The materials reviewed for Grade 1 meet the criteria for 1b. (K-early Grade 1).

The materials provide explicit instruction and practice for all students regarding the organization of print concepts. The materials feature classroom books, including the book  I Am a Book by Jessica White, student editions of the book, Foldable Decodables, Decodable Passages, and Student Worktexts, as well as multimedia materials to practice print concepts, letter identification, and letter formation.

Materials include sufficient and explicit instruction for all students about the organization of print concepts (e.g. recognize features of a sentence). 

• Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). Examples include, but are not limited to, the following:

  • In Module 1, Lesson 1, the teacher displays the book,  I Am a Book by Jessica White, and begins reading aloud. The teacher pauses on page 3 and points to the first sentence, noting the upper and lowercase letters. The teacher explains, “This is the letter H. It is an uppercase, or capital, letter because it is at the beginning of the sentence. The next letter is i. It is a lowercase letter.” The teacher explains that letters make words and words make sentences.

  • In Module 7, Lesson 31, the teacher uses a sentence on page 3 and points out that sentences have meaning and tell a complete thought. The teacher points to the capital letter and the period and tells students that sentences start with an uppercase, or capital, letter and end with a mark. This is repeated for other sentences. In the Model portion of the lesson, the teacher reads and points to other sentences and asks the questions, “Is this a sentence? How can you tell?”

  • In Module 9, Lesson 41, the teacher points to the question mark on pages 6 and 7 and tells students that when reading a sentence with a question mark, the voice goes up. The teacher rereads the first two sentences to demonstrate this concept. The teacher tells students that questions often start with words such as who, what, when, where, why, and how.

Materials include frequent, adequate lessons, tasks, and questions for all students about the organization of print concepts (e.g. recognize features of a sentence). Examples include, but are not limited to, the following:

• In Module 6, Lesson 26, the teacher engages student in a lesson in the book I Am a Book by Jessica White. The teacher explains that a book is made up of words, and that each word has certain letters in a certain order, and that each word has its own meaning. The teacher has students look at the first word in the third sentence on page 29 and distinguish between letters and words. 

• In Module 8, Lesson 36, the teacher engages students in a lesson in the book I Am a Book by Jessica White. The teacher states, “All sentences end with an end mark. The end mark in this sentence is a period. The period tells us we’re at the end of the sentence.” 

Materials include a variety of physical books (teacher-guided, such as big books) that are suitable for the teaching of print concepts. Examples include, but are not limited to, the following:

• In the Teacher Guide, the materials include:  I Am a Book by Jessica White teacher big book, student editions of the trade book I Am a Book by Jessica White, and Foldable Decodables. These are provided for students to follow along and model print concepts.

• In Module 1, Lesson 1, the materials include student editions of the book I Am a Book by Jessica White. The teacher asks students to point to uppercase letters on page 7. The teacher asks students to count the number of words in the second sentence and the number of sentences on the page.

Materials include sufficient and explicit instruction about the organization of print concepts (e.g. recognize features of a sentence) in the context of a book. Examples include, but are not limited to, the following:

• In Module 9, Lesson 45, the teacher displays page 5 of the book, I Am a Book by Jessica White, and points to the question mark at the end of the second sentence. The teacher states, “This is a punctuation mark you’ve learned about. What is it called? What does it tell us about this sentence?” The teacher distributes student editions of I Am a Book by Jessica White to pairs of students and guides them to take turns opening the book to different pages and identifying question marks.

• In Module 10, Lesson 50, the teacher displays page 4 of the book I Am a Book by Jessica White and points to the exclamation mark at the end of the sentence. The teacher says, “This is a punctuation mark you’ve learned about. What is it called? What does it tell us about this sentence?” 

Materials consistently include opportunities for students to engage in authentic practice using print concepts in the context of student books. Examples include, but are not limited to, the following:

• In Module 5, Lesson 21, students use the I Am a Book by Jessica White student books to identify the illustrator name on the cover and on the title page. The student then get a picture book from the classroom library and identify the name of the illustrator.

• In Module 6, Lesson 35, students use classroom picture books to practice identifying different sentences. The teacher instructs students to point out the beginning uppercase letter and ending punctuation. 

Materials contain periodic cumulative review opportunities during which the teacher reminds students about previously learned grade-level print concepts and letter identification. Examples include, but are not limited to, the following:

• In Module 2, Lesson 10, students use Sound-Spelling Cards to review letter identification of uppercase and lowercase letters: D, A, z, b,X, E, w, f, V, g, Q, h, R.

• In Module 5, Lesson 25, the teacher reviews consonants c, r, d; short o, and the -ip and -op word families. Students dictate the words tip, pot, rod, down and the teacher is instructed to assess their letter formations and encoding of sound-spellings.

• In Module 7, Lesson 35, the teacher reviews what sentences begin and end with, that sentences tell a complete thought and have meaning, and that the illustration may help readers understand the meaning of a sentence.

Materials include students’ practice of previously learned print concepts, letter identification, and letter formation. Examples include, but are not limited to, the following:

• In Module 1, Lesson 5, students review letters C, c, O, o, S, s, L, l, M, m, P, p, I, i, J, j, K, k, N, n, T, t, U, u, Y, y and point to different uppercase and lowercase letters in random order. Students identify the letter name and tell whether it is uppercase or lowercase. 

• In Module 7, Lesson 35, using books from the classroom library, partners identify sentences, beginning uppercase letters, ending punctuation, and corresponding illustrations. Partners also discuss the meaning of the sentences and how the illustration supports the meaning.

The materials reviewed for Grade 1 meet the criteria for 1c.  

The materials provide students with daily opportunities for students to engage in phonological awareness. The materials follow a Module, Lesson, and Day format, and each Module is broken down into five days. Each day contains at least one phonological awareness activity. Most days include a Daily Phonological Awareness Review and/or a Review and Reinforce Activity providing students opportunities to practice phonological awareness in cumulative review. The materials include a variety of types of activities for phonological awareness, including Activity Breaks, Interactive Play, and Picture Cards. 

Materials include a variety of activities for phonological awareness. Examples include, but are not limited to, the following:

• In Module 2, Lesson 6, students play the interactive game Spin for Syllables. Students spin the digital spinner, name the picture, delete the first syllable, and say the remainder of the word.

• In Module 4, Lesson 20, students answer simple riddles, segment the phonemes in the word, and then blend the phonemes to say the word. The materials provide the following example: “For example, I’m thinking of something I wear on my head (/h/ /a/ /t/, hat).” The teacher provides riddles for the words bed, pen, desk, tooth, sun, leg, and phone. 

• In Module 8, Lesson 38, students substitute final phonemes by using their hands to show the movement from one word to the next. Students listen and change the words tan to tab, pan to pat, and mend to meant. Students complete an Exit Ticket where they look at the picture, change the ending sound to the sound for t, make a new word, and draw it.

There are frequent opportunities for students to practice phonological awareness. Examples include, but are not limited to, the following:

• In Module 4, Lesson 16, students toss an object. The teacher says phonemes in a word and asks the student who caught the tossed object to blend the word. The student tosses the object to the next student and the routine repeats.

• In Module 5, Lesson 24, students practice identifying long and short vowel sounds in words. As students repeat the words,they hold their hands up, palms facing each other. As they say words with short vowel sounds students hold their hands close together and when they hear long vowel sounds, students spread their hands apart. Students repeat the process for the words: code, speed, lap, grain, mitt, raid, same, pass, will, job, cane, sat. Students play Spin and Move. They spin the spinner twice, designate one movement for short vowel sounds and one for long vowel sounds.

• In Module 10, Lesson 46, students look at the picture card of an insect and listen to each sound. Students tap their fingers on a desk as they pronounce each phoneme in the multisyllabic word. Students tap and segment the words: water, shiver, button, message. Students play Spin for Syllables, say the picture name, and segment the sounds. Students say and count the sound in each picture name on the Exit Ticket.

The materials reviewed for Grade 1 meet the criteria for 1d.

The materials provide the teacher with systematic, explicit modeling for instruction in syllables, sounds (phonemes), and spoken words during Minilessons using the Teach, Model, Guide Practice Routine. The materials contain systematic, explicit instruction for all grade-level standards. Teacher resources contain examples for teacher modeling. The More section of each Minilesson provides teachers with a Quick List to use as examples and to provide additional practice for students. 

Materials provide the teacher with systematic, explicit modeling for instruction in syllables, sounds (phonemes), and spoken words. Examples include, but are not limited to, the following:

• Distinguish long from short vowel sounds in spoken single-syllable words.

  • In Module 5, Lesson 23, the teacher says the words kit and kite. The teacher tells the students that both words have vowel sounds they have learned. The teacher states, “The middle sound in kit is /i/ - the short vowel sound for letter i. Do you hear it? /k/ /i/ /t/. The middle sound in kite is /i/ - the long vowel sound for i: /k/ /i/ /t/. Listen again: kit, kite. When we hear words, we can tell whether the vowel sound is short or long.” The teacher repeats using the words bit/bite and bed/bead.

  • In Module 5, Lesson 24, the teacher says, “Listen to these words: hop, hope. Both words have vowel sounds that you have learned. The middle sound in hop is /o/- the short o sound. Listen: /h//o//p/. The middle vowel sound in hope is /o/- the long o sound: /h//o//p/. Listen again: hop, hope. When we hear words, we can tell whether the vowel sound is short or long.” The teacher continues instruction and models using a hand motion for short and long vowels. Then the teacher guides students to repeat words and use the short and  long hand motions.

• Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

  • In Module 2, Lesson 11, the teacher says the onset and rime for words. Students repeat the onset and time and then say the blended word. The words used in this activity are /b/-at, /r/-ag, /r/-ed, /h/-en, /p/-in, /z/-ip, /j/-ob, /v/-an, /b/-un, and /m/-ap. 

  • In Module 4, Lesson 16, the teacher says the phonemes, and students blend the sounds to say the word. The words used for this activity are /p/ /a/ /n/; /p/ /l/ /a/ /n/; /d/ /r/ /o/ /p/; /s/ /i/ /p/; /s/ /l/ /i/ /p/; /h/ /o/ /p/; /h/ /u/ /t/; /sh/ /u/ /t/; /m/ /e/ /n/ /d/. 

  • In Module 5, Lesson 22, the teacher displays a picture card for the word drum and says, “This is a picture of a drum. Listen to these sounds: /d//r//u//m/. Now I’ll blend the sounds, or put them together, to say a word: (slowly) /dr//u//m/; (more quickly) /dr//um/, drum.” The teacher repeats with a picture card for the word wig. The teacher continues modeling, then guides students to practice.

• Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

  • In Module 1, Lesson 1, the teacher displays a Picture Card for the word hen and says, “I see a hen. Listen to the sounds in this word: /h/ /e/ /n/, hen. The first sound in hen is /h/. Listen again: /hhh/ /e/ /n/, hen. Say the first sound with me: /h/.” The lesson continues in the same way with the middle and ending sound in the words. 

  • In Module 7, Lesson 34, the teacher says, “Listen as I say a word,” then segments the word pan /p//a//n/. I’m going to add another sound to the end of pan to make a new word. I’ll add the sound /t/. /p//a//n//t/.” The teacher models segmenting with additional words, then guides students to segment and add final phonemes.

  • In Module 9, Lesson 42, the teacher says, “I’m going to listen for the middle sound in a word. Then I’ll replace the sound with a different sound to make a new word. Listen as I say this word: sell. I hear /e/ in the middle of sell. I will change the sound /e/ to /e/. The new word is seal.” The teacher continues to model substituting medial sounds, then guides students to make new words by substituting medial sounds.

• Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

  • In Module 4, Lesson 19, the teacher displays a Picture Card for the word drum. While students listen, the teacher says the word drum and says, “We can hear and say each sound in the word drum. Listen as I segment, or take apart the sounds: /d/ /r/ /u/ /m/. Say those sounds with me.” In Model, the teacher taps fingers on a desk as each phoneme in the words slide and hose are pronounced..

  • In Module 5, Lesson 21, the teacher displays a Picture Card for the word lake and says, “This is a picture of a lake. Listen to these pounds: /l//a//k/. Now I'll blend the sounds, to put them together to say a word: (slowly) /l//a//k/; (more quickly) /l//ak/, lake.” The teacher models sweeping a hand in a right-to-left motion, making the motion slowly, then more quickly, as he/she blends the sounds. The teacher continues to model and leads guided practice.

Materials provide the teacher with examples for instruction in syllables, sounds (phonemes), and spoken words called for in grade level standards. Examples include, but are not limited to, the following:

• In Module 2, Lesson 6, the teacher models counting syllables in words by clapping the syllables for volcano and stating that volcano has three syllables.

• In Module 6, Lesson 27, the teacher models segmenting the sounds in the word tore and then adds a new beginning sound, /s/ to make a new word, store. The teacher says a word and the students clap as they say the sounds. Then the teacher gives them a sound to add and has them clap and say the sounds of the new word. The words include add /m/, ray /t/, late /p/, core /s/. Materials provide additional words in the Quick List.

• In Module 4, Lesson 17, the teacher displays the Picture Card crab, says the phonemes /k/ /r/ /a/ /b/, and  blends the sounds to say the word crab. The teacher displays the Picture Cards ant, block, crab, grapes, inch, nut, mask, queen, hammer, glove, pillow, vest and pronounces the phonemes of one of the picture words. Students point to the corresponding card and then a volunteer blends the sounds to say the word.

The materials reviewed for Grade 1 meet the criteria for 1e. 

The materials provide ample opportunities for students to practice each new sound and sound pattern. Lessons include Phonological Awareness Minilessons with student practice as well as Daily Phonological Awareness Review opportunities for students. The materials contain multisensory and multimodal learning opportunities for students to practice each newly taught skill as called for in the grade-level standards. The More section of each lesson includes Interactive Game links and Activity Breaks. 

Materials provide ample opportunities for students to practice each new sound and sound pattern. Examples include, but are not limited to, the following:

• Distinguish long from short vowel sounds in spoken single-syllable words.

  • In Module 5, Lesson 23, students say long and short vowel words and establish a snap-and-clap rhythm. Activity directions include, “I say cape. You say long.” Students chime in to identify if the vowel sound is long or short.

  • In Module 5, Lesson 24, students listen to words and indicate whether the vowel sound is short or long. The words used in the activity are cot, mile, meet, sad, tub, wrote, roast, and miss. 

• Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

  • In Module 4, Lesson 16, students practice blending phonemes using a small object, such as a beanbag. The teacher says the phonemes of a word and has the student blend the phonemes to say the word. The student tosses the beanbag to the next student to take a turn saying and blending the phonemes for words.

  • In Module 7, Lesson 32, students listen to sounds in one syllable words and blend the sounds to say words. The words include fist, top, just, dug, rest, set, fan, bil. 

• Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

  • In Module 2, Lesson 11, students listen to CVC words and say the initial sound. The words used in the activity are pen, ran, cat, fat, met, pot, fig, nut, tab, and had. Students say the medial (vowel) sound. Words used in the activity are man, bag, beg, set, fig, dig, mop, hot, run, and tug. 

  • In Module 3, Lesson 13, students are split into groups of three. The teacher says a CVC word, and the first student turns to the next, says the word, and pronounces the initial sound. The second student turns to the third student, says the word, and pronounces the medial sound. The third student turns to the first, says the word, and pronounces the final sound. Students continue the activity with other CVC words, and a different student starts each time.

• Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

  • In Module 3, Lesson 15, students separate into three groups, listen to a CVC word, and repeat it. A group identifies the initial sound, points to the next group to name the medial sound, and points to the last group to name the final sound. Students continue practicing segmenting words into their complete sequence of sounds by pointing to the groups in random order.

  • In Module 4, Lessons 19, students tap their fingers on a desk as they segment each phoneme in the words tap, plant, trust, drink. Students hold up the number of fingers for the sounds they hear in a word,

Materials include a variety of multimodal/multisensory activities for student practice of phonological awareness. Examples include, but are not limited to, the following:

• In Module 2, Lesson 7, students play a version of Simon Says. The teacher gives directions, calling on individual students, such as, “Simon Says, Hop two steps if you can blend these sounds to make a word: /w/ -in.” Students say the word as they hop.

• In Module 5, Lesson 22, students use a sweeping motion as they blend sounds to say the words and, brown, and cloud. Students use a tapping motion to segment the phonemes in moon, sled, and black.

The materials reviewed for Grade 1 meet the criteria for 1f.

The materials provide the teacher with explicit phonics instruction through systematic and repeated modeling of grade level standards. The Minilessons provide teachers with systematic and repeated instruction for students to hear, say, encode, and read each newly taught grade level phonics pattern using a Display and Say, Blend and Read, Guide Practice, Dictation, and Practice routines.

Materials contain explicit instructions for systematic and repeated teacher modeling of all grade level phonics standards. Examples include, but are not limited to, the following:

• Know the spelling-sound correspondences for common consonant digraphs.

  • In Module 3, Lesson 13, the teacher displays Sound-Spelling Card 47 for the word shark and says, “This is a picture of a shark. The word shark begins with the sound /sh/. When the letters sh are together in a word, they spell the sound /sh/. Say the sound with me: /sh/.” The teacher writes the word ship, underlines the letters sh, and says, “What sounds do the letters sh spell when they are together? I can blend sounds to say a word.” The teacher slides a finger under the sound-spellings and says, “/sh/ /i/ /p/, ship.” The routine is repeated for the two sounds (soft and hard) of the digraph th, with the words this and that. 

  • In Module 3, Lesson 14, the teacher displays Sound-Spelling Card 48 for the word whistle and says, “The letters wh spell the sound /hw/” The teacher writes the word whip, underlines the letters wh, and says, “What sounds do the letters wh spell when they are together? I can blend sounds to say a word.” The teacher slides a finger under the sound-spellings and says, “/w/ /i/ /p/, whip.” The routine is repeated for the digraph, ch and trigraph -tch using the words chin and pitch. The teacher makes sure that students understand that the sound /ch/ can be spelled at the beginning of a word or syllable, but the spelling -tch occurs only at the end of a word or syllable. 

• Decode regularly spelled one-syllable words.

  • In Module 3, Lesson 11, students read the words quick, stack, truck, rock, back, stuck, black. Students then read the Foldable Decodable which includes the one-syllable words. 

  • In Module 7, Lesson 31, students read the words all, small, ball, call, wash, walk, hawk, lawn, saw. Students then read the Foldable Decodable which includes these one-syllable words.

• Know final -e and common vowel team conventions for representing long vowel sounds.

  • In Module 4, Lesson 17, the teacher displays Sound-Spelling Card 74 for the word rake and says, “This is a picture of a rake. The word rake has the sound /ā/ in it. The word rake has the pattern VCe. The letter a is a vowel, and the e at the end is silent. A vowel-consonant-silent e pattern usually means that the first vowel sound is long.”

  • In Module 5, Lesson 21, the teacher displays the Sound-Spelling Card 85 for the word mule and says, “This is a picture of a mule. The word mule has the /ū/ sound in it.” The teacher points to the u_e pattern and says, “The vowel sound /ū/ can be spelled u-consonant-silent e.” The teacher writes the word tune and says, “The letter u has another long sound too: the sound /Ü/, as in the word tune.” The teacher writes the word cute and the letters V and C above the letters u and t, circles the letter e, and says, “When a word has a VCe pattern, the vowel sound is usually long. I can blend sounds to read a word.” The teacher slides a finger under the sound-spellings and says, “/k/ /ū/ /t/, cute.”

• Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

  • In Module 2, Lesson 6, the teacher says, “A syllable is a part of a word, A word has one or more syllables. Each syllable has one vowel sound.” The teacher displays the Picture Card rabbit and has students clap the syllables rab: bit. The teacher says “the word rabbit has two vowel sounds, so it has two syllables.

  • In Module 10, Lesson 46, the teacher displays Sound-Spelling Card 18 (pilot). “This is a pilot. The word pilot has two syllables: pi-lot and notes that many two syllable words have a vowel, a consonant, and a vowel in the middle. This is called the VCV pattern. In most words, the first syllable ends after the first vowel. When a syllable ends with a vowel, we say it is an open syllable. It usually has a long vowel sound.”

  • In Module 10, Lesson 48, the teacher displays Sound-Spelling Card 27 for the word fox. The teacher says, “Listen as I say the sounds: /f/ /o/ /ks/. How many vowel sounds do you hear? The word fox has one vowel sound: /o/.” The teacher circles the vowel and continues, “Every syllable in a word has one vowel sound. If we count the vowel sounds, we can count syllables. Fox has one vowel sound. That means it has one syllable.” The lesson continues with the words splash, insects, ladder, zebra, lock, and artist. 

• Decode two-syllable words following basic patterns by breaking the words into syllables.

  • In Module 9, Lesson 43, the teacher displays Sound-Spelling Card 147 for the word basket and tells students that the word basket has two syllables: bas-ket. The teacher writes basket, writes V-C-C-V under the letters a-s-k-e, and says, “There are two consonants in the middle of the word, and they are surrounded by two vowels. When a word has this pattern, the syllables divide between the consonants.” The teacher writes VCCV and draws a line between the Cs. The teacher draws a line between the s and k in basket and says, “In VCCV words, the vowel in the first syllable usually has a short sound.” The teacher slides a finger under the letters and blends the sounds to read the word basket.

  • In Module 10, Lesson 49, the teacher writes the word candle, underlines the letters dle, and says, “The last syllable in the word candle is /dle/. I can blend the sounds to read a word: can-dle.” The teacher says the word while sliding a finger under each syllable. The teacher repeats the routine with words bundle and little, as well as Quick List words handle, sample, rattle, little, sniffle, middle, jumble, ripple, turtle, and beetle.

• Read words with inflectional endings.

  • In Module 2, Lesson 10, the teacher displays the inflectional endings -s, -es, -ed, and -ing and explains that these endings change words. Students write and read as many new words using the words rest, catch, fox, fish, pick, box and the inflectional endings -es, -ed, -ing, -s on page 38 of their student worktext.

  • In Module 8, Lesson 39, the teacher displays the Sound-Spelling Card 118 for the word filled and says, “This is the word filled. I see the word fill with an -ed added at the end. In this word, the ending -ed spells the sound /d/. The ending -ed changes the meaning of the word. It tells us that something happened in the past.”

Lessons provide teachers with systematic and repeated instruction for students to hear, say, encode, and read each newly taught grade level phonics pattern. Examples include, but are not limited to, the following:

• In Module 3, Lesson 15, the teacher guides students to read the words gush, mash, shut, rash, shell, thick, bath, them, then, that, chess, chin, chest, which, such, pitch, catch, hatch, switch, wich, whiff, and when with a partner. The teacher dictates the following words and sentences as students encode them: rest, chip, math, We saw a ship.

• In Module 7, Lesson 43, the teacher instructs that the word oil contains the vowel sound /oi/, and when oi are together in a word, they spell the sound /oi/. The teacher models blending the sounds to read and write the word soil, oil and foil. 

• In Module 9, Lesson 42, the teacher instructs that the letter c can spell the /k/ sound, but it can also spell the sound /s/, as in cereal. The teacher models blending the sounds to read and write the word dance, race, and mice. 

The materials reviewed for Grade 1 meet the criteria for 1g.

The materials contain lessons that provide students with frequent opportunities to decode phonetically spelled words. Students read complete words by saying the entire word as a unit using newly taught phonics skills. The review lessons focus on the spelling pattern for the week, and contain cumulative practice for previously taught skills. Students practice previously learned skills by reading decodable books, playing interactive games such as Concentration and Go Fish!, participating in partner work, and completing worksheets and word searches.

Lessons provide students with frequent opportunities to decode (phonemes, onset and rime, and/or syllables) phonetically spelled words. Examples include, but are not limited to, the following:

• In Module 1, Lesson 2, students review the Sound-Spelling Card for Ii, and practice saying the short i sound. Students practice blending and reading the words it, cat, nip, and pin after reviewing the sounds /c/, /n/, and /p/.

• In Module 2, Lesson 9, students decode and sort words ending in /s/ and /z/ with cards prepared by the teacher using the Flash Card Template.

• In Module 5, Lesson 22, students work in pairs to decode words with long a: ai, ay. First, students form as many words as they can using Printable Letter Cards. Then students  read their words to each other.

Lessons provide students with frequent opportunities to read complete words by saying the entire word as a unit using newly taught phonics skills. Examples include, but are not limited to, the following:

• In Module 4, Lesson 20, students take turns with a partner reading words while the teacher circulates to listen to students’ pronunciation and redirects as needed. The words used in the activity are honk, tank, pink, gong, king, long, grape, lake, cake, line, mile, ripe, cone, broke, and not. 

• In Module 5, Lesson 24, students decode the words: go, old, cold, coast, boat, float, whoa, soak, blow, slow, row, tow, and Joe. Students  read the words in the Decodable Reader “Go Fast.”

• In Module 9, Lesson 45, students take turns reading complete words with a partner. The words used in the activity are brook, hook, cook, pull, bush, bull, pace, brace, ice, age, page, huge, tender, thunder, velvet, dentist, rainbow, teapot, oatmeal, and moonlit.

Materials contain opportunities for students to review previously learned grade-level phonics. Examples include, but are not limited to, the following:

• In Module 3, Lesson 15, students review final blends and digraphs mp, ck, th, wh, and ch by identifying the common blend or digraph in word pairs such as ship/fish. 

• In Module 4, Lesson 20, students review the previously learned consonant pattern VCe and read words gave, cane, pine, bike, rose, poke. 

• In Module 5, Lesson 25, students review previously learned Long u vowel teams using the Flash Card Generator. Working with partners, students spread the cards out face up. Students find the words with the VCe syllable pattern or the vowel team reviewed in the lesson. 

Materials contain a variety of methods to promote students’ practice of previously taught grade level phonics. Examples include, but are not limited to, the following:

• In Module 3, Lesson 15, students review Consonant Patterns: Long a, i, o Vce. Students complete a word search using words from the Quick List and read the words to a partner.

• In Module 5, Lesson 22, students review words with the long a sound spelled ai, ay. Students complete an activity where they identify decodable words with the long a sound, read each word, and color a grid. 

• In Module 7, Lesson 35, students use printable letter cards to generate words with the skills practiced in this lesson. The teacher challenges students to create three words for each skill. Students share their words with the class.

The materials reviewed for Grade 1 meet the criteria for 1h.

The materials provide explicit, systematic practice for decoding phonetically regular words in a sentence through the use of Foldable Decodable Readers, Quick Lists, and student worktext pages. Each lesson features a Foldable Decodable. Materials provide Quick Lists that include words and sentences which address phonetic target skills in that lesson.

Materials provide explicit, systematic practice for decoding phonetically regular words in a sentence. Examples include, but are not limited to, the following:

• In Module 6, Lesson 28, the teacher reads the Foldable Decodable, A Trip to the Farm, aloud one page at a time, and students echo-read. The teacher goes back and points out the phonics target words and high-frequency words. Students underline or highlight them. During the Second Read, students read the book with a partner, taking turns in reading each page. The teacher listens as students read and provides corrective feedback. 

• In Module 9, Lesson 44, the teacher reads the Foldable Decodable, Daydreams aloud one page at a time, and students echo-read. The teacher goes back and points out the phonics target words and high-frequency words. Students underline or highlight them. During the Second Read, students read the book with a partner, taking turns in reading each page. The teacher listens as students read and provides corrective feedback. 

Lessons provide students with frequent opportunities to decode words in a sentence. Examples include, but are not limited to, the following:

• In Module 3, Lesson 11, students use the Blend and Read Routine to decode words in Jin Has a Plan. Students complete the first reading as an echo-read, the second reading as a partner read, and a third reading as an individual reading of the sentences. Sentences include both decodable words and high-frequency words. 

• In Module 10, Lesson 46, students practice reading sentences in a decodable text. Students use the Blend and Read Routine to decode words in Kamala’s Pogo Stick. Students complete the first reading as an echo-read, the second reading as a partner read, and a third reading as an individual reading of the sentences. Sentences include both decodable words and high-frequency words.

The materials reviewed for Grade 1 meet the criteria for 1i.

The materials provide students with opportunities to build, manipulate, spell, and encode words using common and newly-taught sound and spelling patterns. The Sequential and Differentiated learning pathways include teacher-level instruction and modeling in a Minilesson and the More section of each lesson includes additional practice opportunities to differentiate learning. 

The materials contain teacher-level instruction/modeling for building/ manipulating/spelling and encoding words using common and newly-taught sound and spelling patterns of phonics. Examples include, but are not limited to, the following:

• In Module 2, Lesson 7, the teacher uses the Sound-Spelling Card 19: Quilt. The teacher uses the Display and Say Routine to introduce /kw/ and says when qu are together they spell the sound /kw/. The teacher uses the Blend and Read Routine to model decoding the word quiz by sliding a finger under the sound-spellings. In the Dictation Routine, the teacher models using knowledge of sound-spellings to write each word while saying each word slowly. 

• In Module 3, Lesson 14, the teacher displays the Sound-Spelling Card 48 (whistle), 34 (chair), and 49 (watch). The teacher uses the Display and Say Routine to introduce consonant digraphs wh, ch, and trigraph -tch. The teacher models and explains the letters wh spell the sound /hw/. The teacher models and explains that the sound /ch/ can be spelled ch at the beginning or end of a word or syllable, but the spelling -tch occurs only at the end of a word or syllable. The teacher uses the Display, Say, and Blend Routine and models writing the words when, chip, and match.

• In Module 4, Lesson 17, the teacher models how to blend sounds to read words. The teacher displays the Sound-Spelling Card 74: Rake. The teacher uses the Display and Say routine to introduce VCe and uses the Blend and Read Routine to model decoding the words rake and game by sliding a finger under the sound-spellings. In the Dictation routine the teacher reminds students to use their knowledge of sound-spellings to write each word while saying each word slowly.

Lessons provide students with frequent opportunities to build/manipulate/spell and encode words using common and newly-taught sound and spelling patterns phonics. Examples include, but are not limited to, the following:

• In Module 1, Lesson 5, students use their knowledge of sound-spellings to write the words mat, not, sit, cut. The teacher divides students into four groups and assigns each group a word family, such as -at, -an, -in, -ot, -un, and -ill. Students use their sound spellings to write lists of words that match their assigned word family. Team members stand up, one at a time, and state a word from their list. Students practice writing the letter that spells the sound in two pages in the student worktext.

• In Module 3, Lesson 11, students use their knowledge of sound-spellings to write the words sack, tuck, truck, and dock. With partners, students use printable letter cards and Build-a-Word Routine to build words that end with -ck. Students take turns building a word and asking their partner to read it. Students practice writing -ck.

• In Module 5, Lesson 22, students use the Blend and Read Routine to practice Long a: ai, ay. In Guided Practice, students practice with the words pay and additional words from the Quick List. Students use their knowledge of sound-spellings to write the words trail, nail, may, and stay. In Partner Practice, partners use the printable letter cards a, i, d, l, m ,p, s, and y and work together to form as many ai and ay words as they can. Partners read the words to each other.

The materials reviewed for Grade 1 meet the criteria for 1k.

The materials contain systematic and explicit instruction of high-frequency words. The teacher uses the Minilesson Sight Word Routines when new non-decodable, high-frequency words are introduced which include See and Say, Spell and Write, Read with Automaticity. The high-frequency word spelling is often accompanied by a chant. Students practice identifying and reading high-frequency words in isolation, in context in Foldable Decodables, and during Interactive Play, Activity Breaks, and Partner Practice. The materials list 114 high-frequency words, 15 of which were introduced in Kindergarten.

Materials include systematic and explicit instruction of high-frequency words. Examples include, but are not limited to, the following:

• Recognize and read grade-appropriate irregularly spelled words.

  • In Module 1, Lesson 4, the teacher provides explicit instruction for recognizing and reading the word of. The teacher displays the High-Frequency Word Card of and says “This is the word of. It is a word we will see a lot when we read.” The teacher points to the word and has students say it. The teacher says, “The word of is spelled O-F. Say that with me: O-F.” The teacher turns the High-Frequency Word Card over so that it is no longer visible to the students and has them spell the word. Students write the word on a sheet of paper. The teacher points out that when this word is said, it sounds like it would begin with the letter u for the sound /u/. The teacher directs students to circle the o in red to indicate that the letter o doesn’t spell the sound /o/ that they’ve learned.

  • In Module 2, Lesson 8, the teacher displays the High-Frequency Word Card some and says, “This is the word some. We will see this word a lot when we read.” The teacher points to the word and has the students say it. The teacher reminds students that they already know the sound /s/ spelled s and the sound /m/ spelled m and says, ”When you hear this word, it sounds like it would be spelled /s/ /u/ /m/, sum, but we have to remember that it’s spelled S-O-M-E.” 

Materials include frequent opportunities for the teacher to model the spelling and reading of high-frequency words in isolation. Examples include, but are not limited to, the following:

• In Module 1, Lesson 3, the teacher points to the High-Frequency Word Card to and says, “The word to is spelled T-O. Say that with me: T-O.” The teacher turns the card over and has the students spell the word. The students write the word to on a sheet of paper and circle the o in red to indicate that the letter doesn’t spell the sound /o/ that they’ve learned. This routine is repeated for the words they and was. 

• In Module 7, Lesson 33, the teacher says, “The word were is spelled W-E-R-E. Say that with me: W-E-R-E.” The teacher turns the card over and has the students spell the word two more times. The students write the word were on a sheet of paper and circle the e at the end in red. The routine is repeated for the word work, and the teacher instructs students to circle the word or in red.

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

• In Module 2, Lesson 6, students place cards with the words does, look, what, where, and of in a pile. Students pick a card, read it aloud, then use it in a sentence.

• In Module 5, Lesson 25, students practice identifying and reading the  high-frequency word cards use, these, say, may, always, green, sleep, read, old, and cold.

Materials include a sufficient quantity of grade-appropriate high-frequency words for students to make reading progress. Examples include, but are not limited to, the following:

• According to the Planning and Pacing Chart, 114 high-frequency words are included. Fifteen of the words were introduced in Kindergarten.

• According to the Table of Contents, high-frequency words are listed in order of introduction: are, said, the, come, have, you, they, was, to, where, of, does, look, what, an, sit, had, him, let, tell, us, stop, some, his, has, as, black, been, ask, best, just, its, fast, then, them, when, which, wish, think, thank, sing, take, made, gave, white, five, right, those, both, use, these, say, may, always, green, sleep, read, old, cold, new, because, or, why, upon, by, fly, first, her, want, saw, walk, call, wash, four, who, were, work, brown, now, our, don’t, give, too, soon, very, every, once, live, good, pull, put, would, could, should, into, after, under, write, pretty, over, open before, from, know, going, goes, again, their, many, any.

The materials reviewed for Grade 1 meet the criteria for 1l.

The lessons provide students with frequent opportunities to read grade-level high-frequency words in sentences in the Foldable Decodables and on worktext pages. Students also read high-frequency words in weekly decodable books and decodable passages. Lessons provide students with frequent opportunities to write grade level high-frequency words in tasks, such as when writing sentences, in order to promote automaticity in writing grade appropriate high-frequency words. 

Lessons provide students with frequent opportunities to read grade-level high-frequency words in a sentence. Examples include, but are not limited to, the following:

• In Module 3, Lesson 11, students take turns with a partner and echo read aloud one page at a time from the Foldable Decodable Jin Has a Plan. During Additional Reads, students orally and independently read the Foldable Decodable. Sentences in the foldable decodable include the high-frequency words been, do, a, the, what, to, look, they, and play. 

• In Module 10, Lesson 49, students take turns with a partner and echo read aloud one page at a time from the Foldable Decodable Turtles. Sentences in the Foldable Decodable include the high-frequency words their, many, any, live, of, a, they, to, and the. 

Lessons provide students with frequent opportunities to write grade level high-frequency words in tasks (such as sentences) in order to promote automaticity in writing grade appropriate high-frequency words. Examples include, but are not limited to, the following:

• In Module 1, Lesson 4, students write the high-frequency words of and where individually and in a sentence using one or both of the words on page 14 in the Student Worktext.

• In Module 3, Lesson 13, students write the high-frequency words then and them. Students practice writing each word, write the words in a sentence, and illustrate a picture to go with their sentence on page 50 in the Student Worktext.

• In Module 7, Lesson 32, students write the high-frequency words who and four. Students practice writing each word, write the words in a sentence, and illustrate a picture to go with their sentence on page 126 in the Student Worktext.

Materials provide repeated, explicit instruction in how to use student-friendly reference materials and resources and reading high-frequency words (e.g., word cards, word lists, word ladders, student dictionaries). Examples include, but are not limited to, the following:

• In Module 4, Lesson 17, the teacher uses the Flash Card Template to give each student high-frequency word flashcards to use as a resource for the lesson’s high-frequency words. Students spread the flash cards face up on a desk. The teacher says a word and students slap or pick up the correct card as quickly as they can. The teacher then expands the deck by adding flash cards for other previously learned high-frequency words.

• In Module 7, Lesson 35, the teacher displays 16 High-Frequency Word Cards for the words want, saw, walk, call, wash, four, who, were, work, brown, now, our, how, round, found, and around. The teacher reminds students that, for some words, they can blend the sounds using the sound-spellings they have learned. The teacher also explains that there are some words they read that do not have the sound-spellings they know, such as the word who. During Guide Practice, the teacher displays High-Frequency Word Cards as a reference, and pairs take turns reading the words aloud to each other. 

The materials reviewed for Grade 1 meet the criteria for 1m.

The materials contain frequent explicit instruction of word analysis strategies. Materials provide students with multiple and varied opportunities over the course of the year to learn, practice, and apply word analysis strategies through interactive activities, See and Sing videos, partner practice, and Student Worktexts.

Materials contain frequent explicit instruction of word analysis strategies (e.g. phoneme/grapheme recognition, syllabication, morpheme analysis). Examples include, but are not limited to, the following:

• In Module 5, Lesson 22, the teacher displays Sound-Spelling Card 54 for the word snail and says, “This is a picture of a snail. The word snail has the sound /ā/ in it. When the letters ai are together in a word, they usually spell the sound /ā/. Say the sound with me: /ā/. The letters ai usually appear in the middle of a word.” The teacher uses the Blend and Read Routine to write the word train, underlines the letters ai, and says, “What sound do the letters ai spell when they are together? I can blend the sounds to read a word.” The teacher slides a finger under the sound-spellings and says /t/ /r/ /ā/ /n/, train.

• In Module 10, Lesson 50, the teacher displays the words pretend, spider, human, zebra, and robot, and students read them aloud. The teacher points out the initial long vowel sound and V/CV spelling pattern in each word and reminds students that when the first vowel has a long sound, it divides into syllables after the vowel. The teacher draws a slash after the first vowel in each word and reminds students that if the first syllable ends with a vowel, it is an open syllable. The lesson continues with two-syllable VC/V words that begin with a closed syllable followed by -le syllable words. The words used are table, salad, punish, cable, music, comet, tiger, hotel, and seven.

Materials contain frequent explicit instruction of word solving strategies to decode unfamiliar words. Examples include, but are not limited to, the following:

• In Module 1, Lesson 3, the teacher uses the Display and Say and the Blend and Read Routines to explicitly instruct students to read words by phoneme. The teacher displays Sound-Spelling Card 2 for the word butterfly and says, “This is a picture of a butterfly. The letter b spells the sound /b/ in the word butterfly. Say the sound with me: /b/.” The teacher writes bat on the board, underlining the b, saying, “The first sound in this word is /b/.” The teacher slides a finger under the sound-spellings and says, “Now I can blend the sounds to read a word. /b//ă//t/, bat.”

• In Module 8, Lesson 37, the teacher displays Sound-Spelling Card 90 for the word moon and says, “This is a picture of a moon. In the word moon, two letters, oo, spell one sound: /ü/. During Blend and Read, the teacher writes the word room, underlines the oo and says, “When two os are side by side in a word or syllable, they often make the sound /ü/. The teacher slides a finger under the sound-spellings and says, “/r/ /ü/ /m/, room and highlights the phonics rule for vowel digraph oo in the decodable passage, Kangaroo At the Zoo. 

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 Module 4, Lesson 18, students practice word analysis strategies in the Foldable Decodable, Time for Lunch. Students identify, highlight, and underline words with the phonics target, Long i: VCVe. Students highlight words such as time, bit, quite, fine, lime, pile, side, like, mine, Mike, white, and five. Students read the foldable decodable with a partner, then read it orally and individually to develop automaticity.

• In Module 6, Lesson 30, students read and write words with the vowel teams ue, ew, and ui. Students practice word analysis using three sentences. Students read each sentence and select one sentence to write and illustrate. The sentences are The lake is blue; A big tree grew; and I ate fruit at lunch. 

• In Module 10, Lesson 47, on page 185 of the Student Worktext, students practice VC/V patterns by slashing words to separate the syllables. Students color the box below Reba Robin that has a word with the closed syllable pattern VC/V until they reach Reba’s bird nest. Students read three words and draw a line to divide each word into syllables on the Exit Ticket.

The materials reviewed for Grade 1 meet the criteria for 1n. (K-1)

The materials provide systematic, explicit instruction and practice in fluency by focusing on accuracy and automaticity in decoding. Explicit instruction and teacher modeling of fluent reading focus on accuracy, rate, and expression. Fluency lessons contain explicit fluency instruction using the instructional routine Teach/Model/Read the Text in Decodable Passages. The teacher models fluent reading with each  Decodable Reader and students echo-read the text one page at a time. Additionally, students reread Foldable Decodable Books multiple times within each lesson as part of recurring instructional routines. 

Materials provide systematic and explicit instruction and practice in fluency by focusing on accuracy and automaticity in decoding. Examples include, but are not limited to, the following:

• In Module 4, Lesson 20, the teacher explains that it is important to read at a rate that is not too fast or too slow and to read accurately. The teacher instructs students that to read accurately, they will need to blend and read words that they are not familiar with. The teacher chooses a classroom library book and models how to slow down and blend the sounds in more difficult words. The teacher listens as students read the Decodable Passage Lots of Hats on page 80 in the Student Worktext. The teacher listens as students read and provides corrective feedback about their reading rate and accuracy. 

• In Module 6, Lesson 28, the teacher uses the Sight Words See and Say Routine to teach the high frequency and irregularly spelled words with automaticity. The teacher displays the High-Frequency Word Card by and explains that this is the word by and students will see it often when they read. The teacher points to the word and students say it. The teacher notes that the sound /ī/ is spelled with the letter y, which is not a sound-spelling they have learned for the long i. The teacher reviews the word fly and points out the blend fl, which is a sound spelling they have already learned. The teacher notes again that students have not learned the sound /ī/ spelled y. In the Spell and Write Routine, the students write the word by on a sheet of paper and circle the y and repeat with the word fly. In the Read with Automaticity Routine, students use High-Frequency Word Cards by and fly and others from previous lessons to practice reading the words with automaticity. Students practice reading for automaticity in the Foldable Decodable, A Trip to the Farm.

Materials provide opportunities for students in Kindergarten and Grade 1 to engage in decoding practice focused on accuracy and automaticity. Examples include, but are not limited to, the following:

• In Module 3, Lesson 15, the students read Duck at the Dock on page 60 of the Student Worktext to practice decoding words with learned phonics patterns. Students receive corrective feedback on accuracy and automaticity. Teacher guidance notes that If a student misreads more than one word for a specific phonics skill, consonant pattern-ck, final consonant blends, digraphs sh, th, wh, ch, and trigraph -tch, then go back to the Quick List in the original instruction and have the student practice decoding the words with them. If a student doesn’t read all of the high frequency words correctly, then work with the student individually with flash cards. Guidance prompts the teacher to display each card, read the word with the student, then have the student spell the word, look away and spell it again, then say the word.

• In Module 7, Lesson 35, students read Crash It on page 140 of the Student Worktext to practice decoding words with learned phonics patterns. Students receive corrective feedback on accuracy and automaticity. Teacher guidance notes that if a student makes mistakes on phonics items; vowel sound in ball: ä, al, aw; three letter blends; diphthongs oi, oy, ou, ow, then go back to the original instruction, repeat and/or carry out a More Activity with the student, focusing on one sound-spelling or consonant blend at a time as needed. If a student doesn’t read all of the high frequency words correctly then work with the student individually with flash cards. Guidance prompts the teacher to display each card, read the word with the student, then have the student spell the word, look away and spell it again, then say the word.

The materials reviewed for Grade 1 meet the criteria for 1o. (Grades 1-2)

The materials include frequent opportunities for explicit, systematic instruction in fluency elements using foldable Decodable Readers, Decodable Passages, and familiar books. The teacher uses a systematic instructional routine for Foldable Decodables that focuses on reading fluently through first, second, and additional reads with the teacher prompted to provide corrective feedback. Materials provide opportunities for students to hear fluent grade-level reading by the teacher and during partner reading. The teacher models fluent reading during Decodable Reader and Fluency lessons.

Materials include frequent opportunities for explicit, systematic instruction in fluency elements using grade-level text. Examples include, but are not limited to, the following:

• Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

  • In Module 2, Lesson 10, the teacher explains that when we read, it is important to read with accuracy, which means to read each word correctly and not to add words or skip words. The teacher models reading a sentence and notes that if a word is read wrong or left out students might not understand the sentence. 

  • In Module 4, Lesson 20, the teacher explains that when we read it is important to read at a rate that is not too fast or too slow: “To read accurately, take your time as you blend and read words that you are not familiar with.” The teacher models reading a few pages of a classroom book at an appropriate rate and then models how to slow down and blend the sounds in more difficult words. 

  • In Module 7, Lesson 35, the teacher explains, “When we read, we can look at end marks to help us know how to read sentences. A sentence can tell a statement, can ask a question, or show strong feelings and end with an explication mark. The teacher models reading three sentences with proper expression: “Make sure that your voice stays level for the telling sentence, rises at the end of the question sentence, and indicates emotion for the sentence that shows strong feelings. 

Materials provide opportunities for students to hear fluent reading of grade-level. Examples include, but are not limited to, the following:

• In Module 3, Lesson 14, students listen to the teacher model fluent reading of the Foldable Decodable Which Job. 

• In Module 7, Lesson 31, students listen to the teacher model fluent reading of the Foldable Decodable Pets on a Walk. 

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

• The Front Matter states that explicit instruction for reading rate, reading with accuracy, and reading with expression is taught through a variety of resources. Resources include 10 Decodable Passages, 40 Foldable Decodables, Student Worktext, and Fluency and Oral Records.

The materials reviewed for Grade 1 meet the criteria for 1p.

The materials provide varied, frequent opportunities over the course of the year for students to gain oral reading fluency through the use of Foldable Decodable Readers, Decodable Passages, Student Worktext pages, and High-Frequency Word Cards. Students participate in repeated readings to practice oral reading fluency with the Foldable Decodable Reader Routine of First Read, Second Read, and Additional Reads. Students receive additional repeated reading fluency practice during whole class, partner, and independent reads of the Decodable Passages. Components of the Teacher Resources explain how to identify miscues and errors, and the materials include guidance and feedback suggestions for the teacher to use in supporting students’ gains in oral reading fluency.

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

• In Module 4, Lesson 16, students echo read one page at a time from the Foldable Decodable Thank You, Mom. Students practice reading with a partner during the Second Read. During the Additional Reads, students read independently.

• In Module 9, Lesson 45, the teacher reminds students that some words are used so often that readers need to learn to read them quickly. Students review sound-spelling patterns they have learned and talk about other words that they learn by memory. Students work in pairs reading high-frequency words to work on fluency. The words include: would, could, should, good, pull, put, after, under, write, and pretty. 

• In Module 10, Lesson 50, students read sentences aloud from a classroom library book. The teacher reminds students to read the sentences with the fluency skills taught throughout the modules. Students read the Decodable Passage School's Out! orally and then with a partner during the Additional Reads to increase their reading fluency.

Materials contain opportunities for students to participate in repeated readings of a grade-level text to practice oral reading fluency. Examples include, but are not limited to, the following:

• In Module 2, Lesson 9, students echo read one page at a time from the Foldable Decodable The Play. Students practice reading with a partner during the Second Read. During the Additional Reads, students read independently and at home.

• In Module 4, Lesson 18, students echo read one page at a time from the Foldable Decodable Time for Lunch. Students practice reading with a partner during the Second Read. During the Additional Reads, students read independently and at home.

• In Module 8, Lesson 39, students echo read one page at a time from the Foldable Decodable Bake a Cake. Students practice reading with a partner during the Second Read. During the Additional Reads, students read independently and at home.

Materials include guidance and feedback suggestions to the teacher for supporting students’ gains in oral reading fluency. Examples include, but are not limited to, the following:

• The Support for Assessing Fluency Guide in the Teacher Resources provides guidance and suggestions for identifying miscues and errors. For example, materials state, “if a child’s reading rate is low, your notes on the child’s miscues may help you determine why. Does the child make errors that indicate their decoding skills are lacking? If so, further instruction in phonics may be needed. Do the errors reflect a lack of comprehension or limited vocabulary? If so, instruction in comprehension strategies and exposure to additional vocabulary words may help. A lack of fluency may indicate a lack of exposure to models of fluent reading. It may also mean the child is not reading enough material at his or her reading level.”

• In the Teacher Resources, the How to Measure Oral Reading Accuracy section states, “A student who reads with accuracy 90% or less is reading at a frustration level and may benefit from a comprehensive plan that includes targeted instruction at a lower reading level as well as the scaffolding of grade-level text.”