2nd Grade - Gateway 1

The materials provide a clear, evidence-based explanation for the order of the phonics scope and sequence, which is intentionally ordered from simpler to more complex skills. Phonics instruction is based on high utility patterns and common phonics generalizations. Instruction starts with closed syllables and ends with reading two- to four-syllable words with split vowels. 

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 HD Word Online, Supply Room, Research, in the article, “Bringing Research to Practice with Foundational Reading Skills Instruction for Beginning Readers,” under “Phonics,” the article 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 progresses 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.”

• In HD Word Online, Supply Room, Research, in the article “Notes on Our Scope and Sequence,” on page 2, the article states: “Our phonics sequence moves from the most frequent and most predictable to the exceptions. Our scope, when considered across all programs, intentionally teaches approximately 97% of teachable, predictable patterns in the English code. Most students can leverage this comprehensive investigation of the lexicon and generalize the rest of the English Code. In order to give students a solid foundation for reading any text they may encounter throughout life, we concentrate instructional time on the more common spellings and choose not to divert precious instructional time to rare/obscure spellings.”

• In the HD Word Teacher Guide, Book 1, it states students move from simple concepts to more complex concepts about word structure. By Unit 14, students are reading multisyllabic words, and then by the final units, students are reading even more difficult words. On pg. xx it states that the research is based on information from Hannah, Hodges, Fry, and Kearns. 

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. The scope and sequence is as follows:

• Unit 1 

  • Reading Single-Syllable Closed Syllable Words

  • Reading Single-Syllable Closed Syllable Words with Digraphs

• Unit 2

  • Reading Single-Syllable Closed Syllable Words with Two-Sound Blends and Digraph Blends

• Unit 3

  • Reading Single-Syllable Closed Syllable Words with Trigraphs and Three-Sound Blends

• Unit 4

  • Reading Two- and Three-Syllable Words with Closed Syllables

• Unit 5

  • Reading Single-Syllable Open Syllable Words

  • Reading Two- and Three-Syllable Words with Closed and Open Syllables

• Unit 6

  • Schwa in Two-, Three-, and Four- Syllable Words with Closed and Open Syllables

• Unit 7

  • Reading Single-Syllable VCE Words

  • Reading Two-, Three-, and Four- Syllable Words with Closed, Open, and VCE Syllables

• Unit 8

  • Reading Two-Syllable Words with VCE Spelling Schwa

  • Reading Two-, Three-, and Four- Syllable Words with Closed, Open, and VCE Syllables (with and without schwa)

• Unit 9

  • Most Common Vowel Team Spellings: Long a (ai, ay), long e (ee, ea), long i (igh), and long o (ow, oa)

• Unit 10

  • Less Common Vowel Team Spellings: Long e (ie, ey)

  • Cumulative Review of Vowel Team Spellings (Long Vowels)

• Unit 11

  • Reading 1-3 Syllable Words with /or/ spelled or and /ar/ spelled ar.

• Unit 12

  • Reading 1-3 Syllable Words with /or/ spelled or, our, ore, oor, and oar.

  • Reading 1-3 Syllable Words with /ār/ spelled ar, are, air, and ear.

• Unit 13

  • Reading 1-3 Syllable Words with /er/ spelled er, ir, ur, and ear

• Unit 14

  • Reading Two-, Three-, and Four-Syllable Words with /er/ spelled ar and or

  • Cumulative Review of 2-4 Syllable Words with r-controlled vowel phonemes /ar/, /or/, and /er/

• Unit 15

  • Reading 1-4 Syllable Words with /ōō/ spelled oo, u-3, and ew

• Unit 16

  • Reading 1-4 Syllable Words with /oi/ spelled oi and oy 

• Unit 17

  • Reading 1-4 Syllable Words with /ou/ spelled ou and ow

• Unit 18

  • Reading 1-4 Syllable Words with /ŏŏ/ spelled oo and u

• Unit 19

  • Reading 1-4 Syllable Words with /aw/ spelled au and aw

• Unit 20

  • Cumulative Review of 1-4 Syllable Words with Other Vowel Phonemes: /ōō/, /oi/, /ou/, /ŏŏ/, and /aw/

• Unit 21

  • Reading 1-4 Syllable Words with Chunks: –ang, -ing, -ong, -ung, -ank, -ink, -onk, -unk

• Unit 22 

  • Reading 2-4 Syllable Words with Consonant -le

• Unit 23

  • Reading 2-4 Syllable Words with Latin Chunks -tion, -sion, -ture

  • Additional Latin Chunks: -cial, -tial, -cious, -tious 

• Unit 24

  • Reading 1-4 Syllable Words with Hard and Soft c and g

• Unit 25

  • Reading 2-4 Syllable Words with Consonant Suffixes: -s, -less, -ness, -ment, -ful, -ly

• Unit 26

  • Reading 2-4 Syllable Words with Vowel Suffixes: -es, -ing, -er, -est, -ous, -y, -able, -ible

• Unit 27

  • 1-1-1 Doubling Rule in Two-, Three-, and Four-Syllable Words

  • Three Sounds of Suffix -ed in One-, Two-, Three-, and Four-Syllable Words

• Unit 28

  • Reading 2-4 Syllable Words with Prefixes: dis-, con-, un-, im-, in-

• Unit 29

  • Reading 2-4 Syllable Words with Prefixes: re-, pre-, pro-

• Unit 30

  • Cumulative Review of Reading 2-4 Syllable Words with Suffixes and Prefixes

• Unit 31

  • Reading 1-4 Syllable Words with Closed Syllable Exceptions: ost, old, ild, ind, olt

• Unit 32

  • Reading 2-4 Syllable Words with Split Vowels

Phonics instruction is based in high utility patterns and/or specific phonics generalizations. Examples include, but are not limited to, the following: 

• In the HD Word Teacher Guide, Book 1, Unit 10, Lesson 3, in the activity Reading Words with Less Common Vowel Team Spellings of Long e (ie, ey), students read one-, two-, and three-syllable words with the long e vowel sound spelled with two less common vowel teams: ie and ey. 

• In the HD Word Teacher Guide, Book 2, Unit 15, students work on single-syllable words with /oo/ spelled oo, u, u-e, and ew. Then, by Unit 19, students work on single-syllable words with au and aw. 

In the HD Word Teacher Guide, Book 3, Unit 21, students work on reading single-syllable words with chunks ang, ing, ong, ung, ank, ink, onk, and unk.

The materials do not contain elements of instruction that are based on the three-cueing system for teaching decoding.

The materials provide appropriate pacing of phonics skills, which are taught daily in 15-20 minute teacher-led whole group lessons, 20-30 minute daily small group sessions, and 30-40 minute independent practice time. Student practice activities include isolated practice, practice in sentences, and repeated reading of a decodable text. Lesson 5 of any given week reviews phonics skills introduced and practiced during Lessons 1-4. Unit 25 provides a cumulative review of phonics skills as well.   

Materials include reasonable pacing of newly taught phonics skills. Examples include, but are not limited to, the following: 

• Students generally spend a week on phonics skills, with frequent cumulative reviews. For example:

  • In Units 1-4, students learn and practice one- to three-syllable words with closed syllables, including digraphs and trigraphs. 

  • In Units 5-8, students learn and practice one- to four-syllable words with open and closed syllables. 

  • In Units 9-10, students learn and practice common vowel teams. 

  • In Units 11-14, students learn one- to four-syllable words with r-controlled vowels. 

  • In Units 15-20, students learn and practice one- to four-syllable words with additional vowel teams.

  • In Units 21-24, students learn and practice one- to four-syllable words with chunks and hard and soft g and c. 

  • In Units 25-30, students learn and practice words with prefixes and suffixes. 

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 the HD Word Teacher Guide Unit 5 Lesson 5, Day 2, students have five-10 minutes during whole group instruction to practice closed and open syllables in one-, two-, and three-syllable words, 20-30 minutes in small groups, and 30-40 minutes during independent practice weekly practicing phonics skills. Students practice the skill by completing the Detective Work routine, practicing proper pronunciation of each syllable, and reading words in isolation. They complete a word sort and read phrases and sentences with a controlled set of high-frequency and grapheme-phoneme combinations. 

• In the HD Word Teacher Guide, Book 2, Unit 14, Lesson 3, students practice reading two-, three-, and four-syllable words with r-controlled vowel phoneme /er/ spelled or and ar. The lesson plan includes five-10 minutes to practice spelling words, five-10 minutes to practice reading the decodable “Earth Day,” and an additional five-10 minutes to practice spelling words. On Days 4 and 5, students again practice reading the same decodable text during scaffolded and independent practice. Students also continue to practice spelling words through individual practice and dictation routines. 

• In the HD Word Teacher Guide, Book 2, Unit 18, Lesson 3, the teacher introduces phonemes spelled oo and u. Throughout the week, students complete a word sort, build words, and read a decodable.

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 the HD Word Teacher Guide, Book 1, students read two and three-syllable words with closed syllables in Unit 4. They have a cumulative review of this phonics skill in Units 5 and 6. 

• In the HD Word Teacher Guide, Book 2, Unit 14, Lesson 5, students review two- to four-syllable words with /ar/, /or/, and /er/ r-controlled vowel spellings. Students are introduced to /or/and /ar/ spellings in Unit 11 and review /or/ in Unit 12. Students are introduced to /er/ in Unit 13.

• In the HD Word Teacher Guide Book 3, Unit 30, students review reading words with suffixes and prefixes. Suffixes and prefixes are individually introduced in Units 25, 28, 29.

The materials include systematic and explicit instruction in phonics with repeated teacher modeling. Lessons provide explicit instruction in blending and segmenting words using consistent routines. In addition, the materials include phrases and sentences that the teacher can use for dictation. The appendix provides guidance to teachers on providing corrective feedback to students. 

Materials contain explicit instructions for systematic and repeated teacher modeling of 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 the HD Word Teacher Guide, Book 1, Unit 7, Lesson 3, the teacher reviews the Vowel-Consonant-e syllable and clarifies that the vowel sound is long with this syllable type. Then, students participate in a word sort, sorting words into three groups: closed, open, or vowel-consonant-e.

  • In the HD Word Teacher Guide, Book 2, Unit 12, Lesson 3, the teacher explains to students that they will sort words into three columns: long vowel, short vowel, and r-controlled. The teacher displays the word block and explains that it is a closed syllable because it has only one vowel letter with consonant letters after it. 

  • In the HD Word Teacher Guide Book 2, Unit 18, Lesson 3, the teacher displays the word brook and reminds students that the letter tile oo is one since they work together to spell one phoneme. The teacher says that this is a “vowel team” syllable type. The teacher then displays the word bush and explains that even though this looks like a closed syllable with a short u sound, the letter u can also spell other phonemes such as oo in book and ooze.

• Know spelling-sound correspondences for additional common vowel teams.

  • In the HD Word Teacher Guide, Book 1, Unit 9, Lesson 3, the teacher reviews what a vowel team is, specifically the vowel teams ai and ay. Students practice analyzing vowel teams, pronunciations, and spellings for the words main and play.

  • In the HD Word Teacher Guide, Book 1, Unit 10, Lesson 3, the teacher asks students what a vowel team is. The teacher reviews the four vowel teams the students have previously learned that spell the long /e/ sound: ee, ea, ie, and ey. The teacher introduces a new vowel team, ie, for the long /e/ like in the word thief. 

  • In the HD Word Teacher Guide, Book 2, Unit 15, Lesson 4, the teacher reviews the vowel teams for /oo/: oo, ew like in the words boot and stew. The students locate the vowel teams in words and identify the phoneme that the vowel team is representing in the word pursue. 

• Decode regularly spelled two-syllable words with long vowels.

  • In the HD Word Teacher Guide, Book 1, Unit 5, Lesson 4, the teacher plays the animation of closed and open syllables and explains that when looking at a multisyllabic word, students should look at the vowels to help them read the word. Then, students should ask if the vowels are together or apart. Then, the teacher discusses what a closed syllable is, if a syllable with only one vowel letter at the end of the syllable is an open or closed syllable, and whether an open syllable vowel is long or short. 

  • In the HD Word Teacher Guide, Book 1, Unit 7, Lesson 4, the teacher presents the word recognize and guides students to analyze the word by asking, “Are the vowel letters together or apart? (apart) Do you see a vowel-consonant-e? (yes) Which two vowel letters work together in the vowel-consonant-e pattern? (i and e).” The teacher continues to guide students in finding the vowel spellings in the word and breaking the word into syllables. Using SyllaBoards, the teacher adds the vowels and ize to the boards, and then guides students to read the syllables and the word as a whole. Words in this activity include contribute, extreme, capitalize, envelope, consistent, zero, athletic, and disrespectful. 

  • In the HD Word Teacher Guide, Book 1, Unit 10, Lesson 3, the teacher utilizes gradual release to model decoding two-syllable words with vowel teams, like in the word kidney. The students decode keyhole, briefly, retrieve, and baloney. 

Lessons include blending and segmenting practice using structured, consistent blending routines with teacher modeling. Examples include, but are not limited to, the following:

• In the HD Word Teacher Guide, Book 1, Unit 3, Lesson 3, the teacher says, “Watch and listen as I build the word clutch. The little boy will clutch the toy tightly so he will not lose it. Clutch.” The teacher stretches (segments) the phonemes /k/ /l/ /ŭ/ /ch/ and displays one color tile on the board for each phoneme. Then, the teacher clicks to spell each phoneme by placing a letter tile below each color tile while saying the phoneme. The teacher practices with students using the same routine on the word bridge. Then, students stretch and blend sounds to read the words pledge, stitch, nudge, and snatch.

• In the HD Word Teacher Guide, Book 2, Unit 15, Lesson 3, the teacher tells students they will dissect a word together. The teacher walks students through the words, putting their letter tiles on the tile boards for the word broom. The teacher reminds the students that oo is a vowel team that spells /oo/ as in ooze.

• In the HD Word Teacher Guide, Book 3, Unit 21, Lesson 4, students read two-, three-, and four-syllable words with -ng and -nk chunks. The teacher breaks the words into syllables and uses Touch and Say to segment each syllable and blend the words together. Words to read include overthinker, songbook, and Thanksgiving.

Lessons include dictation of words and sentences using the newly taught phonics pattern(s). Examples include, but are not limited to, the following:

• In HD Word Online, Supply Room, the Dictation Sentences and Routine explains what dictation sentences are and the kind of words in the sentences. On page 4 of this document, teachers are provided with clear, step-by-step directions on how to introduce the sentence, dictate the sentence, dictate high-frequency words, and guide students in self-assessments. The materials provide three dictation sentences for each unit for Units 1-33.

• In the HD Word Teacher Guide, Book 1, Unit 5 Planner, in the Practice to Mastery section, on Day 1, the teacher delivers whole-group dictation with Unit 4’s concepts using the dictation routines from the Dictation Sentences and Routine resource in the Online Supply Room.

• In the HD Word Teacher Guide, Book 3, Unit 24, Lesson 3, during the You Do part of the lesson, the teacher dictates words including glance, clog, gist, cringle, and stage.

• In the HD Word Teacher Guide, Book 3, Unit 31, Lesson 3, the teacher tells students they will dictate words one at a time, and the students will build each word. The words students build include wild, jolt, blind, most, and gold.  

Materials include teacher guidance for corrective feedback when needed for students.

• In the HD Word Teacher Guide, Book 1, Unit 3, Lesson 3, students spell words with blends and trigraphs. Students hold up their boards so the teacher can check the spelling of each word and provide Positive Error Correction as needed. 

• In the HD Word Teacher Guide, Book 1, Unit 10, Lesson 3, the guidance states, “Some students may answer ‘yes’ to the question, ‘Do we see a vowel-consonant-e?’ for the word retrieve due to the letters eve in this word. If students believe there is a vowel-consonant-e, use Positive Error Correction to guide them to the correct syllabication. Say, ‘You are right; it does look like there could be a vowel-consonant-e in this word. However, the second e is part of the vowel team ie, so it cannot also be part of a vowel-consonant-e spelling.’ You should also explain that when students see an e immediately after the letter v at the end of a word, as in the word retrieve or believe, the e should not be counted as a vowel spelling because it does not spell a vowel sound. This silent e prevents the word from ending in the letter v because no English words end in the letter v.”

The materials include opportunities for students to decode phonetically spelled words in lessons throughout the units. Decoding practice focuses on both automaticity and accuracy. In addition, students have opportunities to encode in each unit, which involves segmenting sounds using sound-spelling patterns. Encoding routines include using letter tiles to build words.

Lessons provide students with frequent opportunities to decode words with taught phonics patterns. Examples include, but are not limited to, the following: 

• In the HD Teacher Guide, Book 2, Unit 11, Lesson 4, students practice decoding northeast, sarcastic, cardinal, and exporting by touching each syllable on their individual boards and sweeping under the word to blend and read each word.

• In the HD Teacher Guide, Book 2, Unit 17, Lesson 3, students decode the words scowl, pound, sprout, grouch, and gown. After building the words, students use Touch and Say to read them. 

• In the HD Teacher Guide Book 3, Unit 22, Lesson 4, students practice reading words with consonant -le, including probable, comfortable, unstable, and incredible.

Lessons provide students with frequent opportunities to encode words with taught phonics patterns. Examples include, but are not limited to, the following: 

• In the HD Teacher Guide, Book 1, Unit 3, Lesson 3, students build the words smitch, and, the, edge using word tiles.

• In the HD Teacher Guide Book 2, Unit 13, Lesson 3, students individually build turn, first, search, slurp, perch using letter tiles.

• In the HD Teacher Guide Book 3, Unit 21, Lesson 3, students individually build twang, wink, dunk, clink, bank using letter tiles.

Student-guided practice and independent practice of blending sounds using the sound-spelling pattern(s) is varied and frequent. Examples include, but are not limited to, the following: 

• In the HD Teacher Guide Book 2, Unit 15, Lesson 4, the teacher models building (encoding) and reading (decoding) moist in the I Do part of the lesson. Then, during the We Do Portion, play is built (encoding) and read (decoding). Lastly, students practice reading broil, coy, Troy, join, and foil.

• In the HD Teacher Guide Book 2, Unit 19, Lesson 4, students practice accurately reading and spelling single-syllable words with /aw/ spelled aw and au. The teacher models reading the word automatic. Then, the teacher and students read awkwardly, and students practice independently reading the words drawback, auditory, authorize, sawdust. 

• In the HD Teacher Guide Book 3, Unit 27, Lesson 4, the teacher models reading the word comprehended during the I Do portion of the lesson and daydreamed during the We Do portion. Students practice reading the words documented, fussed, developed, and surrounded. 

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 the HD Teacher Guide, Book 2, Unit 18, Lesson 3, the lesson objective is to “accurately read and spell single-syllable words.” Students use a Touch and Say routine to read words shrug, pull, and Ruth after building the words. 

• In the HD Online Supply Room, Unit 25, Lesson 5, students do a warm read of Unit 23 decodable passage “Erosion” and track their accuracy on a tracking chart.

The materials contain spelling rules and generalizations aligned to the phonics scope and sequence, and these generalizations are taught in conjunction with reading words that follow these rules. There are in-depth explanations of how words follow these generalizations, and students have sufficient opportunities to practice these rules. The weekly spelling lists correspond to these rules or generalizations. Students also have the opportunity to practice spelling words with various activities, including building words with letter tiles, and in small-group spelling practice on Lesson 5 each week during the “Spell It!” routine. 

Spelling rules and generalizations are aligned to the phonics scope and sequence. Examples include, but are not limited to, the following: 

• In the HD Word Teacher Guide, Book 1, Unit 1, students learn single-syllable closed-syllable words and single-syllable closed-syllable words with digraphs. The spelling words for Unit 1 are single-syllable words that have closed syllables and short vowels and feature the digraphs ch, wh, th, sh, ck, ph. The words include dish, than, chop, such, rush, which, bath, this, kick, sock.

• In the HD Word Teacher Guide, Book 1, Unit 5, the phonics skill focuses on reading single-syllable open-syllable words. Students practice spelling open-syllable nonsense words with letter tiles. 

• In the HD Word Teacher Guide, Book 2, Unit 15, Lessons 1 and 2, students read one- to four-syllable words with /ōō/ spelled oo, u, u-e, and ew. The spelling words include one- and two-syllable words that feature the sound /ōō/ as in ooze: oo, u, u_e and ew: grew, super, include, unscrew, sooner, flute, truth, boost, salute, and cartoon.

Materials include explanations for spelling of specific words or spelling rules. Examples include, but are not limited to, the following: 

• In the HD Word Teacher Guide, Book 3, Unit 21, Lesson 3, the materials state, “In previous units, we learned how to read words with two different chunks. These chunks almost always spell the same sounds. We learned that the chunk all spells the sound/awl/, and we learned that the chunk ing spells the sound /ing/. Whenever we see these chunks in words, we can be pretty sure of the sounds they are going to spell. In this lesson, we will learn about more chunks that consistently spell the same sounds. These are chunks in which a vowel letter is followed by the letters ng or nk.”

• In the HD Word Teacher Guide, Book 3, Unit 27, Lesson 3, students learn the 1-1-1 Doubling Rule. Students learn that the first 1 in the rule means “one syllable,” the second 1 stands for “only one vowel,” and the third one stands for “only one consonant directly after the vowel.” They learn vowel suffixes are subject to the 1-1-1 Doubling Rule, and when a vowel suffix is added, the consonant at the end of the word is doubled, and the vowel sound in the base word will be short. Students practice this rule with the words swimmer, admitting, defender, stoppable, steepest, jagged, scratches, saddest, creamy, forgettable, hopping, hoping, programmer, babysitting, slimmest, inflammable.

Students have sufficient opportunities to practice spelling rules and generalizations. Examples include, but are not limited to, the following: 

• In the HD Word Teacher Guide, Book 1, Unit 4, students have various opportunities to practice spelling skills in Practice to Mastery and Small Group Instruction. On Day 3 of Practice to Mastery, students are introduced to the spelling words, and on Day 5, they practice spelling words with various templates. 

• In the HD Word Teacher Guide, Book 3, Unit 22, Lesson 3, students learn how to spell two-syllable words with the Consonant-le pattern. Students practice spelling the word bundle using SyllaBoards in guided practice. Then, students practice four words independently.

The materials contain decodable texts with phonics aligned to the phonics scope and sequence. The decodable texts begin in Unit 1, with one every week until the final unit. The phonics skill is taught on Day 3, and the decodable text is used on Days 4 and 5. Students have opportunities to practice with the decodable text in Practice-to-Mastery and Small Group Instruction. The majority of repeated rereadings occur during small-group instruction. 

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 the HD Word Teacher Guide, Book 1, Unit 1, Lessons 1 and 2, the focus is on single-syllable closed syllable words and single-syllable closed syllable words with digraphs. The Unit 1 decodable passage “Thad?” features single-syllable words with closed syllables, short vowels, and digraphs such as ch, wh, th, sh, ck, and ph. 

• In the HD Word Teacher Guide, Book 2, Unit 15, Lessons 1 and 2, students engage with one- to four-syllable words with /ōō/ spelled oo, u, u-e, and ew. The Unit 15 decodable passage “Superhero Ruth” features two- to four-syllable words that have the /ōō/ sound spelled oo, u, u-e, and ew. 

• In The HD Word Teacher Guide, Book 3, Unit 22, students focus on the phonics skill of reading two- to four-syllable words with consonant -le. The decodable text the students read for the unit is “Unbelievable Comeback.” It states the passage targets two- to four-syllable words with consonant -le. 

• In The HD Word Teacher Guide, Book 3, Unit 31, the scope and sequence states students work on reading one- to four-syllable words with closed syllables with exceptions ost, old, ild, ind, and olt. Students read the decodable passage “Lighting Bolt,” which is aligned with the phonics skill. 

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 the HD Word Teacher Guide, Book 1, Unit 9, Lesson 3, during small-group instruction, students read the decodable passage “Chimpanzee Display.” In Lesson 4, in Practice to Mastery, the teacher and students do a scaffolded reading of “Chimpanzee Display,” and then later in small-group, students practice reading “Chimpanzee Display” again. In Lesson 5, in Practice to Mastery, the teacher and students use the Unit 9 Decodable Passage Fluency Routine. The following week in Unit 10, Lesson 1, students review “Chimpanzee Display” in small group settings. 

• In the HD Word Teacher Guide Book, Book 2, Unit 17, Lesson 3, students read the decodable passage “Robots” as a cold read during small group instruction. In Lesson 4, students reread the text with a scaffolded read. Students also have the opportunity to read the decodable text in small groups. In Lesson 5, students read the decodable text during Practice to Mastery instructional time and small groups. 

• In the HD Word Teacher Guide Book, Book 2, Unit 22, Lesson 3, students read the decodable passage “Trick or Treat” as a cold read during small group instruction. In Lesson 4, students read the decodable passage with a scaffolded read. In Lesson 5, students read the decodable text in Practice to Mastery instructional time and in small groups. 

• In the HD Word Teacher Guide, Book 3, Unit 24, in Lesson 3, during small-group instruction, students complete a cold read of the decodable passage “The Challenge.” In Lesson 4, in Practice to Mastery, the teacher and students do a scaffolded reading of the text, and later, in small groups, students practice reading “The Challenge” again. In Lesson 5, in Practice to Mastery, the teacher and students use the Fluency Routine to read “The Challenge.” The following week in Unit 25, Lesson 1, students review “The Challenge” in small group settings. 

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 HD Word Online, Supply Room, Instructional Resources, HD Word Passages, the HD Word Decodable Passages (with Fluency Instruction) resource contains the decodable passages for the units in HD Word along with a scaffolded decodable passage reading lesson plan to use with the current unit’s decodable passage. The passages include:

  • Unit 1: “Thad?” 

  • Unit 2: “The Bad Trick” 

  • Unit 3: “Fudge” 

  • Unit 4: “Basketball Contest” 

  • Unit 5: “Secret Robot”

  • Unit 6: “Fossil Quest” 

  • Unit 7: “Wake-Up Plan” 

  • Unit 8: “The Lost Necklace”

  • Unit 9: “Chimpanzee Display” 

  • Unit 10: “Ollie Meets a Beast” 

  • Unit 11: “Win a Trip!”

  • Unit 12: “Daily Forecast”

  • Unit 13: “The Perfect Quirky Dessert” 

  • Unit 14: “Earth Day” 

  • Unit 15: “Superhero Ruth”

  • Unit 16: “Poison Dart Frog” 

  • Unit 17: “Sunflowers” 

  • Unit 18: “Bigfoot?” 

  • Unit 19: “Aubrey’s Autograph” 

  • Unit 20: “Cinquain Poetry”

  • Unit 21: “The Greedy Angler” 

  • Unit 22: “Unbelievable Comeback” 

  • Unit 23: “Erosion” 

  • Unit 24: “The Challenge” 

  • Unit 25: “Fearless” 

  • Unit 26: “Bestseller!”

  • Unit 27: “Prizewinner” 

  • Unit 28:” Incomplete Report” 

  • Unit 29: “Superhero Propeller” 

  • Unit 30:” Unlikely Suspect”

  • Unit 31: “Lightning Bolt”

  • Unit 32: “Dear Diary”

The materials regularly and systematically provide a variety of assessments over the course of the school year where students’ progress in phonics can be measured. The Reading Playground, an online tool, has assessment opportunities for each lesson in a game format for the students. There is a resource that gives the teacher additional support on additional resources to utilize with students based on the assessment data from the Reading Playground, including how to reteach and provide practice opportunities. Teachers and students are provided with information on students’ skill levels and mastery and understanding of phonics skills. Instructional materials provide teachers with suggestions for reteaching based on the results of assessments.

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 HD Word Online, Supply Room, Assessments and Grouping, the Diagnostic Decoding Surveys resource states, “The Diagnostic Decoding Surveys enable one-on-one assessment of phonics skills for struggling readers from the middle of first grade through adulthood. The surveys are efficient and easy to administer. For emerging readers or students with decoding weaknesses, the surveys can be used to identify which skills have already been mastered and which are weak.” The resource includes “three parallel, equally difficult versions” of the BOY, MOY, and EOY Beginning Decoding Surveys and Advanced Decoding Surveys assessments.

• In HD Word Online, Supply Room, Assessments and Grouping, the Recommended Assessment Timeline and Flowcharts resource outlines the assessments that should be given over the year and the timeline in which they should be given. Assessments are to be given in the Fall, Winter, and Spring, and intervention assessment timelines are also provided. Really Great Reading’s Recommended Assessment Timeline for Tier I: provides the following information for Fall Benchmark: Really Great Reading’s Recommended Assessment Timeline for Tier I: Fall Benchmark includes HD Word Beginning of Program Baseline Assessment in the HD Word Reading Playground (with 1:1 oral decoding), Beginning Decoding Survey Beginning of Year (Form A) and Grade Level Oral Reading Fluency Measure, and Optional Sight Word Survey: 2nd Grade.

• In the HD Word Teacher Guide, Book 1, Unit 2, Lesson 5, the students have a few different assessment opportunities. During the activity, Detective Word-Read It! students read a row of words individually. Students read phrases and sentences found in the Student Workbook on page 16. Students complete games in the Reading Playground at the end of the unit. The guidance from the teacher guide is for the teacher to use the data from the Reading Playground to assess and drive instruction for students.  

• In the HD Word Teacher Guide, Book 1, Unit 3, Day 5, students complete a spelling word assessment with single-syllable closed-syllable words with trigraphs and 3-sound blends. 

• In the HD Word Teacher Guide, Book 2, Unit 14, Lesson 5, during the activity Detective Word-Read It!, students read a row of words individually. Students read phrases and sentences found in the Student Workbook on page 86. Students complete games in the Reading Playground at the end of the unit.  

Assessment materials provide teachers and students with information concerning students’ current skills/level of understanding of phonics. Examples include, but are not limited to, the following:

• In HD Word Online, Supply Room, Assessments and Grouping, there is a Recommended Assessment Timeline and Flowchart resource that outlines how to use the results of assessments given over the course of the year. For example, if students score as Severe Decoding Deficit or Emerging Level at the middle of the year, the resource states, “If a student‘s Decoding Level is Severe Decoding Deficit or Emerging and they read a lot of words sound by sound, please administer the Phonological Awareness Survey (previously part of the Pre-Decoding Surveys) and enter the results into the Grouping Matrix to better understand the student’s underlying pre-decoding skills.” 

• In HD Word Online, Supply Room, Reading Playground, Formative Assessments in the Reading Playground, the materials provide a guided tour of the formative assessments supported on the Teacher Dashboard for the Reading Playground. There is also a link entitled “HD Word Formative Assessment Guide.” The resource provides a chart with information for each unit that includes benchmark scores for each proficiency level

• In HD Word Online, Supply Room, Reading Playground, Progress Monitoring Check-ins, Progress Monitoring Student Pages resource has 10 progress monitoring check-ins to use 1-on-1 with students. Progress Monitoring 1 is for Units 1-3. Students decode the words flick, blush, shrug, hunch, scratch, and splotch. 

• In HD Word Online, Supply Room, Assessment and Grouping, Grouping Matrix Decoding Levels, information is provided about how The Grouping Matrix places students into one of eight decoding levels. For example, if students score Moderately Below Expectations or Moderate Decoding Deficits, the materials state, “This student has some good basic decoding skills but has skill areas that are moderately below the criterion-referenced benchmarks for their grade and phase of year. Weaknesses with oral reading fluency, accuracy, and rate may be a factor. Please see the Student Scores report to determine the specific gaps.” 

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 HD Word Online, Supply Room, Assessments and Grouping, the Intervention Flowcharts resource explains how to administer timed Oral Reading Fluency passages and the Beginning Decoding Survey at the beginning of the year, analyze the results of the assessments, and how to plan for interventions based on the results (grouping students, teaching students, progress monitoring, and adjusting instruction as needed).

• In HD Word Online, Supply Room, Recommended Intervention Flowchart states that if students on the decoding survey are slightly below expectations, the teacher should continue teaching HD Word starting with Unit 1, Lesson 1, using the Foundations Student Workbook, and using formative assessments to continue to gather student data.

• In HD Word Online, Supply Room, Reading Playground, Formative Assessments in the Reading Playground, provides a guided tour of the formative assessments supports on the Teacher Dashboard for the Reading Playground. There is also a link entitled “HD Word Formative Assessment Guide.” The resource provides a chart with information for each unit that includes the following instructional recommendations, including lesson review and practice, workbook pages, and reading playground activities. 

• In the HD Word Teacher Guide, HD Word Overview, page xi, it states that if students are not proficient in the Beginning Decoding Survey, they should start with the alternative scope and sequence for a slower review of single-syllable conventions such as closed syllables, digraphs, trigraphs, and consonant blends. 

The materials include opportunities for systematic and explicit instruction of Heart Words (high-frequency words) with a consistent, explicit instructional routine. Online teacher guidance and lesson plans provide instructions for teachers on how to model reading and spelling Heart Words and in connecting phonemes to graphemes. The materials provide videos on the explicit instruction of Heart Words with connections of phonemes to the graphemes. There are five Heart Words taught each week for Units 1-20.

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 HD Word Online, Heart Word Magic, HD Word Heart Word Magic Cards, there are word cards for all words instructed each week. The word cards for each unit can be distributed to students after the initial instruction on Day 1 of the unit. The format of the cards matches the format students see in the Heart Word Magic videos. Hearts appear above the tricky parts of the Heart Words. If a sound-spelling has not yet been taught, it is marked with a heart. Colored tiles represent expected sound-spelling correspondence. The word is given in a contextual decodable phrase or a sentence.

• In the HD Word Teacher Guide, Appendix A, page 492, the teacher uses the Look, Think, Say! routine to explicitly teach high-frequency and Heart Words. Teachers use the Heart Word generator to pick words and then follow the routine. 

• In HD Word Online, Supply Room, Heart Word Magic, Heart Word Magic Spelling, a document contains teacher directions for an activity for students to phoneme-grapheme map the Heart Words. Materials include explicit instruction for the words said, have, from, the. There is also a template to use with the Heart Words with dots for the phonemes, boxes for the graphemes, and a heart about each grapheme to be colored in when the student identifies the irregular or tricky part of the Heart Word. This script is similar to the explanation found on the Heart Word Magic Videos. The script for said includes: 

  • This is the word said 

  • Said rhymes with head and bed 

  • Said has three sounds (teacher fills in three dots while saying the sounds /s/ /e/ /d/)

  • Touch the dots and say the say the sounds (/s/ /e/ /d/) blend together and say the word said  

  • The first sound I hear in said is /s/, the next sound I hear is /e/, and finally I hear the /d/

  • We all know that /s/ is spelled with the letter s and /d/ is spelled with the letter d. Now let’s take a look at the letters that are spelling /e/. It is not an e that is spelling /e/, it is ai. That is the part we must know by heart. Let’s touch and say together…

  • Now, let’s review the word said. 

• In HD Word Online, Teacher Presentation Tool, Unit Planner and Resources, Unit 11, Lesson 1, the Heart Words listed for this unit are start, far, or, wash, and into. In the Unit 11 Planner, the materials state, “Teach Unit 11 Heart Words with the Heart Word Generator and Heart Word Magic resources. HD Word provides a high-frequency word scope and sequence or the teacher can choose any high-frequency words that correlate with their standards or curriculum.”  

• In HD Word Online, Heart Word Magic, Heart Word Magic Library, there are video links for some Heart Words in the HD Word program. Each video explains the pronunciation and tricky parts of the given word. The videos are consistent in their layout and are explicit in instruction. 

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 HD Word Online, Supply Room, Heart Word Magic, Full HWF Library, there are Heart Word Magic videos. The videos deliver animated instruction on the target Heart Words. In the video about the word who, the teacher tells students that they need to think about the parts of the word they know and what parts they need to know by heart. The teacher tells students who has two sounds, /h/ /ew/, and tells students they need to remember both sounds by heart. The teacher tells students the first sound, /h/, is the first part they have to learn by heart and that the letters wh spell the sound /h/ in who. The teacher moves on to the second part of the word /ew/, telling students they have to learn that by heart, too. The teacher then tells students the letter o spells the sound /ew/ in who. 

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 HD Word Online, Supply Room, Heart Word Magic, HD Word Heart Words, a resource lists the heart words for each unit in HD Word. The words are:

  • Unit 1: pick, small, fall, wish, much 

  • Unit 2: best, its, which, drink, some 

  • Unit 3: done, laugh, read, want, off 

  • Unit 4: upon, bring, sing, goes, long 

  • Unit 5: why, try, myself, open, funny

  • Unit 6: seven, once, from, they, there

  • Unit 7: use, those, these, made, gave 

  • Unit 8: warm, again, been, who, five 

  • Unit 9: grow, keep, light, clean, show

  • Unit 10: own, sleep, green, away, right

  • Unit 11: start, far, or, wash, into

  • Unit 12: carry, your, before, does, eight

  • Unit 13: hurt, never, better, first, after 

  • Unit 14: work, any, buy, walk, were 

  • Unit 15: going, only, over, every, under 

  • Unit 16: together, today, don’t know, cold

  • Unit 17: around, about, would, found, round

  • Unit 18: full, pull, could, put, very

  • Unit 19: draw, always, both, hold, saw 

  • Unit 20: many, their, write, because, hold

  • Units 21-33: review and practice any previously taught words or other high-frequency words your students would benefit from 

The materials provide opportunities for students to read high-frequency words in isolation through the Heart Word Magic Videos and practice activities, including Look, Think, Say!, Pop-Up, 3-Up, and Read a Row. The materials provide decodable texts containing high-frequency words, which provide opportunities for students to read the words in context. The students have a template to write Heart Words and to mark the irregularly spelled part of the word. The units contain dictation sentences that include Heart Words. Materials also include sentences containing Heart Words previously taught.

Students practice decoding high-frequency words in isolation. Examples include, but are not limited to, the following:

• In the HD Word Teacher Guide, Book 1, Unit 5, the Unit Planner states that on Day 1, in Small Group Instruction, students should practice high-frequency words as necessary using Heart Word Magic activities. The planner also states that on Day 2 in Practice to Mastery, students should practice Heart Words with the Heart Word Magic templates. 

• In the HD Word Teacher Guide, Book 2, Unit 19, the Heart Words students read include: draw, always, both, hold, and saw. The decodable passage that students read contains the word holds.

Lessons provide students with frequent opportunities to decode high-frequency words in context. Examples include, but are not limited to, the following:

• In the HD Word Teacher Guide, Book 1, Unit 7, Lesson 5, students read phrases and sentences that include Heart Words from Unit 7: use, those, these, made, and gave. These words are in several phrases and sentences.

• In the HD Word Teacher Guide, Book 2, Unit 13, Lesson 5, students read phrases and sentences that include Heart Words hurt, first, and after. 

• In the HD Word Teacher Guide, Book 2, Unit 18, Lesson 5, the students read phrases and sentences. The phrases are: could ask to use my new sketchbook, crook took my pocketbook full of cash, and my best camera.

Lessons provide students with frequent opportunities to encode 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 Countdown Online, Heart Word Magic, Heart Word Magic Dissect a Word, the PDF document provides suggested directions for the teacher in guiding students to spell Heart Words. The materials state that the activity allows students to practice dissecting Heart Words (high-frequency words) with irregular letter-sound relationships by listening to the individual phonemes in a word and then filling in the corresponding spellings. Students fill in a heart above the irregular part of the word that must be learned “by heart” and write that tricky part again.

• In HD Word Online, Teacher Presentation Tool, Unit 18, Lesson 5, students write the dictated sentence: My pocketbook is full of cash, which contains the Heart Word full.

• In HD Word Online, Supply Room, Unit 28, Instructional Resources, materials include three dictation sentences that students write that include the Heart Word any.

The materials provide opportunities for explicit instruction in syllable types and routines for decoding and encoding with opportunities to apply learning. There is also explicit instruction involving morpheme analysis, with inflectional endings and suffixes. Students have opportunities to practice word analysis skills over the course of the year.

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 the HD Word Teacher Guide, Book 2, Unit 11, Lesson 3, the teacher introduces r-controlled syllables as an r-controlled vowel phoneme. The teacher models with storm, telling students it contains a vowel followed by an r, making it an r-controlled syllable.

• In the HD Word Teacher Guide, Book 2, Unit 13, Lesson 3, the teacher models the division of two-, three-, and four-syllable words. The teacher guides students through a routine to divide words into syllables with the words programmer, babysitting, slimmest, and inflammable. 

Materials contain explicit instruction in morpheme analysis to decode unfamiliar words. Examples include, but are not limited to, the following:

• In the HD Word Teacher Guide, Book 3, Unit 25, Lesson 3-4, the teacher models the division of words with the Latin chunks -tion, -sion, and -ture. The teacher guides students through syllable division and reading of words with these Latin chunks.

• In the HD Word Teacher Guide, Book 2, Unit 26, Lesson 3, the teacher tells students they will practice what they have already learned. Then, the teacher tells students why some suffixes are called vowel suffixes. The teacher then reviews -es, -ing, -er, -est, -ous, and -y. 

• In the HD Word Teacher Guide, Book 3, Unit 27, Lesson 5, the teacher models the analysis of the word detailed to determine the number of syllables in the base/root word and how the addition of -ed adds a syllable. The teacher and students practice with the suffix -y. 

• In the HD Word Teacher Guide, Book 3, Unit 28, Lesson 5, the teacher states students have learned five prefixes and demonstrates underlining the prefix in the word uneven. The teacher points out the prefix un-, says /un/ and is spelled u-n. Then, the teacher reads each syllable individually and the word as a whole. Students repeat the process for uneven and other words with prefix un-. 

• In the HD Word Teacher Guide, Book 3, Unit 29, Lesson 3, the teacher reminds students what they learned in the last unit. The teacher shows the animation video to teach some additional prefixes, then asks students where prefixes are found in words and tells them how to pronounce the prefixes re-, pre-, and pro-. 

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 the HD Word Teacher Guide, Book 1, Unit 9, Lesson 3, the teacher guides students through reading two- and three-syllable words with long a and long e vowel teams. The teacher models with the word repeat. Through guided practice, the teacher and students determine the vowel spellings and divide the word playfulness into syllables. Students continue to practice the routine independently with the following words: weekday, explaining, reveal, and sunscreen.

• In the HD Word Teacher Guide, Book 3, Unit 28, Lesson 5, students practice reading a row of words with prefixes and check their classmates’ reading by listening for accuracy or errors. 

• In the HD Word Teacher Guide, Book 3, Unit 29, Lesson 3, the teacher displays the word joyous. The teacher reminds students that the suffix -ous says /ihs/. The teacher then asks students if they see the suffix at the end of the word. The teacher asks students what sounds are spelled by the suffix -est. 

• In the HD Word Teacher Guide, Book 3, in Units 25, 26, and 27, students work on suffixes, and in Units 28, 29, and 30, students work on prefixes. In Unit 28, Lesson 3, students study prefixes with two-syllable words. 

The materials provide regular assessment opportunities, both formative and summative, at the beginning, middle, and end of the year. The materials also include a Sight Word Assessment to be given at the beginning, middle, and end of the year. The materials provide the teacher with instructional suggestions for assessment-based steps to help students progress toward mastery in word recognition and word analysis.

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 HD Online, Supply Room, Reading Playground, Teacher Resources, there are Sight Word Surveys. The directions say to give the sight word assessment to all Grade 2 students who you suspect are not making progress. 

• In the HD Word Teacher Guide, Book 3, Unit 20, Lesson 3, students do a word sort to determine if the word has a prefix, suffix, or both. 

• In the HD Word Teacher Guide, Book 3, Unit 28, Lesson 4, the teacher checks student work building words syllable by syllable. Words students build include disconnected, impolite, incredible, and unlikely. 

• In the HD Word Teacher Guide, Book 3, Unit 29, Lesson 3, students do a word sort for words with prefixes and no prefixes. 

• In HD Word Online, Supply Room, Reading Playground, Assessment Guide Unit 5, Games 1-3 assess students’ knowledge of closed versus open syllable types, knowledge of syllable type, and correct syllable division.  

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 HD Word Online, Supply Room, Teacher Resources, Assessments and Grouping, Diagnostic Decoding Surveys, the materials indicate when data uploads to the Grouping Matrix, students will be placed in one of eight groups and will include instructional recommendations when appropriate. 

• In HD Word Online, Supply Room, Word Benchmark Scores, Unit 6, Game 2 states if students get greater than 80%, they are nearing proficiency, 60-79% means students need additional practice, and 59% or lower means students need re-teaching.

• In HD Word Online, Supply Room, Word Benchmark Scores, in Unit 28, it states if students score greater than 80%, students are nearing proficiency, 60-79% means students need additional practice, and students who score 59% or lower need re-teaching.

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 HD Word Online, Supply Room, Teacher Resources, Assessments and Grouping, Diagnostic Decoding Surveys, the materials indicate when data uploads to the grouping matrix, students will be placed in one of eight groups and will include instructional recommendations when appropriate. 

• In HD Word Online, Supply Room, Word Benchmark Scores, it states if students score less than 59%, the teacher should teach Unit 25, Lesson 4, consonant suffixes in longer words animation, and address Games 2 and 3. The teacher can review Lesson 4, and have students do student workbook 2, page 43, word hunt for practice. 

• In HD Word Online, Supply Room, Word Benchmark Scores, for Unit 26, if students get between 60-79%, the practice is suggested for students to review vowel suffixes in longer words in Unit 26, Lesson 4. The students are to do the sentence hunt and all Games in Unit 26 and have students complete 2, page 51, in their workbook.

The materials include systematic instruction in oral reading fluency. The instructional routine includes the teacher modeling fluent reading, discussing how to address punctuation when reading, and strategies to address accuracy. The consistent fluency routine to develop oral reading fluency is used with phrases, sentences, decodable passages, and decodable texts. 

Materials include frequent opportunities for explicit, systematic instruction in rate, accuracy, and prosody using grade-level decodable connected text. Examples include, but are not limited to, the following:

• The HD Word Online, Supply Room, Instructional Resources, HD Word Decodable Passages, page xvii, provides the Decodable Passage Fluency Routine for all decodable passages and texts. The routine includes the teacher modeling fluency and prosody by reading the decodable passage first, making a mistake and reading in a monotone voice, and then talking about the mistake and rereading the entire passage correctly to model fluent reading with accuracy and prosody.

• The HD Word Online, Supply Room, Instructional Resources, HD Word Decodable Passages, page xvii, includes a routine instructing students to read smoothly and quickly with a focus on accuracy over rate, watching for punctuation when reading, and silently reading and previewing the passage before reading aloud.

• In the HD Word Teacher Guide, Book 1, Unit 1, Lesson 3, materials instruct the teacher to use the Oral Reading Fluency routine to read the decodable passage “Thad?” Instructions for the Oral Reading Fluency routine are contained in the HD Word Decodable Resource. The routine includes the teacher modeling reading each passage fluently with accuracy and prosody before reading with students and before students read independently. 

• The HD Word Teacher Guide, Book 3, Unit 24, Lesson 1, focuses on the Oral Reading Fluency Routine, with the teacher activating prior knowledge of students and previewing words in the text. The teacher points out and reads words. Then, students read the decodable passage “Popcorn.”

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:

• In HD Word Online, Supply Room, HD Word Passages, pg. vii, the teacher is prompted to read as many times as needed for students to hear a fluent reader. The teacher tells students they want to match their reading to sound like theirs. 

• In the HD Word Teacher Guide, Book 2, Unit 11, Lesson 4, materials instruct the teacher to use the Oral Reading Fluency routine to read the decodable passage “Win a Trip!”. Instructions for the fluency routine are contained in the HD Word Decodable Resource. The routine includes the teacher modeling each passage fluently with accuracy and prosody before reading with students and before students read independently.

• In the HD Word Teacher Guide, Book 2, Unit 12, Lesson 1, materials include an Oral Reading Fluency routine for the teacher to use, including activating prior knowledge and previewing words in the text, and the teacher modeling fluent reading of the text. 

• The HD Word Teacher Guide, Book 3, Unit 25, Lesson 1, focuses on the Oral Reading Fluency routine, where the teacher models reading fluently before the students read the decodable passages. Then, students read the decodable passage “Paul Bunyan.”

• In The HD Word Teacher Guide, Book 3, Unit 27, Lesson 5, materials instruct the teacher to use the Oral Reading Fluency routine to read the decodable passage “Prizewinner,” which includes teacher modeling the fluent reading of the passage.

Materials include a variety of resources for explicit instruction in oral reading fluency. Examples include, but are not limited to, the following:

• In the HD Word Teacher Guide, Scope and Sequence, Units 2-33 start with three one-minute timed oral readings. Students record their accuracy percentage and WCPM with a goal of 98% accuracy or better.

• In HD Word Online, Supply Room, HD Word Passages, page ix, it tells the teacher to do the Oral Reading Fluency routine. The teacher explicitly models reading fluently, and then students read the passages provided in HD Word Passages. 

• In The HD Word Teacher Guide, Book 1, Unit 3, Lesson 5, in the Phrases (Foundation Only) and Sentences to Read, after the teacher models fluent reading, students read the phrases and sentences provided. 

• In the HD Word Teacher Guide, Book 2, Unit 15, Lesson 5, it tells the teacher to have students practice reading phrases in the Student Workbook on page 94. The teacher calls on individual students to read phrases and other students are the checkers who listen for accuracy. 

The materials include varied opportunities throughout the program over the course of the year for students to work on reading with automaticity and prosody. Practice opportunities for oral reading fluency are provided through decodable passages, phrases, and sentences in student workbooks. Guidance for Positive Corrective Feedback is provided within mini-lesson resources and in the appendices. 

Varied, frequent opportunities are provided over the course of the year in core materials for students to gain automaticity and prosody. Examples include, but are not limited to, the following:

• In the HD Word Teacher Guide, Book 1, Unit 8, Lesson 3, students practice reading the decodable “The Last Necklace” on Day 3 during small group instruction. On Day 4 and Day 5, students reread the decodable text. 

• In the HD Word Teacher Guide, Book 2, Unit 12, Lesson 1, students practice reading “Stingrays,” “Baseball,” and “The Nazca Lines” in the Student Workbook in triads. Students take turns reading the text as two students record the reader’s errors and calculate the accuracy percentage and WCPM. This process continues as each reader practices reading with the goal of 98% Accuracy.

• In the HD Word Teacher Guide, Book 2, Unit 14, Lesson 5, students read sentences focused on accuracy. 

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 the HD Word Teacher Guide, Book 2, Unit 13, Lesson 4, students reread the decodable passage “The Perfect Quirky Dessert” from Lesson 3. 

• In the HD Word Teacher Guide, Book 2, Unit 14, Lesson 1, students reread and review the Unit 13 decodable passage “The Perfect Quirky Desert” during small group instruction. 

• In the HD Word Teacher Guide, Book 3, Unit 21, Lesson 1, Units 21-23, students complete an Oral Reading Fluency procedure with three readers reading aloud for one minute. In Lesson 2, students complete a second reading of the Lesson 1 passage. 

• In the HD Word Teacher Guide, Book 3, Unit 23, Lesson 1, materials state the teacher can have students partner read during this time instead so that all students have an opportunity to read with a partner who can mark any errors. There are detailed directions in the Appendix on page 490. 

• In the HD Word Teacher Guide, Book 3, Unit 30, Lesson 2, students read the decodable passage “Amelia Earhart,” listening to a partner read, checking their accuracy, and then partners switch roles.

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 the HD Word Teacher Guide, Appendices, the teacher uses a three-step process for Positive Error Correction if the reader misses a word a second time. Students who are Checkers are prompted to use Touch & Say to read the word chorally. The teacher prompts readers to independently use Touch & Say. Lastly, the reader is to use Touch & Say to reread the entire phrase, and the Checkers provide positive reinforcement by congratulating the reader. 

• In the HD Word Teacher Guide, Book 1, Unit 2, Lesson 5, there is a box reminding the teacher to use Positive Error Correction for the Phrases and Sentences. In Unit 1, Lesson 5, the materials provide more information, which states that if a student misses a word twice, the teacher chorally reads the word with the student and then has the student reread the phrase correctly.

The materials include systematic assessment opportunities through reading the passages and tracking accuracy. The materials contain multiple assessment opportunities with cold 1-minute reads of decodable texts corresponding to each unit, which includes a consistent routine that tracks students’ accuracy. Materials include suggestions for instructional adjustments to help students progress toward mastery in oral reading fluency. The materials provide general guidance for students and teachers on progress toward mastery of oral reading fluency.

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:

• In HD Word Online, Supply Room, Recommended Assessment Timeline it is recommended that students have opportunities to be evaluated in Oral Reading Fluency six times a year. The six assessments include fall, mid-fall, winter, mid-winter, spring, and late spring progress monitoring.

• In the HD Word Teacher Guide, Book 2, Unit 24, Lesson 3, students complete a cold read of “The Challenge” for 1 minute. The teacher marks the errors, and the student’s progress is measured through a warm read on Day 5. 

• In the HD Word Teacher Guide, Book 3, Unit 29, Lesson 3, students complete a cold read of the decodable passage “Superhero Propeller.” The Fluency routine for each cold read indicates teachers time students for a one-minute oral reading fluency assessment and document the number of correct words per minute and accuracy on a fluency tracker.

• In the HD Word Teacher Guide, Book 1, Unit 10, Lesson 5, it states when the students complete a unit the teacher should assign Progress Monitoring 3 to evaluate students’ instruction. 

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:

• The HD Word Online, Supply Room, page vi, states that on the correct per-minute chart for oral reading, the teacher calculates the number of words read per minute minus the number of mistakes or miscues, which equals the correct words per minute. 

• The HD Student Workbook, Book 1, Unit 2, pages 8 and 9, provides a checklist for marking oral reading errors that include words that are misread, words left out, words left out, words added, skipped lines, and self-correction. Students use the tracking chart to record accuracy and WCPM. This routine provides information for both students and the teacher.

• In the HD Word Teacher Guide, Student Workbook, page 11, the student keeps track of the Oral Reading accuracy, and words correct per minute during the Oral Reading Fluency part of the lesson. 

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:

• In HD Word Online, Supply Room, Instructional Resources, HD Word Decodable Passages, page xvi, provides a Normed Benchmark Fluency table. Materials indicate students who score ten or more words below the rate for the 50th percentile on an average of two cold readings may need additional support. 

• The HD Word Online, Teacher Supply Room, Teacher Resources, Assessments and Grouping, Intervention Flowcharts indicate teachers enter data from timed Oral Reading Fluency passages into the Grouping Matrix to determine growth. If students do not show growth, continue Blast and review short vowels and closed syllables. If students show some growth, continue HD Word or Blast but do not change programs, and if students are at or above expectations, continue HD Word instruction. 

• In HD Word Online, Teacher Supply Room, Teacher Resources, it states that if a student is demonstrating severe decoding deficits or emerging and they are reading a lot of words sound by sound, the teacher should administer the Phonological Awareness Survey or the Pre-Decoding Survey to determine what is going on. Then, the materials suggest the teacher enter the results into the Grouping Matrix to understand the pre-decoding problem. 

• In HD Word Online, Teacher Supply Room, Teacher Resources, it is suggested that if the student struggles with initial or final consonant sounds, the teacher should administer the LKS, Letter Knowledge Survey. The teacher should then enter the results into the Grouping Matrix to better understand the student’s letter knowledge.