The materials reviewed for Grade 2 meet the criteria for 2a.

The materials provide a Teacher Guide that includes a Scope and Sequence and Lesson Pacing Guide, along with instructional routines and lesson targets. The materials offer two flexible pathways to support teaching and learning. The Sequential Pathway is designed so teachers can use it systematically and sequentially to teach all foundational reading skills. The Differentiated Pathway is designed for teachers to reinforce specific strands as needed to support and extend core literacy instruction. Materials provide teacher guidance for the use of embedded technology to support and enhance student learning, including Interactive Play, Game on!, and an open response template in Practice Generator. 

Materials provide a well-defined, teacher resource (teacher edition, manual) for content presentation. Examples include, but are not limited to, the following:

• The materials provide a well-defined Teacher Guide with detailed instructions for eight modules/40 lessons for content presentation. Every module contains five lessons. The first four lessons within a module include a tear-out foldable decodable reader in the consumable Student Worktext. The fifth lesson in every module is a Review and Assess lesson, which provides a spiral, cumulative review of the foundational reading skills students learned in that module. 

• The Teacher Resources tab includes a resource page for every module and lesson. Once the module and lesson are selected, there is another menu of resources based on skill. The platform includes a Teacher Resource page for Phonological Awareness, Phonics, High-Frequency Words, and Foldable Decodables. 

• The Teacher Guide is available in print and digital form and the Planning and Pacing Guide provides a daily breakdown of instruction for each module.  Lesson Pacing shows the differentiated pathway and sequential pathway with suggested times allocated for each component of the program.

The teacher resource contains detailed information and instructional routines that help the teacher to effectively implement all foundational skills content (i.e. phonological awareness, print concepts, letters, phonics, HFW, word analysis, decoding). Examples include, but are not limited to, the following:

• In the Teacher Guide, Front Matter notes that each Minilesson contains explicit instruction, modeling, and guided practice for the targeted skill. A More section provides ample opportunities for students to practice the skill, and lessons end in a culminating assessment through pre-made Exit Tickets that provide information on students’ progress.

• The Teacher Resources feature High-Frequency Word Routine, Blend and Read Routine to decode words, and articulation videos that model sound articulation and build understanding. Instructional routines provide detailed information for teachers to implement content and provide remediation for students who need additional support. 

• The Teacher Landing page has quick options on the right hand side: Assignments, Students and Groups, Data, and Programs. The teacher can view upcoming assignments with the option to click on the assignment or View All. The teacher is able to monitor data to enhance student learning.

Any technology pieces included provide support and guidance for the teacher and do not create an additional layer of complication around the materials. Examples include, but are not limited to, the following:

• The technology included supports teacher access using folders and clickable photos. Teachers can click Activities, Assessment, Books/Readers, Games, Practice, Presentations, Program Resources, Teacher Support, or Video/Audio to quickly locate materials. Within each of those tabs, the teacher can search for resources using the search bar, filters, or standards, or they can scroll through the list. The Table of Contents menu is listed on the left-hand side for immediate access.

• The technology supports include quick links to materials that can be navigated by grade or Teaching by Strand. Each strand (Concepts of Print, Phonological Awareness, Phonics, Fluency, High-Frequency Words, and Handwriting) has its own tab, which is broken down further into individual skills and a culminating Exit Ticket. 

The materials reviewed for Grade 2 meet the criteria for 2b.

The materials provide adult-level explanations for each of the foundational skills in the Research Base Guide, Articulation Guide, the Detailed Guidance for Delivery of Instruction document, and the Savvas realize teacher training platform. Lessons offer models for teachers to use during lessons and provide detailed learning targets for each lesson.

Complete, detailed adult-level explanations are provided for each foundational skill taught at the grade level. Examples include, but are not limited to, the following:

• The Detailed Guidance for Delivery of Instruction states, “Phonological awareness is a broad term that means the awareness of sounds in spoken language. It includes the ability to recognize and manipulate words, syllables, onsets and rimes, and phonemes. Phonemic awareness is a subset of phonological awareness and it is the ability to identify and manipulate phonemes in oral language. Phonemes are the smallest meaningful units of sound in English, the smallest sounds that make a difference in the meaning of a word. For example, the word pin can be changed to a different word, tin, by changing one phoneme, /p/, to /t/. 

• The Detailed Guidance for Delivery of Instruction includes information that each learning target introduces the phonics generalization that will be the focus of the lesson. Lessons intentionally teach sound-spellings and generalizations clearly, and generalization is explicitly taught and modeled in the Minilesson. An appropriate student-facing generalization is provided, for example, “The letter b usually spells the sound /b/.” The intent is to introduce common patterns so that learners can decode words. The aim is to help learners use their knowledge of common patterns to self-correct if they produce a nonword as they are blending sounds to decode a word.

• The Teacher Guide Front Matter explains phonics as “explicit instruction for letter-sound correspondences (sound-spellings) are taught systematically and sequentially, ranging from simple to complex. Explicit instruction is included on the 44 sounds of the English language.”

Detailed examples of the grade-level foundational skill concepts are provided for the teacher. Examples include, but are not limited to, the following:

• In Module 3, Lesson 12, the Learning Target is to decode words with vowel digraphs, variant vowels, or vowel teams. The Detailed Guidance for Delivery of Instruction explains that each lesson starts with the Learning Target and introduces the phonics generalization to help young learners focus on what they need to learn. For example, the lesson begins with “This is an easel and the word easel begins with the sound /e/. When the letters ea are together, they often spell the sound /e/. Say the sound with me: /e/. Now say the word with me: easel.” The teacher uses the Display, Say, and Blend Routine for the sound /e/ spelled ee, ie, and y. The teacher explains that the sound /e/ spelled y occurs only at the end of a word and that the e at the end of words such as breeze and freeze is silent. 

• In Module 7, Lesson 31, the Learning Target is to decode Multisyllabic Words with VCe. The Research Base informs teachers of the features of systematic, explicit phonological awareness instruction, including specific opportunities to acquire phonemic awareness (e.g., segmenting, deleting, and manipulating sounds in words). The teacher says, “This is a picture of concrete. The word concrete has two syllables” and boxes each syllable. The teacher explains, “This word has a VCe syllable pattern, which usually means that the vowel spells a long vowel sound.” The teacher writes the word advice and underlines the letters i-c-e. The teacher says, “I see the syllable pattern VCe, so I know that this pattern usually means that the vowel will spell a long sound. I can blend sounds to read a word,” and slides a finger under the sound-spellings and says /a/ /d/ /v/ /i//c/ /e/.” 

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

The materials delineate a scope and sequence with a cohesive, intentional sequence of phonics instruction and practice to build toward application of skills. The materials provide a clear research-based explanation for the order of phonics instruction. The Module at a Glance shows the phonics topics that are covered in each Module. The materials provide a research base to show a rationale behind the Phonics program; however, no details were given to explain why phonics concepts were sequenced in this order. Instruction is included for multiple vowel sounds and syllable types. 

Materials clearly delineate a scope and sequence with a cohesive, intentional sequence of phonics instruction and practice to build toward application of skills. Examples include, but are not limited to, the following:

• In Getting Started With Foundational Reading, the Grade 2 Planning and Pacing Guide outlines the following instruction for each Module:

  • Module 1:  Short Vowels, Long Vowels VCe, Consonant Blends, Consonant Digraphs

  • Module 2: Words ending in -s, -es, -ed, -ing,  r-controlled vowels ar, oor, ore, oar, er, ir, ur, Contractions

  • Module 3: - Long a: ai, ay,e: ea, ee ie,  i: ie, igh, y, o: oa,ow

  • Module 4: three-letter blends, Vowel Teams oo, ue, ew, ui,  Short e: ea, Vowels oo, u

  • Module 5: Diphthongs ou, ow, oi, Consonants Cc/s/ Gg/j/ dge/, Vowel Sound in ball: aw, au, al, ough, Consonant patterns kn, wr, gn, mb

  • Module 6: Comparative Endings -er, -est, Compound Words, Open Syllable Pattern V/CV, Closed Syllable Pattern VC/V

  • Module 7: multisyllabic words with VCe, Syllable pattern VC/CV, Suffixes -ly, -ful, -less, -ness, Prefixes un-, re-, pre-, dis-

  • Module 8: abbreviation, Syllable patterns VC/CCV, VCC/CV, inconsistent spelling-sound correspondences, Syllable pattern -le.

Materials have a clear research-based explanation for the order of the phonics sequence. Examples include, but are not limited to, the following:

• The Research Phonics Research Base states, “The aim of phonics instruction is to help children acquire alphabetic knowledge and use it to read and spell words (Ehri et al., 2001). Systematic phonics instruction produces significant benefits for students. The ability to read and spell words was enhanced in kindergartners who received systematic beginning phonics instruction. First graders who were taught phonics systematically were better able to decode and spell, and they showed significant improvement in their ability to comprehend text. Older children receiving phonics instruction were better able to decode and spell words and to read text orally (NICHD, 2000). Phonics instruction also serves as a memory aid to support students in their efforts to recall and apply rules and generalizations for matching sounds and letters (Rupley et al., 2009).”

• The Research Base states, “Phonics instruction focuses on connecting each sound to one or more letters and guiding students to decode words with the target sound-spelling. Phonics instruction also serves as a memory aid to support students in their efforts to recall and apply rules and generalizations for matching sounds and letters (Rupley et al., 2009). Complexity increases across the grades, moving students to more advanced phonics concepts, including morphology and the decoding of multisyllabic words.The clearly defined scope and sequence ensures that students engage with words that include only sound-spellings they have learned.”

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

• The Grade 2 Planning and Pacing Guide indicates the order that phonics skills are taught in all eight modules. Module 1: Short Vowels, Long Vowels VCe, Consonant Blends, Consonant Digraphs; Module 2: Words ending in -s, -es, -ed, -ing, r-controlled vowels ar, oor, ore, oar, er, ir, ur, Contractions; Module 3: Long a: ai, ay; Long e: ea, ee ie, y; Long i: ie, igh, y; Long o: oa,ow; Module 4: three-letter blends, Vowel Teams oo, ue, ew, ui, Short e: ea, Vowels oo, u; Module 5: Diphthongs ou, ow, oi, oy; Consonants Cc/s/   Gg/j/   dge/, Vowel Sound in ball: aw, au, al, ough, Consonant patterns kn, wr, gn, mb; Module 6: Comparative Endings -er, -est, Compound Words, Open Syllable Pattern V/CV, Closed Syllable Pattern VC/V; Module 7: multisyllabic words with VCe, Syllable pattern VC/CV, Suffixes -ly, -ful, -less, -ness, Prefixes un-, re-, pre-, dis-; Module 8: Abbreviation; Syllable patterns VC/CCV, VCC/CV; inconsistent spelling-sound correspondences; Syllable pattern -le.

Patterns and generalizations are carefully selected to provide a meaningful and manageable number of phonics patterns and common generalizations for students to learn deeply. Examples include, but are not limited to, the following:

• The Phonics Scope and Sequence states that materials provide systematic and explicit alphabet knowledge and phonics instruction, including opportunities to practice phonics skills with words in isolation and with words in connected text (sentences and longer texts). Phonics instruction focuses on connecting each sound to one or more letters and guiding students to decode words with the target sound-spelling. Complexity increases across the grades, moving students to more advanced phonics concepts, including morphology and the decoding of multisyllabic words. Guided practice provides additional support in decoding words and dictation, which solidifies mastery by having students encode words. For each lesson, there are independent practice activities plus a Foldable Decodable text. The clearly defined scope and sequence ensures that students engage with words that include only sound-spellings they have learned.

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

The materials contain 32 Foldable Decodables aligned to the program’s scope and sequence. The Module at a Glance notes the phonics lessons within the module and the alignment to the Foldable Decodable,  Each Foldable Decodable lesson is structured systematically for explicit instruction in decoding and fluency and includes repeated readings to secure phonics skills.

Materials include decodable texts to address securing phonics. Examples include, but are not limited to, the following:

• In Module 1, Lesson 4, the Foldable Decodable, Everybody Brings, is connected to the Phonics lesson focus on consonant digraph -ch and trigraph -tch. The words include Chuck, Chap, lunch, Patch, much, Shan, 

• In Module 6, Lesson 28, the Foldable Decodable, The Smallest Penguin, is connected to the Phonics lesson focus on the open syllable pattern v/cv. The words include tiny, spider, frozen, rodent, tiger, and robot. 

Decodable texts contain grade-level phonics skills aligned to the program’s scope and sequence. Examples include, but are not limited to, the following:

• The Planning and Pacing Guide indicates the phonics skills for each lesson align with the Foldable Decodable lessons. The first Foldable Decodable is introduced in Module 1, Lesson 1, which aligns with the first Phonics lesson.

• In Module 7, Lesson 31, the teacher introduces multisyllabic words with the VCe pattern. In the same lesson, the Foldable Decodable Minilesson includes the multisyllabic words confused, mistake, reptile, advice, compile, decide, and suppose. 

Materials include detailed lesson plans for repeated readings of decodable texts to address securing phonics skills. Examples include, but are not limited to, the following:

• In Module 4, Lesson 17, the Foldable Decodable lesson plan includes the Engage, Practice, First Read, Second Read, and Additional Read lesson structure. The plan includes a teacher model read, student echo read, partner read, independent read, and home read.

• In Module 6, Lesson 27, the Foldable Decodable lesson plan includes the Engage, Practice, First Read, Second Read, and Additional Read lesson structure. The plan includes a teacher model read, student echo read, partner read, independent read, and home read.

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

The materials contain 32 Foldable Decodable Readers that utilize high-frequency and irregularly spelled words that are aligned to the scope and sequence. All Phonics lessons include a Foldable Decodable that aligns with the Phonics focus lesson and incorporates the week’s high-frequency words with detailed lesson plans that include multiple readings.

Materials include decodable texts that utilize high-frequency/irregularly spelled words. Examples include, but are not limited to, the following:

• In Module 3, Lesson 14, the Foldable Decodable, Where Is the Pond?, includes the high-frequency/irregularly spelled words hold, only, a, the, to, who, about, says, and looks.

• In Module 7, Lesson 31, the Foldable Decodable, I Want a Chameleon!, includes the high-frequency words warm, a, said, to, they, the, you, some, about, could, and are.

Decodable texts contain grade-level high-frequency/irregularly spelled words aligned to the program’s scope and sequence. Examples include, but are not limited to, the following:

• In Module 6, Lesson 28, the Foldable Decodable, We Know Not Why, includes the high-frequency/irregularly spelled words goes, the, comes, they, what, and about which align to the scope and sequence.

• In Module 7, Lesson 32, the Foldable Decodable, Grow a Small Garden, includes the high-frequency/irregularly spelled words would, you, to some, a, of, you, l, the, and once, which align to the scope and sequence.

Materials include detailed lesson plans for repeated readings of decodable texts to address securing reading high-frequency words/irregularly spelled words in context. Examples include, but are not limited to, the following:

• In Module 4, Lesson 16, the lesson plan includes the Engage, Practice, First Read, Second Read, and Additional read routine. During the First Read of the Foldable Decodable, On a Streak, the teacher reads the text aloud one page at a time, and students echo-read. The teacher goes back and points out the high-frequency words that students read, and students may be asked to highlight or underline them. During the Second Read, students read the Foldable Decodable with a partner, taking turns in reading each page. For Additional Reads, students read the Foldable Decodable orally and independently. Students then take the book home to practice.

• In Module 6, Lesson 26, the lesson plan includes the Engage, Practice, First Read, Second Read, and Additional read routine. During the First Read of the Foldable Decodable, The Smallest Penguin, the teacher reads the text aloud one page at a time, and students echo-read. The teacher goes back and points out the high-frequency words, and students may be asked to highlight or underline them. During the Second Read, students read the Foldable Decodable with a partner, taking turns reading each page. For Additional Reads, students read the Foldable Decodable orally and independently. Students then take the book home to practice.

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

Materials include weekly Module Assessments and daily checks for understanding. The materials instruct teachers in scoring assessment results and provide teachers with instructional next steps to help students progress toward mastery in phonics. The Getting Started With Foundational Reading Module Assessment Item Analysis Chart lists the phonics strand skills in the order in which they are assessed. A Cumulative Review Document provides a detailed overview of the assessment of previously taught skills. 

Materials provide resources and tools to collect ongoing data about students’ progress in phonics. Examples include, but are not limited to, the following:

• The Digital Data tracker tracks assessments, assignments, and tasks and provides cumulative data over the course of the year. The assessments and assignments can be viewed for the entire class or for a specific student. The Student View provides scores and levels, and teachers may add narrative notes in the comments area. The Data tab populates from the assignment tab and provides assignment results and mastery by the standard.

Materials offer assessment opportunities to determine students’ progress in phonics that are implemented systematically. Examples include, but are not limited to, the following:

• In the Grade 2 Item Analysis Chart, the fifth lesson in each module includes a phonics assessment. Assessmennts are as follows: Module 1 Assessment: Short Vowels, LOng Vowels: VCe, Consonant Blends, Consonant Digraphs and Trigraph; Module 2: Inflected Endings, r-Controlled Vowels, Contractions; Module 3: Long a: ai, ay,  Long  e: ee, ea, ie, y, Long i: ie, igh, y, Long o: oa, ow; Module 4: Three-Letter Blends, Vowel Teams oo, ue, ew, ui, Short e: ea, Vowels  oo, u; Module 5: Consonants  Cc /s/, Gg /j/, -dge /j/, Vowel Sound in  ball: aw, au, al, ough, Consonant Patterns kn, wr, gn, mb; Module 6: Comparative Endings, Compound Words, Open Syllable Pattern V/CV, Closed Syllable Pattern VC/V; Module 7: Multisyllabic Words with VCe, Syllable Pattern VC/CV, Suffixes: -ly, -ful, -less, -ness, Prefixes:un-, re-, pre-, dis-;  Module 8: Abbreviations, Syllable Patterns VC/CCV, VCC/CV, Inconsistent Spelling-Sound Correspondences, Syllable Pattern -le.

Multiple assessment opportunities are provided regularly for students to demonstrate progress toward mastery and independence with phonics. Examples include, but are not limited to, the following:

• In Module 2, Lesson 7, during the Exit Ticket, students name the pictures and then write the letters that spell the beginning sounds. The words assessed are zoo, yellow, and quarter. Every lesson in Modules 1–8 includes a Phonics Exit Ticket.

• In Module 4, Lesson 17, during the Exit Ticket, students are given three vowel team options. Using the pictures provided, students choose the correct vowel team to complete the words and color the corresponding box. The words assessed are moon, blew, glue, and suit.

• In Module 5, Lesson 25, during Review and Assess, students complete Worktext pages 97 and 98. On Worktext page 97, students say the names of 20 pictures, write the letters that are missing to complete the words, and then read the words. The words used on the page are face, page, bridge, chalk, straw, sauce, coins, toys, cloud, crown, knee, wrench, sign, comb, gem, yawn, boil, lamb, wrist, and badge. On Worktext page 98, students read each sentence, complete the sentence, and read the sentence again. Sentences include I live in a big city, A hawk has a sharp beak and claws, and We thought it was a good plan.

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

• The Digital Data tracker tracks any assignments or tasks and provides cumulative data over the course of the year. The assignments can be viewed for the entire class or for a specific student. The Student View provides scores and levels, and the teacher comments area is available for entering narrative notes. The Data tab populates from the assignment tab and provides assignment results and mastery by standard.

• In Module 3, Lesson 15, during the assessment, the teacher asks each student to read six sentences independently to assess the skill of Vowel Teams: Long a, e, i, o. According to the instructions, words in boldface represent a targeted phonics skill from this module. The sentences are Let’s go to the beach today, I have my own boat, It can sail in the breeze, It might be windy, Tie the rope and hold on tight!, and May I try to throw it to you? The teacher puts a slash through any word not read correctly and adds data and comments in the data tracker concerning individual student progress.

Materials genuinely measure students’ progress to support teachers with instructional adjustments to help students make progress toward mastery in phonics. Examples include, but are not limited to, the following:

• In Module 3, Lesson 14, materials state, “If students struggle to decode words with the sound /o/ spelled oa or ow, then display words such as foam, road, show, and bowl. Say the word with the students, ask them to identify the letters that spell the sound /o/ and circle those letters. Students then read and write the word.” 

• In Module 5, Lesson 26, materials state, “If students have difficulty decoding words with the comparative ending -er or -est, then focus only on words that do not require spelling changes. Write the word smaller and guide children to identify the base word and the ending. Have them read the base words and then help them read the entire word. Repeat with the word smallest and then continue with other words.”

• In Module 7, Lesson 34, materials state, “If students have difficulty reading words with prefixes then help them to identify and read the base words they know first. Then help them read the words with the prefixes and tell them what each word means.”

The materials reviewed for Grade 2 meet the criteria for 2g.iv.

The materials regularly and systematically provide a variety of assessment opportunities over the course of the year to assess students’ progress toward mastery and independence of word recognition (high-frequency words or irregularly spelled words) and analysis for each module. The assessment materials provide teachers with information concerning students’ level of understanding of word recognition and word analysis, and the materials give some general instructional suggestions for assessment-based steps to help students to 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 (high-frequency words or irregularly spelled words) and analysis. Examples include, but are not limited to, the following:

• In Module 1, Lesson 4, during the Exit Ticket, students circle the correctly spelled high-frequency word from a choice of three words. The high-frequency words are much, drink, bring, pick, and long.

• In Module 2, Assessment, the teacher shows students six sentences and students read the sentences aloud to the teacher. The assessment addresses high-frequency words about, they, come, hurt, and said.

• In Module 8, Lesson 40, during the assessment, students independently read six sentences to the teacher. The italicized words in the sentences are the high-frequency words taught in the module. Students read each sentence, and the teacher puts a slash through any word read incorrectly. The module high-frequency words in the sentences are should, eight, could, from, and every. Previously-learned high-frequency words are we, get, a, or, in, I, put, and here. 

Assessment materials provide teachers 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 Teacher Guide, Module 7 Assessment, students are assessed on high-frequency words their, again, better, and warm. There are 11 points possible for phonics, four points possible for high-frequency words. The bottom of the teacher assessment page includes a caption entitled “What do I do with this information?” The caption includes the following guidance, “Total the items that each child got correct. A score of 80% (i.e., 12 out of 15) is usually considered mastery. If you notice that a group of students had errors on a certain part or skill, meet with them to reteach the skill. If a particular skill seem[s] difficult for many students, reteach the skill to the class.”

• In Module 8, Lesson 40, the assessment evaluates a student’s ability to read nine high-frequency words  in the context of a sentence. The teacher documents the number of words read correctly. 

Materials support teachers with instructional suggestions for assessment-based steps to help students to progress toward mastery in word recognition and word analysis. Examples include, but are not limited to, the following:

• In the Teacher Guide, Review and Assess lessons, the bottom of the teacher assessment page includes a caption entitled “What do I do with this information?” The caption includes the following guidance, “Total the items that each child got correct. A score of 80% (i.e., 17 out of 21) is usually considered mastery. If you notice that a group of children had errors on a certain part or skill, meet with them to reteach the skill. If a particular skill seems difficult for many children, reteach the skill to the class.”

• In Module 5, Lesson 25, the Corrective Feedback guidance states, “If…a child doesn’t read all the high-frequency words correctly, then…work with the child individually with the High-Frequency Word Cards. Send home a set of flashcards for the child to practice at home.”

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

The materials include multiple benchmark and formative fluency assessment and practice resources to build students' skills in rate, expression, phrasing, and intonation/inflection. Modules include Decodable Fluency Passages and Foldable Decodables, Fluency and Oral Reading Records, and a fluency analysis rubric. The Support for Assessing Fluency guide provides teachers with additional information about tracking student progress to inform classroom instruction.

Multiple assessment opportunities are provided regularly and systematically over the course of the year in core materials for students to demonstrate progress toward mastery and independence of fluency. Examples include, but are not limited to, the following:

• In Module 2, Lesson 10, the Fluency Tests and Running Records guidance includes a Support for Assessing Fluency document. This document provides additional information about administering oral fluency tests and completing running records. Oral fluency assessments should be given in the winter and spring to track progress and inform classroom instruction. The What is a Fluency Assessment section explains that a fluency assessment measures the number of words correct per minute (WCPM) that a child reads, usually using grade-level text the child has not seen before. 

• In Module 6, Lesson 30, as students read the Student Worktext Decodable Passage, Time for a Snack, the teacher listens as students read and notes their decoding and whether they are using end punctuation to guide expression. The teacher provides feedback as necessary.

• In Module 7, Lesson 35, students read the Decodable Passage, Ziv’s Happiness Day, independently from their Student Worktext while the teacher completes the running record and calculates the WCPM (Words Correct Per Minute).

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

• In Module 6, Lesson 30,  students read the Decodable Passage, The Brightest Star. The teacher uses the Fluency and Oral Reading Record to document the number of mistakes, time taken to read the passage, and words correct per minute and to complete a fluency analysis chart documenting emerging, developing, proficient, or exceeding in attention to punctuation, phrasing, and expression. The Interpreting Fluency Assessment Results supply published norms for reading fluency.

• In Module 8, Lesson 40, students read the Decodable Passage, Melin’s Tooth. The teacher uses the Fluency and Oral Reading Record to document the number of mistakes, time taken to read the passage, and words correct per minute and to complete a fluency analysis chart documenting emerging, developing, proficient, or exceeding in attention to punctuation, phrasing, and expression. 

• In Module 10, Lesson 50, students read the Decodable Passage, School’s Out. The teacher uses the Fluency and Oral Reading Record to document the number of mistakes, time taken to read the passage, and words correct per minute and to complete a fluency analysis chart documenting emerging, developing, proficient, or exceeding in attention to punctuation, phrasing, and expression. 

Materials support teachers with instructional adjustments to help students make progress toward mastery in fluency. Examples include, but are not limited to, the following:

• The Support for Assessing Fluency guide explains how to measure oral reading accuracy and provides the following criteria: 

  • A child who reads 98%–100% of the words correctly is reading at an independent level and may need more challenging texts. 

  • A child who reads 91%–97% of the words correctly is reading at an instructional level and will likely benefit from guided on-level instruction in similarly leveled texts. 

  • A child who reads with an accuracy of 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 and scaffolding of grade-level text.

• The Support for Assessing Fluency guide explains information on interpreting fluency assessment results. The guidance states, “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 his or her 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.”

• The How to Identify Miscues and Errors document provides a chart that indicates the type of miscues and errors, along with examples, for the teacher to note when taking a running record. 

• The How to Measure Oral Reading Accuracy guidance states that a student may need “more challenging texts,” may “benefit from guided on-level instruction,” or may require “a comprehensive plan that includes targeted instruction at a lower reading level,” according to the percent of words the student read correctly. 

The materials reviewed for Grade 2 meet the criteria for 2h.

The materials include an Item Analysis Chart that provides alignment documentation for each module and references the Strand, Skill, and Item Numbers. The Common Core State Standards for each Lesson, summative Module Assessments, and formative assessment Exit tickets are noted in the Standards box on the digital platform. Using the Digital Data Tracker, teachers can sort class assignments by standard. 

Materials include denotations of the standards being assessed in the formative assessments. Examples include, but are not limited to, the following:

• In Module 3, Lesson 13, during the Exit Ticket, students read the words pie, light, and fly and draw a picture of each. The teacher guidance states the standards in the lesson include RF.2.3.b—Know spelling-sound correspondences for additional common vowel teams; and L.2.2.d—Generalize learned spelling patterns when writing words.

• In Module 4, Lesson 18, during the Exit Ticket, students circle the correct spelling of the words does, where, and done. The teacher materials list the standard RF.2.3.f—recognize and read grade-appropriate irregularly spelled words—next to the learning targets.

Materials include denotations of standards being assessed in the summative assessments. Examples include, but are not limited to, the following:

• In Module 1, Lesson 5, the assessment evaluates the following phonics skills: Short Vowels, Long Vowels(VCe), Consonant Blends, Consonant Digraphs, and Trigraph -itch. The Grade 2 Item Analysis Chart for Module 1 indicates that the standards RF.2.3 and RF2.3a are being assessed during the Phonics assessment. The words in the assessment are red, can, fix, dog, in, bike, hope, rode, dress, snake, sniffs, wind, catch, fish, and sniffs.

• In Module 3, Assess, the  Item Analysis Chart on the online platform references skills and strands and the corresponding assessment items. Materials denote the standards R.F.2.3.b and R.F.2.3.f next to the learning targets.

Alignment documentation is provided for all tasks, questions, and assessment items. Examples include, but are not limited to, the following:

• In Modules 1–10, the digital platform provides a drop-down menu of the Grade 2 standards. After clicking on the standard, the teacher can find a link to an assessment.

• In Module 1–10, the Item Analysis Chart indicates the standards being assessed in each module assessment and the online platform includes strands and skills for each assessment item. 

Alignment documentation contains specific standards correlated to specific lessons. Examples include, but are not limited to, the following:

• In Modules 1–10 the Item Analysis Chart correlates with lessons and each lesson on the platform includes the Standards pop-out box. 

• The online access Standards feature allows teachers to search the materials via grade level and standard to find tasks, lessons, materials, and assessments for a specific standard.

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

The materials provide support for English Language Learners and Multilingual students. The Articulation Support Guide and Articulation Videos can be used for teaching sound articulation or for reteaching students who need additional support. Multilingual Learner Support statements are included within the Mini Lessons. All information about strategies for ELL students or Multilingual Learners are located at the point of use in Phonics lessons and in the the Support for Multilingual Students guide. . 

Materials provide support for English Language Learner (ELL) students. Examples include, but are not limited to, the following:

• The Support for Multilingual Learners Guide provides resources for teachers including English Language Proficiency Level and guidance for modifying instruction based on the language proficiency level of the learner. The Introduction to LInguistics provides information about learning languages. The Common First Languages guide provides details about learning English based on the students' home language. The Linguistic Contrastive Analysis Chart provides a quick reference for comparing English sounds to those of other languages.

• In Teacher Guide, Module 1, Lesson 4, the Multilingual Learner Support teacher guidance states, “The digraph sh may be problematic for speakers of a number of Asian languages, who may tend to substitute the sound /s/ or /ch/ for /sh/. Draw a three-column chart on the board with the headings /s/, /ch/, and /sh/ and elicit from students words from each category. Have students repeat each word after you.”

• In Teacher Guide, Module 4, Lesson 16, the Multilingual Learner Support teacher guidance states, “Spanish and many other languages do not include three-letter blends, so multilingual learners may omit letters of add a vowel sound when pronouncing them. These learners will benefit from additional blending practice for words with three-letter blends.”

• In Teacher Guide, Module 8, Lesson 39, the Multilingual Learner Supportteacher guidance states, “Speakers of Vietnamese, Hmong, and Cantonese will not be used to words that have the sounds /əl/ at the end of a syllable.” The teacher displays pictures of the words cattle, giggle, purple, and doodle, and students repeat the words after the teacher.

General statements about ELL students or strategies are noted at the beginning of a unit or at one place in the Teacher Edition are then implemented by the materials throughout the lessons. Examples include, but are not limited to, the following:

• In the Teacher Guide, Front Matter, the Differentiated Instruction guidance states, “Lessons include differentiated support that takes into account the diverse needs of your students. You will have the tools you need to provide tailored instruction for Multilingual Learner Support…”

• In the Teacher Guide, Foundational Reading Overview, the Program Overview states, “Suggestions, including support for multilingual learners, are provided at point of use.”

• Information about strategies for ELL students or Multilingual Learners are located at the point of use in the Differentiated Instruction portion of the Phonics minilessons. 

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

The materials include two pathways called Sequential Pathway and Differentiated Pathway. The Sequential Pathway provides daily instruction in foundational skills that also includes a More section that provides students with opportunities for additional practice of the focus skills being taught. The More section also includes opportunities for Differentiation with an Extra Support Option. The teacher can use information from the daily Exit TIcket to guide reteaching opportunities in small group instruction or individual instruction. The Differentiated Pathway is designed to enhance core instruction and includes targeted reteaching opportunities for students who need additional practice on a skill, which can be used for one-on-one reteaching or small group instruction. 

Materials provide opportunities for small group reteaching. Examples include, but are not limited to, the following:

• In the Teacher Guide, Front Matter, the Lesson Pacing section provides a chart that suggests that the daily lesson schedule for the Sequential Pathway should include the Minilesson, More activity (differentiated as needed), and Assess activity. The time allotted for More activities, including options for Differentiated Instruction, which could be used for small group instruction, ranges from 5–15 minutes for each lesson strand.

• In Module 2, Lesson 7, during Extra Support, the teacher provides additional blending practice with eight additional words. 

• In Module 3, Lesson 13, the Extra Support guidance directs the teacher to  continue the Display, Say, Blend routine with the words tied, lies, sight, fright, pry, and try if students need additional support.

Materials provide guidance to teachers for scaffolding and adapting lessons and activities to support students who read, write, speak, or listen below grade level in extensive opportunities to learn foundational skills at the grade-level standards. Examples include, but are not limited to, the following:

• In Module 2, Lesson 8, during Extra Support, students form and read words from the lesson using manipulatives, such as magnetic letters. The teacher tapes the letters er, ir, and ur together to emphasize the fact that the r “controls” the vowel and changes how it sounds.

• In Module 5, Lesson 22, the Extra Support guidance directs the teacher to help students remember words that have these alternate sound-spellings.  “Hang one poster with the word nice on it, one with the word gem on it, and another with the word judge on it and then have students add words to the correct posters.” 

• In Module 6, Lesson 29, during Extra Support, the teacher adds a visual element to the concept of closed syllables by drawing a box around the syllable when displaying a word. The teacher emphasizes that in a closed syllable, the vowel is “closed in” by a consonant sound, so it has a short vowel sound.

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

The materials provide opportunities for advanced students to investigate grade-level foundational skills at a greater depth. Most phonics lessons have suggestions for advanced students to complete more rigorous assignments, such as completing a letter-locating activity using environmental print instead of the Student Worktext. There are no instances of advanced students simply doing more assignments than their classmates in the Extra Support group. foldable decodable readers

Materials provide multiple opportunities for advanced students to investigate grade-level foundational skills at a greater depth. Examples include, but are not limited to, the following:

• In the Teacher’s Guide, Differentiated Instruction, 18 Extend activities are provided in Phonics. 

• In Module 3, Lesson 12, during Extend, students identify exceptions to the sound that the letter y makes, as in the examples myth and gym. 

• In Module 5, Lesson 22, during Extend, students use dictionaries to determine the meaning of brace, lodge, stage and draw pictures of each definition. 

• In Module 6, Lesson 27, during Extend, students write a fun story with compound words. Students read their stories aloud, and the teacher challenges the listeners to raise their hand each time they hear a compound word.

There are no instances of advanced students simply doing more assignments than their classmates. Examples include, but are not limited to, the following:

• In Module 3, Lesson 13, during Extend, students choose one spelling of the sound /i/ and write a story or poem using words with that spelling. The teacher provides a word bank as needed. 

• In Module 5, Lesson 21, during Extend, students write sentences using different forms of the words shout, crown, soil, joy.