The instructional materials reviewed for Grade 1 partially meet the expectations for materials supporting students’ literacy skills (comprehension) over the course of the school year through increasingly complex text to develop independence of grade level skills (leveled readers and series of texts should be at a variety of complexity levels).

Each theme has a separate skills focus. In Theme 1 the text complexity of student texts are appropriate for the beginning of the school year. Students focus on the skills of making predictions, classifying, and story elements. Students hear a Read Aloud connected to the theme, read and discuss the main selection, and then read and discuss a paired selection. In each selection the focus skills of the theme are discussed. In Theme 3, the text complexity is appropriate for Grade 1 mid-year. Students focus on the skills of details, compare and contrast, plot, and setting. Students hear a Read Aloud connected to the theme, read and discuss the main selection, and then read and discuss a paired selection. In each selection the focus skills of the theme are discussed. In Theme 6 the text complexity of student texts are appropriate for the end of Grade 1. Students focus on the skills of alphabetizing, story elements, and details. Students hear a Read Aloud connected to the theme, read and discuss the main selection, and then read and discuss a paired selection. In each selection the focus skills of the theme are discussed. Focus skills are not revisited during the year. Though questions and practice become more complex through each individual theme, there is not a clear progression of the focus skills as they become more complex over the course of the school year

The materials partially support students' ability to read increasingly complex texts across the school year with appropriate support from the teacher according to the quantitative and qualitative measures. However, two days of guidance and scaffolded support from the teacher is suggested regardless of the complexity of the main selection text. Although scaffolded activities are provided throughout the materials, every text is allocated the same amount of time for reading and analysis. More complex texts may not get more instructional time focused on understanding and analyzing them since there are fixed routines in place every week for close reading and rereading.

The instructional materials reviewed for Grade 1 partially meet the criteria that anchor and supporting texts provide opportunities for students to engage in a broad range of text types and disciplines as well as a volume of reading to achieve grade level reading proficiency.

In each lesson, students interact with a getting started story, a read-aloud, a whole-group vocabulary selection, an anchor text, paired text read, big books, decodable books, and a self-selected text read during center work. Leveled readers are provided for small-group, differentiated work.

There are opportunities for students to read a range and volume of texts. The materials provide some experiences with independent reading. Teacher materials lack explicit directions to help students build their skills to read on grade level independently by the end of the year, and weekly lessons have minimal time dedicated to students reading independently.

Reading Adventure Magazine is used for supplemental lessons to extend the Common Core. Additional texts related to the themes are provided as leveled reading selections. These selections are suggested in the Resources section of the Teacher Edition.

The instructional materials reviewed for StoryTown Grade 1 partially meet the criteria for materials, questions, and tasks directly teach foundational skills to build reading acquisition by providing systematic and explicit instruction in the alphabetic principle, letter-sound relationships, phonemic awareness, and phonological awareness (K-1), and phonics (K-2) that demonstrate a transparent and research-based progression for application both in and out of context.

Over the course of a year, each lesson includes word work focused on a phonics skill that includes a connected phonemic awareness activity. These lessons provide students the opportunity to practice reading and spelling words that include the phonics skill. The lessons engage students in explicit phonics instruction by having students read and repeat vowels, consonant blends, and inflectional endings. Students use manipulatives to make word parts that blend the individual phonemes to make one-syllable words. However, Kindergarten Common Core foundational skills standards are reviewed in Theme 1, 2, and 3 (short vowels) out of the six themes. Additionally, long vowels are only addressed in Theme 5. Opportunities are missed for students to receive explicit instruction in how to read one-syllable words. Materials include one lesson on determining the number of syllables in a word. The teacher support book, Extending the Common Core State Standards, provides one lesson per standard not addressed in the main materials. This one lesson does not allow for students to have opportunities to reach mastery of the foundational skill.

Students have opportunities to learn and understand phonemes (e.g., distinguish long and short vowels, blend sounds, pronounce vowels in single-syllable words, and segment single-syllable words). For example:

• In Theme 1, Lesson 2, Day 1, Warm-Up Routines, students blend syllables. Students say run, me, look, frog and listen for one syllable. Students say silly, before, chicken, simple and listen for two syllables. The teacher models putting syllables together with: “The syllables are fun...ny. When I put the syllables together, I make the word funny.”
• In Theme 2, Lesson 4, Day 1, Warm-Up Routines, students isolate the first sound they hear in words read aloud by the teacher such as mine, sad, window, and farmer.
• In Theme 2, Lesson 4, Day 2, Warm-Up Routines, students isolate the last sound they hear in words read aloud by the teacher such as run, pack, cape, and girl.
• In Theme 2, Lesson 4, Day 3, Warm-Up Routines, students isolate the middle sound they hear in words read aloud by the teacher such as mash, lick, and bone.
• In Theme 3, Lesson 7, Day 1, Warm-Up Routines, students blend phonemes into words. The teacher states words very slowly and students blend the phonemes to make words. Examples include: /b/ /e/ /t/ bet, /p/ /e/ /n/ pen, and /w/ /i/ /n/ /d/.
• In Theme 3, Lesson 9, Day 1, Warm-Up Routines, students segment words. The teacher models segmenting the word jet and holds up a finger per sound. Students say the sounds and hold up a finger for each sound of words such as tap, mugs, pass, and jump.
• In Theme 5, Lesson 22, Day 1, Word Work, students listen to the teacher say words with the long i and words with the short i. The teacher states, “When I say a word that has the long i sound, you hold up both cards and say long /i/. When I say a word that has the short i sound, you hold up the i Letter Card only.” Students discriminate between rid, ride, rip, ripe, twin, twine.

Lessons and activities provide students opportunities to learn grade-level phonics skills while decoding words (e.g., spelling-sound correspondences of digraphs, decode one-syllable words, know final-e and long vowels, syllable and vowel relationship). However, students do not receive explicit instruction in decoding one syllable words based on vowel sounds. For example:

• In Theme 1, Lesson 1, Day 1, students participate in a word building activity. Students build and read new words. Students begin with -am change the m to t, add c to -at, change t to n and change c to r and identify the word for each change.
• In Theme 1, Lesson 1, Day 4, Word Work, students learn inflection -s. During Teach/Model, the teacher has students read CVC words with and without -s. During Practice/Apply, students choose a sentence that contains inflection -s to draw and illustrate. Then students copy the sentence onto a strip.
• In Theme 3, Lesson 7, Day 1, students blend words using Word Builder Cards. Students blend m-e-t to make met. Students also blend hen, bed and pen.
• In Theme 4, Lesson 13, students learn ch, tch for /ch/. In Day 1, the teacher starts with developing phonemic awareness of /ch/ in words such as cherry and check. The teacher displays the Sound/Spelling Card ch and tch states the letter names in each spelling. The teacher explains that c and h stand for /ch/. The students say /ch/ several times as the teacher points to the digraph. The teacher also explains that tch says /ch/. Students say /ch/ several times as the teacher points to tch. To practice discriminating the sound, students hold up a c and h when the teacher states a word that begins with /ch/.
• In Theme 5, students learn long vowel sounds with final e and common vowel team conventions. In Day 1 of the lessons, the teacher shows the Sound/Spelling Card and instructs students about the vowel sound being made by the specific letters. Students discriminate sounds and blending words. In Days 2-3, students participate in word building.
  • In Lesson 19, students learn long /e/ with e, ee, ea.
  • In Lesson 20, students learn long /a/ with ai and ay.
  • In Lesson 21, students learn long /a/ with final e.
  • In Lesson 22, students learn long /i/ with final e.
  • In Lesson 23, students learn long /o/ with final e.
• In Extending the Common Core State Standards, Theme 5, there is one lesson on syllabication. During Teach/Model, the teacher reviews syllables. The teacher draws a window on the whiteboard and writes window beneath the picture. “Point to the word, and read it aloud. Have children join you in reading the word again and clapping the two syllables.” The teacher breaks down understanding how vowels and syllables work together. During Practice/Apply, students read two-syllable words with a partner.

Materials have a limited cohesive sequence of phonemic awareness instruction to build toward application. Materials spend three of six themes reviewing prior grade level standards. For example:

• In Theme 1, Lessons 1-3, phonemic awareness lessons include word segmentation, syllable blending and segmentation and onset-rime blending and segmentation.
• In Theme 2, Lessons 4-6, phonemic awareness lessons include phoneme isolation (all positions), phoneme categorization (all positions) and phoneme isolation, identification and categorization.
• In Theme 3, Lessons 7-12, phonemic awareness lessons include phoneme blending and phoneme segmentation, phoneme blending and review of both.
• In Theme 4, Lessons 13-18, phonemic awareness lessons include phoneme deletion, and a review of blending, deletion and segmentation, a review of blending segmentation, deletion, phoneme substitution and a review of blending and substitution.
• In Theme 5, Lessons 19-24, phonemic awareness lessons include review of segmentation, substitution, deletion, blending, phoneme addition and a review of addition.
• In Theme 6, Lessons 25-30, phonemic awareness lessons include phoneme deletion, addition, substitution, and a review of blending, segmentation, deletion, substitution and addition.

Materials have a limited cohesive sequence of phonics instruction to build toward application. Materials spend three of six themes reviewing prior grade level standards.

• In Theme 1, Lessons 1-3, phonics instruction includes relating a and i to short vowel sounds, words with inflection -s, and word building with -ap, -at, -ag, -and.
• In Theme 2, Lessons 4-6, phonics instruction includes digraph ck /k/, short vowel o, variant vowel /o/a, inflection -ed and -ing, and contractions with n’t, ‘s.
• In Theme 3, Lessons 7-12, phonics instruction includes diphthong /ng/ ng, r-controlled vowel /or/or, ore, digraph /sh/ sh, and initial blends with l, s, r.
• In Theme 4, Lessons 13-18, phonics instruction includes digraph /ch/ch, tch, r-controlled vowel /ar/ar, digraph /kw/qu, /wh/wh, r-controlled vowel /ur/er,ir,ur, syllable /el/ -le, and long vowel /o/ ow,oa.
• In Theme 5, Lessons 19-24, phonics instruction includes long vowel /e/e, ee, ea, long vowel /a/, ai, ay, long vowel /a/a-e, long vowel /i/i-e, long /o/o-e, consonants /s/c, /j/g, dge, and long vowel /a/a-e, /i/i-e.
• In Theme 6, Lessons 25-30, phonics instruction includes long vowel /(y)oo/u-e, long /i/y, ie, igh, vowel diphthong /ou/ow, ou, long vowel /e/y, ie, vowel diphthong /oo/o, ew, and long vowel /i/i; /o/o.

The instructional materials reviewed for StoryTown Grade 1 partially meet the criteria for materials, questions, and tasks provide explicit instruction for and regular practice to address the acquisition of print concepts, including alphabetic knowledge and directionality(K-1), structures and features of text (1-2).

Grade 1 print concepts is primarily addressed through the writing and grammar portion of the instructional materials. In the 5-Day Writing sequence in each lesson, students have frequent opportunities to identify and apply knowledge of the features of varied types of sentences. At the start of a new text, the title, author, and illustrator are usually pointed out. In the 5-Day Comprehension sequence, students express understanding of the stories through the study of story structure using story maps (character, setting, plot). In addition, the Focus Skill includes skills such as: main idea, details, compare and contrast, cause and effect, and sequence. Instructional materials miss opportunities for students to learn about text features.

Materials include frequent, adequate lessons and tasks/questions about the organization of print concepts (e.g., recognize features of a sentence). For example:

• In Theme 1, Lesson 2, Day 1, Modeled Writing, the teacher models conventions of a sentence and print concepts during the Modeled Writing lesson on Day 1: ‘Discuss whether the sentence is written correctly. Have volunteers point to the capital letter at the beginning and the period at the end.’ ‘Point out the spaces between the words. Demonstrate their importance by rewriting the sentence without space: Dancanbat.’

• In Theme 1, Lesson 3, Day 3, the teacher models sentences based on the text, “Big Rigs.” Students write their own sentence on a sentence strip and check their sentences for capitalization and end marks.
• In Theme 2, Lesson 4, Day1, Warm-Up Routines, the teacher reads aloud There’s a Billy Goat in the Garden. The teacher is to emphasize print concepts. Therefore, students point to letters, words, and spaces between the words in the title.
• In Theme 2, Lesson 6, Day 2, the teacher models writing sentences from “The Trial of the Stone. ” Students copy a question and then identify the capital letter and question mark.

Students have frequent and adequate opportunities to identify text structures (e.g., main idea and details, sequence of events, problem and solution, compare and contrast, cause and effect). For example:

• In Theme 1, Lesson 4, Days 1-5, students learn that stories have beginning, middle, and end. In Day 2, the teacher explains that a story has three parts. The teacher models beginning, middle, and end in “Book! Book! Book!.” In Practice/Apply, students use pictures from the Student Edition p. 124 to identify beginning, middle, and end.
• In Theme 3, Lesson 7, Day 1, the teacher works with students to fill in a flowchart that details the order in which things happen in the story.
• In Theme 3, Lesson 11, Day 2, The teacher models comparing and contrasting from excerpts of “Wild Horse Winter.” Students compare and contrast cats and dogs to increase understanding of compare/contrast, but students do not use a text to do the comparing and contrasting.
• In Theme 4, Lesson 16, Day 2, the teacher introduces the Focus Skill- Main Idea and tells students that what a story is mostly about is the main idea. Students independently work to tell the main idea of a picture.
• In Theme 5, Lesson 19, Day 2, the teacher introduces the Focus Skill- Cause and Effect and explains to students that learning about cause and effect will help them to answer two questions as they read: “What happened? Why did it happen?”
• In Theme 6, Lesson 26, Days 1-5, student learn to identify story elements. On Day 1, the teacher reviews story elements based on “Billywise.” In Day 2, the teacher guides students through the graphic organizer about story elements for the text, Blast Off!

Materials include limited lessons and activities about text features (e.g., title, byline, headings, table of contents, glossary, pictures, illustrations). For example:

• In Theme 1, Lesson 2, Day 1, Warm-Up Routines, the teacher is to discuss the cover: “Read the cover information and talk about the art. Elicit that an author writes a story and an illustrator creates pictures.”
• In Theme 3, Lesson 7, Day 1, the teacher displays Counting on the Woods. The teacher reads the title and the name of the poet and photographer. “Ask children what each did to help create the book. Explain the information found on the cover and title page.”

In Theme 3, Lesson 7, Day 1, students point to the names of the author and illustrator of Ten Eggs by Nancy Furstinger and illustrated by Lori Lohstoeter.

The instructional materials reviewed for StoryTown Grade 1 partially meet the criteria for instructional opportunities are frequently built into the materials for students to practice and gain decoding automaticity and sight-based recognition of high-frequency words. This includes reading fluency in oral reading beginning in mid Grade 1 and through Grade 2.

Instructional materials contain sufficient opportunities for students to learn different aspects of fluency such as expression and accuracy. Every lesson in every theme has a Decodable book that includes words with sounds that the students have learned in the 5-day phonics sequence. Each of the Decodable books gives a purpose for reading the book. Each week, there are explicit lessons in high-frequency words. While the instructional materials provide students with opportunities to read grade level and decodable texts, there are minimal opportunities for students to learn to use context to confirm or self-correct word recognition.

Multiple opportunities are provided over the course of the year in core materials for students to purposefully read on-level text. For example:

• In Theme 2, Lesson 6, Day 2, the teacher sets the purpose for reading All on the Map. “Remind children that nonfiction selections give information. Ask children to set a purpose for reading this selection--for example, to learn about maps.”
• In Theme 4, Lesson 13, Day 3, the teacher asks student to set the purpose for reading Caterpillars. “Guide children to use prior knowledge and set a purpose for listening.”

Multiple opportunities are provided over the course of the year in core materials for students to demonstrate sufficient accuracy, rate, and expression in oral reading with on-level text and decodable words. For example:

• In Theme 1, Lesson 1, students read On-Level Reader: Let’s Help with a partner. Students take turns reading alternate pages of the story several times with accuracy and expression.
• In Theme 4, Lesson 13, Day 5, students practice reading “A Butterfly Grows” with intonation. Students perform “A Butterfly Grows” as Readers’ Theater. The teacher models reading with appropriate intonation. Partners read the selection together and then select a part (caterpillar or butterfly) and practice reading with intonation. Partner read the selection to classmates.
• In Theme 5, Lesson 19, Day 5, students practice reading “Little Rabbit’s Tale” with phrasing. Students perform “Little Rabbit’s Tale” as Readers’ Theater. The teacher models reading in phrases. The teacher assigns parts to students to read aloud. The teacher listens to the students and provides feedback. Students are invited to perform the text for others, and the teacher reminds students to read with proper phrasing.
• In Theme 6, Lesson 29, students perform “Sand Castle” as a Readers’ Theater. The teacher models reading the text with appropriate reading rate as students follow along. The teacher coaches children to read at just the right speed. The teacher reminds the students to focus on reading at an appropriate rate when they work in small groups to participate in Reader’s Theater with the text.

Materials provide limited support in reading of texts with attention to reading strategies such as rereading, self-correction, and the use of context clues. For example:

• In Theme 2, Lesson 6, Day 2, the teacher suggests students adjust reading rate as a comprehension strategy. “When I read a selection that tells facts, I read carefully to make sure I understand the information. Sometimes I read more slowly than usual and take extra time to look at the illustrations.” Students do not have the opportunity to practice that strategy.
• In Theme 4, Lesson 17, the teacher discusses the Focus Strategy with students. The teacher tells students that as they read they should think about whether what they are reading makes sense. The teacher goes on to tell students that if any section of the text seems difficult or confusing, they should go back and reread that part.

Students have opportunities to practice and read irregularly spelled words. For example:

• In Theme 2, Lesson 5, Day 2, the teacher introduces find, much, thank. The teacher points to find on the board and reads it. Students say find with the teacher. The teacher spells the word and then students spell the word. The teacher repeats the routine with much and thanks. In Guided Practice, students read aloud each word from a list on page 162. Students read sentences from page 163. Then students point to and reread highlighted words in the sentences.
• In Theme 4, Lesson 14, Day 3, Warm-Up Routines, students practice eight high-frequency words: again, feel, house, know, loud, Mrs. put, say. The teacher states each word, a student points to the word, and children read the word aloud. The teacher then points to words at random and students reread the words.
• In Theme 5, Lesson 20, Day 3, the teacher displays high-frequency words: cool, dry, four, holes, moves, place, warm. A student reads one word, the teacher erases the word, and students spell the word. During Guided Practice, students spread word cards out, and students pantomime actions for the words. During Independent Practice, students word with a partner to give clues about high-frequency words. The teacher models: “This word has four letters. It rhymes with pool. What is the word?”
• In Theme 6, Lesson 26, Day 2, students learn the following high-frequency words: climbed, earth, fooling, thought, table. The teacher writes the words on the board and reads the words. Students repeat and spell each word. During Guided Practice, students point to and read aloud the highlighted words. Volunteers read the sentences aloud.

The instructional materials reviewed for StoryTown Grade 1 partially meet the criteria for materials, questions, and tasks providing systematic and explicit instruction in and practice of word recognition and analysis skills in a research-based progression in connected text and tasks.

Instructional materials provide students with opportunities to practice word recognition and word analysis in connected texts and tasks. Every lesson in every theme includes a Decodable book that incorporates words with sounds that the students have learned in the 5-day phonics sequence. Students have opportunities to read leveled readers to practice high-frequency words and digraphs in context. While there are opportunities for students to apply the phonics skills and read/recognize high-frequency from the lessons, there are minimal opportunities for students to encode in connected tasks.

Materials support students’ development learn grade-level word recognition and analysis skills (e.g., spelling-sound correspondences of digraphs, decode one-syllable words, syllable and vowel relationship, decode two-syllable words, read words with inflectional endings) in connected text and tasks. For example:

• In Theme 1, Lesson 1, Day 4, the teacher writes four sentences on the board. Each sentence contains words with inflected endings of -s. Students select a sentence, draw a picture of the sentence, and write the sentence on a sentence strip.
• In Theme 2, Lesson 5, students read Decodable Book 5. The phonics focus for the book is inflection -ed. Students decode: lifted, tilted, wanted, acted, handed, landed and sifted.
• In Theme 4, Lesson 15, Leveled Readers, students read texts with qu and wh digraphs. Students reading below-level read Susan L. Roth. Students reading on-level read Amy Hest. Students reading advanced read Joseph Bruchac.
• In Extending the Common Core State Standards, students practice reading two-syllable words from Copying Master CC5. When students finish the page, students trade papers and read each other’s sentences.
• In Theme 5, Lesson 20, students read long vowels of a (ai, ay), in sentences that are on the board. An example of a sentence includes: We must wait for the rain to stop.

Materials provide frequent opportunities to read irregularly spelled words in connected text and tasks. For example:

• In Theme 1, Lesson 1, Day 1, students practice reading high-frequency words (help, let’s, now) in the Cut-Out/Fold-Up Book “Pam and Cat.”
• In Theme 4, Lesson 16, students read high-frequency words (always, by, Cow’s join, nice, please, room) in the Leveled Readers.
• In Theme 5, Lesson 19, Day 4, students read story strip sentences and write the missing words in the blanks: “Oh, ___! The ___ is falling!” he yells. Students read the high-frequency words (dear, door, hurry, mother, should, sky, told) in the Cut-Out/Fold-Up Book “Can I Keep Him?”

Lessons and activities provide students opportunities to learn grade-level word recognition and analysis skills while decoding words (reading) in connected text and tasks. However, opportunities are missed for students to learn grade-level word recognition and analysis skills while encoding (writing) in context. For example:

• In Theme 2, Lesson 4, Day 4 students dictate words from sentences which contain the digraph ck. For example, students write: Do not pick up the sick cat.
• In Theme 4, Lesson 14, the 5-day phonics focus is r-controlled vowel /ar/ar and inflections -s, -ed, -ing. In the Decodable Book, “Charming Carmel” students decode words, such as: charming, started and artists.
• In Theme 4, Lesson 15, Day 5, students complete the following sentence frames which contain the qu and wh digraph: I am a whiz at _____. We had a quick quiz on _____.

The materials reviewed for Grade 1 partially meet the criteria for materials supporting ongoing and frequent assessment to determine student mastery and inform meaningful differentiation of foundational skills, including a clear and specific protocol as to how students performing below standard on these assessments will be supported.

In Grade 1, there are Benchmark Assessments that are administered three times a year. Theme tests are available at the end of each theme to assess students’ mastery of the standards they have been taught. Weekly Lesson Tests are used to check understanding of each lesson before moving on. Weekly Tests assess phonics/spelling, high-frequency words, and grammar focus from that lesson. There are reteach lessons contained in the Small Group Instruction section of the Teacher’s Manual that give instructional options for students Below-Level, On-Level and Advanced. Theme Tests assess phonics/spelling, high-frequency words, and grammar (fluency begins in Theme 4). There are specific resources that teachers are directed to use based on students results on these assessments that are in addition to the core instruction. The resources are for students that perform in the Below-Level, On-Level and Advanced category based on the Theme Test. Materials provide teachers and students with information of students’ current skills/level of understanding.

Multiple assessment opportunities are provided over the course of the year in core materials for students to demonstrate progress toward mastery and independence of foundational skills.

• Each Theme contains Tested Skills. In Theme 1, phonics/spelling and high-frequency words are assessed. In Theme 2, phonics/spelling and high-frequency words are assessed.
• In Theme 2, page A1 under the assessment tab, it explains that there are benchmark assessments that are administered 3 times a year. Theme tests are administered at the end of each them and assess students’ mastery of the standards that have been taught. Weekly lesson tests check the understanding the students have of each lesson (or parts of it) before the teacher moves on to the next lesson. Monitor Progress notes are available on a daily basis to help the teacher check for understanding and reteach or extend instruction.
• In Theme 2, page A5 under the assessment tab, the Weekly Test for Lesson 4 includes:
  • Phonics/Spelling- digraph /k/ck
  • High-Frequency Words
  • Grammar- Telling Parts of Sentences
• In Theme 1 and 2, page A8 under the assessment tab, Theme 1 and 2 Test includes items that assess: Phonics/Spelling, High-Frequency Words, and Grammar (Fluency is assessed beginning in Theme 4).

Assessment materials provide teachers and students with information of students’ current skills/level of understanding. The materials contain the following sentence: “To determine whether children need even more support, use your district-approved diagnostic and screening assessments.” The materials do not contain complete diagnostic and screening assessments to help teacher know students’ current levels.

Materials support teachers with instructional adjustments to help students make progress toward mastery in foundational skills.

• In Theme 3, Lesson 7 in the Small-Group Instruction section (follow up lessons based on student performance on the Theme Test), page S2, students practice and apply knowledge of short vowel e. Below Level students are reintroduced to short /e/e and practice word blending with e and are guided through Decodable Book 7, “Help! Help” On-Level students build one syllable words that include short e and read aloud Decodable Book 7, “Help! Help!” Advanced level students brainstorm a list of words with short vowel e. The group of students then create a story using as many short e words as they can.
• In Theme 4, Lesson 17 in the Small-Group Instruction section (follow up lessons based on student performance on the Theme Test), page S43 students read high-frequency words. Below-Level students are reintroduced to the lesson’s high-frequency words. Students match the words from two different sets. Students then read the words as they are displayed. On-Level students read the high-frequency words and then write each word on the board, on chart paper, or in their notebook. Advanced students play “Speed”. The teacher randomly holds up cards and children name each word. Students try to quicken the pace each time the cards are displayed. Students then work in partners to play the game and try to increase their speed. Students may time their friend.
• Based on Theme Tests, the teacher is directed to prescriptives to help students gain more instruction for phonemic awareness, phonics, and high-frequency words. For example, in Theme 2, Lesson 5 for digraph /k/ ck, if a student does not do well, the prescriptive is Reteach, p. S32.
• In Theme 4, Lesson 14, Day 5: “Assessment Monitoring Progress Periodically, take a timed sample of children’s oral reading and measure the number of words read correctly per minute. Children should be accurately reading approximately 60 words per minute by the end of Grade 1.” Guidance is not provided to the teacher as to how to help students gain fluency to 60 words per minute.