2nd Grade - Gateway 1

The materials reviewed for Grade 2 meet the criteria for 1f.

The materials provide the teacher with explicit phonics instruction through systematic and repeated modeling for grade level standards. The lessons 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, Practice routine. 

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:

• Distinguish long and short vowels when reading regularly spelled one-syllable words.

  • In Module 1, Lesson 2, the teacher displays the Sound-Spelling Card rake and explains that the vowel sound in rake is a long a sound and can be spelled a_e. The teacher provides additional practice distinguishing long vowel sounds from short vowel sounds using the word pairs: rod/rode, cut/cute, mad/made, bit/bite. Students practice on page 5 of their student worktext. 

  • In Module 2, Lesson 8, the teacher teaches that the words at, ate both have vowel sounds that have been learned. The teacher explains that the beginning sound in at is /ă/ and says that when we hear words we can say whether the vowel sound is short or long. The teacher models with the words tap, tape, kit, kite.

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

  • In Module 3, Lesson 11, the teacher displays Sound-Spelling Card 54 for the word snail and says, “This is a picture of a snail. Two letters, a and i, work together to spell the sound /ā/. Say the word with me: snail.” The teacher writes the word snail and underlines the letters ai and says, “What sound do the letters ai spell when they are together? I can blend sounds to read a word.” The teacher slides a finger under the sound-spellings and says: /t/ /ā/ /l/, tail.

  • In Module 4, Lesson 17, the teacher displays Sound-Spelling Card 90 for the word moon and says, “This is a picture of the moon. The word moon has the vowel team oo. The letters oo can spell the sound /u:/. Say the sound with me: /u:/.” The teacher writes the word spool and underlines the letters oo, saying, “The letters oo can spell the sound /u:/. Say it with me: /u:/. I can blend the sounds to read a word. /s//p//u://l/, spool.” The teacher repeats the routine for Sound-Spelling Card 102 for the word glue and the words flew and suit.

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

  • In Module 6, Lesson 28, the teacher displays Sound-Spelling Card 149 for the word tiger and says, “This is a picture of a tiger. The word tiger has a vowel-consonant-vowel or VCV pattern.” The teacher writes the word tiger and labels VCV under the letters i-g-e, then demonstrates making a slash between the letters i and g to show the division of syllables. The teacher repeats the routine with the words bonus, music, spider, and silent.

  • In Module 7, Lesson 32, the teacher displays Sound-Spelling Card 76 for the word concrete and says, “The word concrete has two syllables: con-crete.” The teacher boxes each syllable and says, “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 and says, “I see the syllable pattern VCe. I know this pattern usually means that the vowel will spell a long sound. I can blend sounds to read a word.” The teacher slides a finger under the sound-spellings and says /ă/ /d/ /v/ / ī/ /s/, advice.

• Decode words with common prefixes and suffixes.

  • In Module 2, Lesson 6, the teacher displays the Sound-Spelling Card 129 for the word pulls and points to the base word and the ending. The teacher says, “This is the word pulls. I see the word pull with an s added at the end. The final s spells the sound /z/.” The teacher repeats this practice with the words tosses, drinking, filled, twisted, and jumped. 

  • In Module 7, Lesson 34, the teacher displays Sound-Spelling Card 163 for the word unwrap and says, “This card shows unwrap. The word unwrap has the prefix un-. A prefix is a word part added at the beginning of a word to make a new word. The original, or first, word is wrap. The prefix un- means ‘opposite of’. Unwrap is the opposite of wrap.” The teacher next displays the word unsafe and says, “To read a word with a prefix, first identify the two word parts. For the word unsafe the prefix is un-. The original word is safe. We can read this word because we can blend the sounds of the prefix and we can read the word safe.” The teacher points to each word part and says, “Un-safe, unsafe. Unsafe means ‘the opposite of safe’ or ‘not safe.’”. 

• Identify words with inconsistent but common spelling-sound correspondences.

  • In Module 8, Lesson 38, the teacher writes the word save and says, “This is the word save. It ends with a silent e, and the letter a spells a long vowel sound. Save follows the rule you learned.” The teacher writes the word have and says, “This is the word have. It has a silent e, but the letter a doesn’t spell a long vowel sound.” The teacher circles the VCe pattern in each word, boxes the a in have, and says, “Have and save have the same spelling pattern, but the letter a in have breaks the rule. English has some words that break the rules.” The lesson continues in the same manner with the words stove and love.

  • In Module 8, Lesson 40, the teacher displays pairs of words: five, give; save,have; plant, want. The students identify what each pair of words have in common and then read the words aloud identifying which word does not follow the rules they have learned.

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 11, the teacher displays Sound-Spelling Card 54 for the word snail and says, “This is a picture of a snail. Two letters, a and i, work together to spell the sound /ā/. Say the word with me: snail.” The teacher writes the word snail and underlines the letters ai and says, “What sound do the letters ai spell when they are together? I can blend sounds to read a word.” The teacher slides a finger under the sound-spellings and says: /t/ /ā/ /l/, tail and models how to blend, read, and write the word rail. 

• In Module 4, Lesson 16, the teacher displays Sound-Spelling Card 30 for the word splash and says, “This is a picture of a splash. The word splash starts with a three-letter blend. In a blend, every letter spells a sound: /s/ /p/ /l/ /a/ /sh/, splash.” In Blend and Read, the teacher models how to blend, read, and write the words strawberry, square, and throw.

• In Module 6, Lesson 30, the teacher displays the words higher and highest and guides students to read them. The students identify the comparative endings and use them in sentences. The teacher guides students to read the words louder, later, happier, hottest, widest, and fanciest.

The materials reviewed for Grade 2 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 3, Lesson 15, students decode words with Vowel Teams: Long a, e, i, o, Students take turns reading a word, saying the vowel sound, and identifying the letters that spell that sound for the words stay, plain, clean, freeze, thief, baby, pie, goat, and show.

• In Module 4, Lesson 18, students decode words with short e: ea. Students use Sound-Spelling Card 60 (bread), blend sounds together, and run their fingers underneath. The routine is repeated to decode the words: tread, health, bread, head, dread, breath, feather, heavy, ready, sweat, deaf, leather. 

• In Module 6, Lesson 28, students decode words with the Syllable Pattern V/CV using the Sound-Spelling Card 149 (tiger). Students read words by blending syllables to read the words bonus, music, spider, silent, human, unit, pilot, frozen, razor, fever, final, baker, and broken while sliding a finger under each syllable.

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 1, Lesson 2, students read the words nice, home, like, dome, wide, made, cave, and lake. Students then read the words in the Foldable Decodable “Different Homes.”

• In Module 5, Lesson 24, students review and read the whole words knight, knelt, know, knew, wren, wrong, sign, lamb, thumb, and limb. Students then read the words in the Decodable Reader “A Walk to Town.”

• In Module 7, Lesson 33, students blend sounds to read the words sickness, slowly, and painless. The students read whole words provided on the Quick List, which contains eight words with the newly taught sound spelling and targeted suffixes.

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

• In Module 2, Lesson 10, students review previously learned r-controlled vowels and contractions and answer the question, “How do the words change?” Students read and add endings to the words turn and fill to review r-controlled vowels and the word I’m to review contractions. Students read words such as roars, catches, hiked, skipping, car, torn, more, soar, her, dirt, curl, don’t, I’m, they’ll, we’re, and you’re.

• In Module 5, Lesson 25, students review the diphthongs ou, ow, oi, oy; consonants Cc /s/, Gg /j/, dge /j/; the vowel Sound in ball: aw, au, al, ough; and consonant patterns kn, wr, gn, mb. In this review lesson, students practice decoding words with diphthongs, consonants, and vowel sounds that they have previously learned. Students complete Student Worktext pages 97–98 and Phonics Lesson 25 Interactive Practice, where they fill in missing letters to complete words.

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 13, students add newly learned sound-spellings for Long i: ie, igh, y to the pile of Sound-Spelling Cards students have learned. Students form two teams and use Sound-Spelling Cards to say the correct word and points for their team. The other team can earn a point if their player can say another word with the target sound-spelling.

• In Module 6, Lesson 30, students use the Practice Generator to create a bragging activity with comparative endings. Students write the comparative form of underlined words to complete each sentence. An example of a sentence created is, I have a nice pet. I have a _____ pet. I have the ______pet of all.

• In Module 8, Lesson 40, students review previously taught syllable phonics skills. In the worktext, students name pictures, write the missing syllable to complete the word, and read the word. The pictures/words are an(kle), pump(kin), pick(le), sand(wich), puz(zle), hun(dred), ap(ple), mon(ster), knuck(le), chil(dren), nee(dle), rat(tle), dol(phin), bub(ble), can(dle), lob(ster), pud(dle), os(trich), (whis)tle, and cir(cle).

The materials reviewed for Grade 2 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 2, Lesson 6, the teacher reads the Foldable Decodable, Bunches of Fun, 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 8, Lesson 39, the teacher reads the Foldable Decodable, At Green Cove, 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 13, students read each sentences multiple times. There are 14 sentences, including, I see stars at night. Turn right on this street. The sun is hot and bright. The sky is gray. I like peach pie.

• In Module 5, Lesson 21, students complete a worksheet by reading sentences and filling in the blank to complete the sentence. For example, students complete the sentence I see foil and oil with the word oil. Students repeat this procedure for five more sentences. At the bottom of the worksheet, students color in a shape upon completing their first, second, and third readings of the complete sentences.

The materials reviewed for Grade 2 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 3, Lesson 12, the teacher displays Sound-Spelling Card 61 for the word easel and says, “This is an easel and the word easel begins with the sound /e/.” The teacher explains that when the letters ea are together, they often spell the sound/e/. The teacher uses the Blend and Read Routine, writes the word read on the board, underlines the letters ea, and models blending the word while sliding a finger under the sound-spellings. The teacher repeats the routine for the sound /e/ spelled ee, ie, and y. The teacher says the word slowly and models using sound-spellings to write the words bead, seed, field, and candy. 

• In Module 5, Lesson 24, the teacher displays Sound-Spelling Card 42 for the word knight and says, “This is a picture of a knight. The word knight starts with the sound /n/ spelled kn. In words that have the letters kn together, the k is silent.” The teacher demonstrates how to blend sounds using the Display, Say, Blend Routine. The teacher repeats the routine for the other sounds spellings pointing out that the silent letters in each pair to read the words knob, gnat, numb, wreck, knee, wrap, gnash, lamb, knot, wrist, climb, gnaw, signs, kneel, wren, and wrist. 

• In Module 7, Lesson 38, the teacher explains the CCe pattern, circles the pattern in words, and then introduces non-examples of the silent e rule found in the words stove and love. The teacher introduces words that have similar spelling patterns but can’t be blended in the same way. The teacher repeats with the word pairs boot, foot and near, bear. The teacher says the word slowly and models using knowledge of inconsistent spelling-sound correspondences to write the words plant, want, home, some, own, town.

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 2, Lesson 8, students use the Display, Say, and Blend Routine to work with the r-Controlled Vowels er, ir, ur. Students practice the newly-taught sound spelling patterns and repeat the routines for the words girl, curtains, fur, and bird. Students use their knowledge of sound-spellings to write the words term, stir, and slurp. The teacher splits students into three teams and assigns each team an r-controlled vowel (er, ir, or ur). Teams receive a set amount of time to write as many words as they can for their vowel. When time is up, teams present and read the lists to the class.

• In Module 5, Lesson 21, students use the Display, Say, and Blend Routine to blend and read words that contain the newly-taught sound spelling patterns of Diphthongs ou, ow, oi, oy. Students blend the sound to read the words plowing, boiler, cowboy, and toybox. Students use their knowledge of sound-spellings to write the words outside, cowgirl, boilers, cowboy. Students practice with partners using letter cards b, c, i, j, n, o, s, t, and y and build words following the teacher instructions.

• In Module 7, Lesson 31, students use the Display, Say, and Blend Routine to blend and read words with the VCe syllable to decode multisyllabic words. Students blend sounds to read two-syllable words with a VCe pattern such as reptile, confuse, invade. Students use their knowledge of sound-spellings to write the words invite, online, refuse, revise. 

The materials reviewed for Grade 2 partially meet the criteria for 1j. (mid K-Grade 2)

The materials include limited opportunities for purposeful teacher modeling that demonstrates the use of phonics to encode sounds to letters and words in writing tasks. Although materials include explicit teacher modeling of blending words, the routines lack teacher modeling of explicit encoding when writing. Rather, the teacher writes an entire word and demonstrates how to decode the word. While materials include a Dictation Routine during which students use their knowledge of sound-spellings patterns to encode the dictated words, materials do not include explicit modeling of encoding routines. The materials provide students with activities and tasks to promote application of phonics as they encode words in sentences or in phrases based on common and newly taught phonics patterns. Daily Phonics Minilessons end with dictation exercises during which the teacher guides the student to encode words with the phonics focus in isolation; however, the materials do not provide guidance for the teacher in how to complete the dictation activity.

Materials include limited teacher-level instruction of teacher modeling that demonstrates the use of phonics to encode sounds to letters and words in writing tasks. Examples include, but are not limited to, the following:

• In Module 3, Lesson 11, during Dictation, the teacher asks students to use their knowledge of sound-spellings to write the words sack, tuck, truck, and dock as the teacher slowly says them. The materials do not include explicit modeling of encoding routines.

• In Module 5, Lesson 24, during Dictation, the teacher asks students to use their knowledge of sound-spellings to write the words knife, write, sign, and numb as the teacher slowly says them. The materials do not include explicit modeling of encoding routines.

Lessons provide students with frequent activities and tasks to promote application of phonics as they encode words in sentences or in phrases based on common and newly taught phonics patterns. Examples include, but are not limited to, the following:

• In Module 5, Lesson 21, students apply their knowledge of diphthongs ou, ow, oi, oy using Student Worktext page 81. Students read the sentence, look at a picture, and use their knowledge of sound-spellings to write the missing word. The Exit Ticket includes three pictures, and students use their knowledge of sound-spellings to encode the word.

• In Module 6, Lesson 27, students practice their knowledge of Long a: ai, ay using Student Worktext page 4. Students read the six sentences, look at the pictures, and use their knowledge of sound-spellings to write the missing word. The Exit Ticket includes three pictures and students use their knowledge of sound-spellings to encode the words nail, tray, and chain.

• In Module 8, Lesson 37, students apply their knowledge of syllable patterns VC/CCV, VCC/CV. Students use their knowledge of sound-spelling and syllable patterns to write the words complete, mushroom, panther, and embrace. Students practice writing words on a line and drawing a line to divide it into syllables on page 145 of their Student Worktext. The Exit Ticket includes writing words, a sentence, finishing sentences, and dividing words into syllables.

The materials reviewed for Grade 2 meet the criteria for 1k.

The materials include systematic and explicit instruction in recognizing and reading grade-appropriate irregularly spelled 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. 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 67 high-frequency words, 13 of which were introduced/practiced in both Kindergarten and Grade 1 and an additional 12 that were introduced/practiced in Grade 1. 

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 2, Lesson 10, the teacher displays the High-Frequency Word Card said, reads the word, and has students read the word. The teacher says, “We often see the word said in stories. It sounds like it should be spelled S-E-D, but how is it actually spelled?” The teacher asks students to spell the word. The teacher continues instruction with other high-frequency words from the module and points out that they, come, and about do not follow the sound-spelling patterns that have been learned. 

  • In Module 4, Lesson 17, the teacher displays the High-Frequency Word Card done and says, “This is the word done. It has the VCe pattern. How would you pronounce the word if it followed the rules we’ve learned? But the vowel in this word doesn’t follow that rule. The word is pronounced dun. Say it with me: done.” 

  • In Module 5, Lesson 22, the teacher displays the High-Frequency Word Card because and says, “This is the word because. The word doesn’t follow the rules we’ve learned about letters and sounds. It is a word we will see a lot when we read.” The teacher tells the students they know the consonant sounds in this word: /b/ spelled b, /k/ spelled c, and /z/ spelled s. The teacher points to the word and students say it. The routine is repeated for the word once. 

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 uses the Spell and Write Routine to teach the word the. The teacher states, “The word the is spelled T-H-E.” The teacher turns the High-Frequency Word Card over and spells the word. The teacher and students write the word the and circle each letter separately because the letter t does not spell the sound /t/, the letter h does not spell the /h/ sound, and the letter e does not spell the /e/ or /ē/. The teacher explains the digraph /th/ and students circle the th. The routine is repeated for the words was and to.

• In Module 5, Lesson 21, the teacher uses the Spell and Write Routine to teach the word been. The teacher states, “The word been is spelled B-E-E-N.” The teacher turns the High-Frequency Word Card over and spells the word. The teacher and students write the word been on a sheet of paper and circle the letters ee in red, because the letters ee do not spell the sound /ē/. The routine is repeated for the word what.

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

• In Module 1, Lesson 2, the teacher gives students High-Frequency Word Cards for the words of and you. Students practice reading each word until they can read the words with automaticity.

• In Module 4, Lesson 18, students read the high-frequency words where, does, and done and then drag the letters to boxes on a train.

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 Grade 2 Planning and Pacing Chart, 67 high-frequency words are included, including 13 that were introduced in both Kindergarten and Grade 1 and 12 that were introduced in Grade 1. 

• According to the Table of Contents, the order of High-Frequency word instruction is listed in order: if, ten, got, cut, six, hot, the, was, to, much, shall, pick, long, drink, bring, said, come, they, start, far, hurt, about, today, have, keep, clean, light, kind, myself, try, hold, own, show, grow, only, together, done, where, does, full, look, what, been, because, once, small, fall, draw, know, carry, laugh, goes, never, seven, warm, better, again, their, would, could, should, eight, very, every, from.

The materials reviewed for Grade 2 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 in Student 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 13, students take turns with a partner and read aloud one page at a time from the Foldable Decodable The Walk Home. In Additional Reads, students orally and independently read the Foldable Decodable. Sentences in the decodable include the high-frequency words kind, a, the, to, says, and of. 

• In Module 6, Lesson 26, students take turns with a partner and read aloud one page at a time from the Foldable Decodable The Smallest Penguin. In Additional Reads, students orally and independently read the Foldable Decodable. Sentences in the decodable include the high-frequency words carry, where, live, the, of, are, into, to, and a. 

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 4, Lesson 17, students write the high-frequency words black and been. On Student Worktext page 26, students write the word done on lines and in boxes. Then, students use the words to write a sentence.

• In Module 6, Lesson 36, students write the high-frequency word carry. On Student Worktext page 102, students write the word carry and then write the word in a sentence.

• In Module 8, Lesson 37, students write the high-frequency word eight. On Student Worktext page 146, students write the word eight and then write the word in a sentence.

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 3, Lesson 11, the teacher displays the module’s High-Frequency Word Cards so all students can see all the words and use them as a resource. The teacher gives clues about each word that lead students to identify it. For example, “This word has the sound /ī/ and two silent letters. (light) This word has a familiar VCe pattern, but it doesn’t follow the rules. (have)” When students identify a word correctly, the student holds up the card and leads the class in reading and spelling the word.

• In Module 6, Lesson 30, the teacher arranges students into five groups and distributes one High-Frequency Word Card to each group to use as a resource. In one group, a student holds up a card, the second student reads it, the third student spells it, and the fourth student uses it in a sentence. The sequence starts over until everyone in the group has interacted with the word at least twice in different roles. The groups exchange cards and repeat the routine with different words.

The materials reviewed for Grade 2 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 7, Lesson 31, the teacher displays Sound-Spelling Card 76 for the word concrete and says, “This is a picture of concrete. The word concrete has two syllables: con-crete.” The teacher boxes each syllable and says, “This word has a VCe syllable pattern, which usually means the vowel spells a long vowel sound.” The teacher uses the Blend and Read Routine to write the word advice and underlines the i-c-e and says, “I see the syllable pattern VCe. I know that this pattern usually means that the vowel will spell a long sound. I can blend sounds to read a word.” The teacher slides a finger under the sound-spellings and says: “/a/ /d/ v/ /ī/ /s/, advice.”

• In Module 7, Lesson 33, the teacher provides explicit instruction for decoding words with suffixes -ly, -ful, -less, and -ness using the Display and Say and the Blend and Read instructional routines. The teacher displays Sound-Spelling Card 167 (cheerful) and says, “This card shows cheerful. The word cheerful has the suffix f-u-l. A suffix such as f-u-l can be added to the end of a word, such as cheer, to make a new word. The suffix f-u-l means ‘full of,’ so cheerful means ‘full of cheer.’” The teacher displays the word helpful, slides a finger under the word, and says, “To read a word with a suffix, first identify the original word, and then identify the suffix. I see the word help and the suffix f-u-l. Help, ful, helpful.”

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 provide explicit instruction for reading words by phoneme. The teacher displays Sound-Spelling Card 38 for the word lamp and says, “This is a picture of a lamp. The word lamp ends with the sounds /m/ and /p/. When these letters are together, we hear the sound that each letter spells. Listen: /l//ă//m//p/, lamp.” The teacher writes the word belt on the board, underlines the letters lt, and, while running a finger under the sounds, says, “What sounds do the letters l and t spell when they are together? I can blend sounds to read this word: /b//ĕ//l//t/, belt.”

• In Module 8, Lesson 37, the teacher displays Sound-Spelling Card 146 (sandwich) and says, “This is a picture of a sandwich. I see the word sand at the beginning of the word sandwich. I also see the blend nd and the digraph ch. These details will help me read the word.” The teacher writes the word sandwich, underlines the letters a-n-d-w-i, and says, “The word sandwich has a V-C-C-C-V pattern: a vowel, three consonants, and a vowel. The teacher models breaking the word into syllables: sand-wich. The teacher writes the word hundred, underlines the letters u-n-d-r-e, and writes the letters V and C above the appropriate letters. The teacher explains that the words have the same pattern, and it has the blend dr  The teacher slides a finger under each syllable and says, “Hun-dred, hundred.”

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 3, Lesson 13, students identify, read, and highlight or underline words with Long i vowel patterns as they read aloud each page of the Foldable Decodable, The Walk Home. Then students read the Foldable Decodable with a partner, orally, and individually to develop automaticity.

• In Module 6, Lesson 29, students complete Student Worktext page 113 by reading and identifying all the words that have closed first syllables with short vowel sounds. The Exit Ticket includes a practice activity identifying and circling words with closed syllable pattern VC/v and another practice activity reviewing Open Syllable Patterns V/CV.

• In Module 7, Lesson 34, students analyze the words disappear, replant, preschool. Students learn that the prefix dis- means “the opposite of,” re- means “again,” and pre- means “before.” Students practice applying prefixes on Student Worktext page 133 by adding prefixes to base words to write the new words.The Exit Ticket includes adding prefixes to a base word to write a new word and reviews adding suffixes to the end of a base word to write a new word.

The materials reviewed for Grade 2 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 the importance of reading correctly, with accuracy, and at an appropriate rate. The teacher chooses a classroom library book and models reading accurately and at an appropriate rate. The teacher reminds students to read the Decodable Passage Are They the Same? with accuracy.

  • In Module 8, Lesson 40, the teacher explains that reading at a good rate means not too fast and not too slow and that reading for accuracy means reading correctly without adding, skipping, or mispronouncing words. The teacher explains that reading with expression and pausing for punctuation is part of reading for accuracy. The teacher chooses a classroom library book and models reading at an even rate, accurately, and with expression, pausing for commas and periods. The teacher reminds students to read the Decodable Passage A Day at the Science Center with accuracy.

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

• In Module 2, Lesson 19, students listen to the teacher model fluent reading of the Foldable Decodable Wish on a Star.

• In Module 5, Lesson 21, students listen to the teacher model fluent reading of the Foldable Decodable Cowboy Ray.

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 eight Decodable Passages, 32 Foldable Decodables, Student Worktext, and Fluency and Oral Records. 

The materials reviewed for Grade 2 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 19, students echo read one page at a time from the Foldable Decodable Where Is Totes? Students practice reading with a partner during the Second Read. During the Additional Reads, students read independently and at home. 

• In Module 7, Lesson 33, students Spell and Write the High-Frequency word, again. Students close their eyes, think about the word, and then say it: “A-G-A-I-N, again.” Students use the High-Frequency Word Card again, along with others from previous lessons, to practice reading the words fluently. 

• In Module 8, Lesson 40, students buddy read the Decodable Passage, A Day at the Science Center, to practice 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 1, Lesson 3, students echo read one page at a time from the Foldable Decodable Read A Pot. Students practice reading with a partner during the Second Read. During the Additional Reads, students read independently.

• In Module 5, Lesson 24, students echo read one page at a time from the Foldable Decodable Go Fast!. Students practice reading with a partner during the Second Read. During the Additional Reads, students read independently.

• In Module 10, Lesson 49, students echo read one page at a time from the Foldable Decodable Turtles. Students practice reading with a partner during the Second Read. During the Additional Reads, students read independently.

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, the 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 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. 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 their 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.”