage and charts the data on the Tracking Chart. 

Materials do not support teachers with instructional adjustments to help students make progress toward mastery in fluency.

• No evidence.

The materials reviewed for Grade 2  partially meet the criteria for 2i.i.

The HD Word Grade 2 materials contain general strategies and suggestions in Appendix B and in Supplemental Resources about how to support Multilingual Learners (ML); however, there are missed opportunities to help ML students who read, write, speak, and listen in a language other than English or Spanish.

Materials do not provide support for English Language Learner (ELL) students.

• In HD Word Online, Supplemental Resources, PDF Resources, Other Resources, Really Great Reading for English Language Learners, the materials provide a research-based overview of how the program’s overall instructional approach matches ML students' needs. 

• In HD Word Online, Supplemental Resources, Spanish Resources, there are articulation videos for short and long vowels.

• In HD Word Online, Supplemental Resources, Spanish Resources, there are videos for Phonemes & Finger-Stretching in Espanol, Schwa in Espanol, and digraphs.

General statements about ELL students or strategies are not noted at the beginning of a unit or at one place in the Teacher Edition are then implemented by the materials throughout the lessons.

• In HD Word Teacher Guidebook 1, Appendix B, Page 499, the materials provide general strategies for supporting ML students, including emphasizing motions and visuals, using guidewords in students’ native languages when possible, using familiar words, working with partners, and focusing on CVC words in specific activities. The guidebook directs teachers to this appendix page to support ML students within the lessons. 

• In HD Word Online, Supplemental Resources, Phonics Suite Espanol, each unit has resources available in Spanish. Resources include animations, articulation videos, word work, or instructional routines.

The materials reviewed for Grade 2 partially meet the criteria for 2i.ii.

The HD Word Grade 2 materials provide limited guidance to teachers for scaffolding and adapting lessons and activities to support students who read, write, speak, or listen below grade level in extensive opportunities to learn foundational skills at grade-level standards through sidebars in lessons with opportunities to assist students. Appendix B provides limited suggestions for students struggling to learn foundational skills. There are missed opportunities for small group reteaching within Teacher Guide Book lessons. 

Materials provide limited opportunities for small group reteaching. 

• In HD Word Teacher Guide Book 1, Introduction, page x, Who Qualifies for Word?, a chart states that in Grades 2-5, large groups of up to 30 students for students starting to fall behind and have foundational skills weaknesses. Mid-size groups are recommended for use as an intervention, as large as twelve students. 

Materials provide minimal guidance to teachers for scaffolding and adapting lessons and activities to support students who read, write, speak, or listen below grade level in extensive opportunities to learn foundational skills at the grade-level standards.

• In HD Word Teacher Guide Book 1, Appendix B, pages 497-498, in Differentiation Strategies, there are suggestions for students struggling with spelling consonant sounds correctly in Build a Word Lessons, struggling to spell vowel sounds in Build a Word Lessons, and reading high-frequency words with automaticity and accuracy. There are suggestions for making lessons easier for younger students, including using words students are familiar with for finger stretching activities, utilizing hand motion for syllable types, having students finger-stretch, and building additional words with simpler CVC patterns.

• In HD Word Teacher Guide Book 1, Unit 4, Lesson 4, Part 5, page 203, Read Two- and Three-Syllable Real Words, a sidebar advises teachers to look for opportunities to assist students in adjusting their Syllaboards as they chunk their words and provides a suggestion script, “Close your second syllable or keep this digraph together.”