The instructional materials reviewed for Grade 2 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 character, main idea, and finding 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. In Theme 3, the text complexity is appropriate for Grade 2 mid-year. Students focus on the skills of author’s purpose and fiction/nonfiction. 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 2. Students focus on the skills of cause and effect and making inferences. 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 2 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. 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.

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 on p. R9.

The instructional materials reviewed for StoryTown Grade 2 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.

Instructional materials include lessons in word work lessons focused on a particular phonics skill. These skills begin with providing students the opportunity to practice reading and spelling words with the focus skill. Instructional materials address prior grade-level standards such as two themes review common long vowel teams, and three out of six themes review digraphs rather than containing lessons on Grade 2 phonics throughout the school year. While most Grade 2 Common Core Standards are taught in the Grade 2 materials, students do not receive instruction in distinguishing short vowels and long vowels in one syllable words. Additionally, lessons for prefixes and suffixes are taught in two days with students receiving instruction in 3 prefixes and 2 suffixes. Materials do not provide opportunities for students to practice prefix and suffix skills to mastery. Students are expected to show mastery during independent work with limited explicit instruction.

Lessons and activities provide students opportunities to learn grade-level phonics skills while decoding words (e.g. apply spelling-sound relationship on common words, decode two syllable words with long vowels). However, materials do not provide opportunities for students to distinguish long and short vowel sounds in one syllable words. Students also have limited opportunities to decode words with common prefixes and suffixes. For example:

• In Theme 1, Lesson 4, Day 1, students are taught a common vowel team they learned in the prior grade: long /e/ with ee, ea.
• In Theme 2, Lesson 7, Days 4-5, students are taught to read compound words. In Day 4, the teacher introduces compound words by writing mailbox on the board. The teacher explains that mailbox is a compound word because mailbox is made of two smaller words joined together. The teacher draws a line under mail and a circle around box. The teacher asks, “How many syllables does mailbox have?” For Guided Practice, students view nonsense compound words and identify the smaller parts of each compound word in order to blend the syllables. In Day 5, students are guided through breaking apart compound words in a chart.
• In Theme 3, Lesson 12, students learn long /e/ with ey, y. During Day 1, the teacher warms up the class with phonemic awareness. “The words money and candy end with the long /e/ sound.” The teacher displays the Sound/Spelling Card for long e and points to the letters ey and talks about the letter/sound correspondence. “The letters ey can stand for the long /e/ sound, the sound at the end of money.” Students read words that end with y and ey to hear and see the long /e/.
• In Theme 4, Lesson 19, Day 1, students recognize and blend the r-controlled vowel /ir/ear, eer, read words with r-controlled vowel /ir/ear, eer (hear, deer, peer, rear, year, team, gear, steer, smear, clear, fear), and use r-controlled vowel /ir/ear, eer to spell words (gear, deer, fear, year, cheer, near, hear, clear, steer, rear). The teacher displays a Sound/Spelling Card for /ir/ ear and eer. “The letters ear can stand for the /ir/ sound, the sound at the end of hear.” During Work with Patterns, the teacher displays ear and eer words to read aloud to students and then students read the words with teacher.
• In Theme 5, Lesson 23, Day 2, students learn the vowel diphthong /oo/ oo, ew, ue, ui, ou. In Word Building, the teacher writes suit on the board. Students identify the letters for the /oo/ sound. Students help the teacher change out letters in suit to make fruit. Then students change out ruit to ood to make food. Later, students write words in their noteboard that correspond to the /oo/ word the teacher states.
• In Theme 6, Lesson 26, Days 4-5, student learn dis-, over-, pre-. In Day 4, Teach/Model, the teacher writes like on the board has students read the word. Then the teacher writes dislike and underlines dis-. The teacher explains that dis- is added to like to make a new word. The teacher repeats this sequence with overeat and prepay. During Guided Practice, students are guided through identifying prefixes so students can blend the syllables together.

Materials have a limited cohesive sequence of phonics instruction to build toward application. For example:

• In Theme 1, Lessons 1-5, phonics instruction includes short vowels (/a/a; /i/i; /e/e; /o/o; /u/u) and long vowels which are a review from Kindergarten.
• In Theme 2, Lessons 6-10, phonics instruction includes long vowels (/i/ie, igh; /a/ai, ay, /o/oa, ow) and a r-controlled vowel (/ar/ ar).
• In Theme 3, Lessons 11-15, phonics instruction includes digraphs (/ch/ch, tch; /sh/sh; /th/ h) which were taught in Grade 1, long /e/ with ey and y, consonants (/s/c; /j/g, dge), and r-controlled vowel (/ur/ir, ur, ear).
• In Theme 4, Lessons 16-20, phonics instruction includes digraphs (/n/kn; /r/wr; /f/gh, ph), short vowel /e/ea, vowel diphthong (/oi/oi, oy), and a r-controlled /ir/ear, eer.
• In Theme 5, Lessons 19-24, phonics instruction includes vowel diphthongs (/ou/ou, ow; /oo/oo, ew, ue, ui, ou) and r-controlled vowels (/or/ or, ore, our; /ar/ air, are).
• In Theme 6, Lessons 25-30, phonics instruction includes vowel variants (/oo/oo, ou; /o/aw, au, augh; /o/a, al, ough) long vowels (/a/ ea, ei, eigh, ey), prefixes (dis-, over-, pre-) and a suffix (-tion).

The instructional materials reviewed for StoryTown Grade 2 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.

The instructional materials contain sufficient opportunities for students to hear the purpose for reading a particular text, as stated by the teacher. In each lesson, students read irregularly spelled words. Students also have opportunities to read the Student Edition text for each lesson. While students have the opportunity to read text with accuracy, rate and expression, the use of ‘fix-up’ reading strategies; such as, self-correcting and using context clues is not explicitly taught and includes minimal instruction.

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 1, Lesson 1, Day 2, the teacher sets the following purpose for reading: “Tell children that this is a story they will read to enjoy.”
• In Theme 3, Lesson 13, Day 2, the teacher sets the following purpose for reading: “Remind children this story is fiction. Ask them whether they will read it for enjoyment or to get information.”
• In Theme 5, Lesson 21, Day 3, the teacher sets the following purpose for reading: “Read aloud the title of the nonfiction selection. Guide children to use prior knowledge to set a purpose for listening. Then ask children to read the selection aloud.”

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 grade level decodable words. For example:

• In Theme 1, Lesson 1, Day 2, students practice reading with accuracy. The teacher explains that good readers read words accurately and correct themselves when they make a mistake. Students echo-read each page of text from “Arthur’s Reading Race.”
• In Theme 3, Lesson 11, Day 3, students practice reading with emphasis on punctuation. The teacher explains that good readers pay attention to punctuation marks. The teacher models reading while paying attention to punctuation. During independent practice, students take turns with a partner to read aloud “Jamaica Louise James.” Prior to reading aloud, students identify and discuss punctuation in the text.
• In Theme 5, Lesson 22, students read Below-Level, On-Level and Advanced Level readers. Students reread for fluency. Students are reminded to read aloud to express each character’s feelings.

Materials contain limited support in the reading of texts with attention to reading strategies such as rereading and self-correction. Opportunities are missed for students to learn about using context clues. For example:

• In Theme 1, Lesson 2, the teacher reminds students that good readers read words accurately and correct themselves if they made a mistake. The teacher models reading accurately. Then partners take turns reading aloud parts of the story. The teacher reminds them to read accurately and to reread if they make a mistake.
• In Theme 4, Lesson 18, Day 2, the teacher models reading accuracy. The teacher explains that if students make a mistake they should go back and reread the word.

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

• In Theme 1, Lesson 4, Day 5, Warm-Up Routines, students read five high-frequency words: sugar, bicycle, special, sometimes, exercise. The teacher points to a card at random and students read the words.
• In Theme 3, Lesson 13, Day 2, Warm-Up Routines, students read four high-frequency words: favorite, enjoy, board, popular. The teacher reads the words, then has students read each word, spell the word, and read the word again.
• In Theme 5, Lesson 25, Day 2, Warm-Up Routines, students read 10 high-frequency words: impossible, children, learn, special, clear, imagine, favorite, young, fair, exercise. Students read the word, spell the word, and read the word again. Then the teacher points to a word, selects a student to use the word in a sentence, and then read the word again.

The instructional materials reviewed for StoryTown Grade 2 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. Students read leveled readers to practice high-frequency words and Decodable books to practice decoding words in connected texts and tasks. Opportunities are missed for students to read leveled readers to practice reading prefixes and suffixes in connected text. Additionally, there are minimal opportunities for encoding in connected text and tasks.

Materials support students’ development learn grade-level word recognition and analysis skills (e.g apply spelling-sound relationship on common words, decode regularly spelled two-syllable words with long vowels) in connected text and tasks. However, there are minimal opportunities for students to decode word with prefixes and suffixes in connected texts and tasks. For example:

• In Theme 1, Lesson 4, Day 4, students read long /e/ee, ea words with inflectional endings -ing, -ed. The teacher models how to blend syllables to read the word: needed. The students decode make believe two syllable words by identifying the vowel pairs and endings in each and blending the syllables: reased, reasing, meeded, meeding, veeked and veeking. Children read sentences that include words with /e/ee, ea and the inflectional endings -ing, -ed.
• In Theme 2, Lesson 6, Day 1, students read a decodable reader called “Bright Lights at Night.” The reader contains the long /i/ vowel of ie, igh.
• In Theme 4, Lesson 18, Day 3, students choral read Transparency R92. Then volunteers read each sentence aloud and underline words with oi or oy. Other volunteers identify words that end with phonograms -oy, -oil, -oice, -oist.
• In Theme 6, Lesson 26, Day 5, students practice placing prefixes (dis-, over-, pre-) in sentences in the Practice Book. For example, students fill in the following sentence: “Before Rosa began kindergarten at this school, she to a ___school.”

Materials provide frequent opportunities to read irregularly spelled words in connected text and tasks. Students have opportunities to read high-frequency words in Leveled Readers in Themes 1, 2, 3. For example:

• In Theme 1, Lesson 4, Day 4, students participate in tasks that require them to read and write high-frequency words. Students read the high-frequency words: bicycle, exercise, special, sugar, sometimes. Students create their own sentences using the high-frequency words and the teacher writes them on the board. Students chorally read each sentence. Students then write three sentences using one or more of the high-frequency words in each sentence and share their sentences with a partner.
• In Theme 2, Lesson 7, Leveled Readers, students read high-frequency words (idea, world, curve, laughed, coming, knee, million) in the Leveled Readers: Grandma’s Rain Song, Swimming with Pops, and A Present for Charlie.
• In Theme 3, Lesson 12, Leveled Readers, students read high-frequency words (favorite, imagine, cook , year, board, popular, enjoy, expensive) in the Leveled Readers: Having Fun: Long Ago and Today, Riding Bicycles: Long Ago and Today, and Board Riding: Long Ago and Today.

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 1, Lesson 1, Day 4, students write three sentences using one or more of the high-frequency words (already, eight, police, prove, sign).
• In Theme 3, Lesson 11, Day 4, student write three sentences using one or more of the high-frequency words (bought, draw, especially, minute, picture, question, sure, worry).
• In Theme 4, Lesson 18, Day 2, students apply the phonics skill /oi/oi, oy to read decodable words that include the vowel diphthong in complete sentences that are written on the board: ex: I heard my mother’s voice calling for me. The teacher then dictates several spelling words for the students and students write the words.

The materials reviewed for Grade 2 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 2, 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 standard before moving on. Weekly Tests assess the phonics skill, high-frequency words, grammar and fluency focus from that lesson. There are reteach lessons contained in the Small Group Instruction section of the Teacher’s Manual. Theme Tests assess phonics/spelling, high-frequency words, grammar and fluency. The high-frequency focus is not tested in the last part of the year. 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 4, 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 4, page A3 under the assessment tab, the Weekly Test for Lesson 17 includes:
  • Phonics- short vowels /e/ ea
  • Fluency- Intonation
  • Grammar- adjectives for senses
• In Theme 4, page A6 under the assessment tab, Theme 4 Test includes items that assess: Phonics, Grammar and Fluency.
  • Phonics/Spelling- digraphs /n/kn; /r/wr; /f/gh, ph- short vowel /e/ea, vowel diphthong /oi/oi,oy- r-controlled vowel /ir/ear,eer
  • Fluency- oral reading fluency
  • Grammar- adjectives, adjectives for senses, number words, words that compare

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 Grade 2, Theme 1, Small Group Instruction Lesson 2, S13, students review high-frequency words. ‘Below-Level’ students are reintroduced to the words using Routine Card 5. The teacher holds up a word card and asks a volunteer to hold up the matching card for the group to read aloud. This is repeated until all students have several chances to make matches. ‘On-Level’ students read each of the lesson’s word from a word card that is held up by the teacher. Words are displayed at random and children read the word each time. Students then write each word. ‘Advanced’ students write setences that contain two words from the list. If students children are not able to recognize and read the words after the small-group instruction, the teacher is directed to provide additional small-group practice with the words from the Strategic Intervention Resource Kit.
• In Grade 2, Theme 6, Small Group Instruction Lesson 27, S14, students practice and apply knowledge of the vowel variant /i/aw, au(gh). ‘Below-Level’ students are reintroduced to the vowel variant /o/aw, au(gh). The teacher writes the words saw, lawn, craw, and draw on the board. The teacher reads the words aloud and then has students identify the vowel sound they hear. Students then identify the letters in the word that stand for the vowel sound. This is repeated with the words haul, fault, sauce and caught. Students read aloud Decodable Book 22. The teacher reviews any word that the children struggled to read. ‘On-Level’ students participate in word building. The teacher shows the word sat and asks students to identify which letters to change to spell the word saw. This activity is continued with hail (haul), drew (draw), low (law), yarn (yawn), caught (taught), stray (straw), and latch (launch). Children read sentences that are written on the board with the vowel variant. Students then read aloud the stories in Decodable Book 2. ‘Advanced’ students identify homophones for the following words: paws(pause), nod(gnawed), caws(cause), hall(haul), odd(awed). If students children are not able to recognize and read the words after the small-group instruction, the teacher is directed to provide additional small-group practice with the words from the Strategic Intervention Resource Kit.

The materials reviewed for Grade 2 partially meet the criteria for materials, questions, and tasks providing high-quality lessons and activities that allow for differentiation of foundational skills, so all students achieve mastery of foundational skills.

Each week contains multiple opportunities for students to learn and practice foundational skills. Guidance and suggestions are provided in lessons in order for teachers to differentiate learning opportunities for students below-level, student on-level, and for students who are advanced. There are Small-Group learning opportunities for students to learn phonics and high-frequency words. To learn prefixes and suffixes, there are limited opportunities for students to learn and get reinforcement since only two days of instruction are allotted to learning prefixes such as mis-, re-, un-. Each lesson includes a 5-day sequence of instruction for phonics/spelling, fluency and grammar. Within these 5-days of instruction, teachers are provided with activities that provide opportunities for reteach, reinforcement or extension of the skill. Each lesson includes Leveled Readers and Leveled Practice to reinforce skills and strategies. The Leveled Readers include a Below Level, On Level, Advanced and ELL option for students. The Leveled Readers include words with the phonics focus and high-frequency words from the week. The Classroom Library for Self-Selected Reading includes an Easy, Average and Challenge level book. Many of the lessons include Below-Level differentiation options for students, and there is an ELL Teacher Guide that provides direction with scaffolding lessons.

Materials provide high-quality learning lessons and activities for every student to reach mastery of foundational skills.

• In Theme 3, Lesson 11, Day 3, during fluency instruction of punctuation, there is guidance provided to the teacher to assist students who do not have grade-level fluency. “Below-Level Fluency Practice Have children reread Decodable Book 9, Story 11 in the Strategic Intervention Interactive Reader, or the appropriate Leveled Reader (pp. T96-T99). Have them practice reading the text several times.”
• In Theme 3, Lesson 13, Day 4, during phonics instruction of consonants (/s/ c; /j/ g, dge), there is guidance provided to the teacher about helping the students who are not reaching mastery. “Below-Level Fluency Silent e Words Some children may have difficulty discriminating between the long-vowel sound in the CVCe pattern and the short-vowel sound in words ending in dge. Write c_ge and d_dge on the board. Work with children to complete each word, pointing out that when they see the dge pattern, the vowel before it has a short sound.”
• In Theme 4, Lesson 18, Day 2, students that are determined to be Below-Level participate in additional fluency practice by reading Decodable Book 15, the appropriate Leveled Reader or Story 18 in the Strategic Intervention Interactive Reader.
• In Theme 4, Lesson 19, students participate in different ways to ‘read’ the grade level text, The Life of George Washington Carver. Below-Level students will read each page after the teacher has read it aloud to them. On-Level students read the selection independently. Advanced students read the page silently.
• In Theme 5, Lesson 22, Day 2, Word Work, students are learning r-controlled vowel /or/ or, ore, our. There is guidance provided to the teacher about helping the students, both below-level and advanced, who are not reaching mastery.

Materials provide guidance to teachers for scaffolding and adapting lessons and activities to support each student’s needs.

• In Theme 2, Lesson 7, Day 5, during fluency learning of intonation, there is guidance provided to the teacher about helping the students. “Monitor Progress Periodically, take a timed sample of children’s oral reading and record the number of words read correctly per minute. Children should accurately read approximately 51 words per minute at the beginning of Grade 2.”
• In Theme 4, Lesson 19, Day 5, students read two syllable words that have the VC/V Syllable Pattern. Students are grouped according to academic levels and are assigned a workbook page. Below-Level students complete a page from the Extra Support book. On-Level students complete a page from the Practice Book. Advanced students complete a Challenge page. The teacher clarifies any unfamiliar concepts for ELL students and use ELL Teacher Guide Lesson 19 for support in scaffolding instruction.

Students have multiple practice opportunities with each grade level foundational skill component in order to reach mastery.

• In Theme 2, Lesson 8, Day 1, students identify words that have the r-controlled vowel ar. There is additional decoding practice opportunities to decode words with r-controlled vowel /ar/ar and high-frequency words in Decodable Book 7 “Mark the Star”. Students are grouped according to academic levels and are assigned a page from the Support Book (Below-Level), Practice Book (On-Level) and Challenge (Advanced). For students that are English Language Learners, the teacher clarifies any unfamiliar concepts and uses ELL Teacher Guide Lesson 8 for support in scaffolding instruction.
• In Theme 3, Lesson 14, Day 5, students identify and read words with the VCCV pattern in two-syllable words, use /ur/ir, ur, er, ear to spell and write words, sort high-frequency words into columns according to the number of syllables and use proper phrasing when participating in Readers’ Theater with the text “Rain Forest Babies”. The Leveled Readers for this lesson include words with r-controlled vowel /ur/ir, ur, er, ear and high-frequency words. Students reread the selection and read groups of words that go together as phrases.
• In Theme 5, Lesson 23, Days 4-5, students have only two days to learn three prefixes mis-, re-, un-. In Day 4, the teacher introduces the three prefixes by showing each prefix in a word (misspell, redo, unhappy) and the teach defines the prefix. The teacher models decoding a longer word with refuel. In Guided Practice, the teacher writes made-up words on the board that have the three prefixes. “Guide children to identify the prefixes and blend the syllables to read each word.” In Independent Practice, the teacher displays Transparency R124, which has sentences. Students read the sentence aloud. In Day 5, the teacher reviews the prefixes with the following words: misread, restate, and unknown. In Guided Practice, the teacher writes the following words on the board: unkindly, unfriendly, misheard, rejoin, reread, misstep. Students help sort the words into one of two columns: Words with Prefix and Suffix and Words with Prefix only. For independent practice, students complete one of three worksheets based on their level (Below-Level, On-Level, Advanced).
• In Theme 6, Lesson 27, Day 2, during vowel instruction, there is guidance provided to the teacher about helping the students. “Monitor Progress Vowel Variant /o/ aw, au(gh) IF children have difficulty building and reading words with the vowel variant /o/ aw, au(gh), THEN help them blend and read the words fault, sauce, crawl, and lawn. Small-Group Instruction, p. S14-15 Below-Level: Reteach On-Level: Reinforce Advanced: Extend”