Alignment: Overall Summary

The Phonics, Spelling and Word Study Lessons Kindergarten materials reviewed  partially meet the criteria for alignment to standards and research-based practices for foundational skills instruction. Materials provide limited instructional support for general concepts of print. Materials provide explicit instruction in phonological awareness and phonics through systematic modeling; however, materials include 26 phonological awareness lessons with limited frequent opportunities for students to practice phonological awareness activities. Materials do not include systematic opportunities for students to review previously learned phonics skills. Students have limited opportunities to decode phonetically regular words in a sentence and limited opportunities to build/manipulate/spell and encode grade-level phonics. Materials include limited systematic instruction of high-frequency words and limited opportunities to practice reading of high-frequency words to develop automaticity. Materials include seven generative lessons for high-frequency words. 

See Rating Scale
Understanding Gateways

Alignment

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Partially Meets Expectations

Gateway 1:

Standards and Research-Based Practices

0
28
50
58
39
50-58
Meets Expectations
29-49
Partially Meets Expectations
0-28
Does Not Meet Expectations

Gateway 2:

Implementation, Support Materials & Assessment

0
24
44
50
31
44-50
Meets Expectations
25-43
Partially Meets Expectations
0-24
Does Not Meet Expectations

Gateway One

Alignment to Standards and Research-Based Practices for Foundational Skills Instruction

Partially Meets Expectations

+
-
Gateway One Details

The Phonics, Spelling and Word Study Lessons Kindergarten materials reviewed  partially meet the criteria for alignment to standards and research-based practices for foundational skills instruction. In the Fountas & Pinnell materials, there is instruction on letter names during Letter Knowledge, which contains 24 lessons. Students have opportunities to learn and practice forming the 26 letters. Materials provide limited instructional support for general concepts of print. Materials provide explicit instruction in phonological awareness and phonics through systematic modeling; however, materials include 26 phonological awareness lessons with limited frequent opportunities for students to practice phonological awareness activities. Materials do not include systematic opportunities for students to review previously learned phonics skills. Students have limited opportunities to decode phonetically regular words in a sentence and limited opportunities to build/manipulate/spell and encode grade-level phonics. Materials partially meet the criteria for materials provide application and encoding of phonics in activities and tasks. Materials include limited systematic instruction of high-frequency words and limited opportunities to practice reading of high-frequency words to develop automaticity. Materials include seven generative lessons for high-frequency words. Materials do not provide teacher guidance to support students as they confirm or self-correct errors and emphasize reading for purpose and understanding.

Criterion 1a - 1b

Materials and instruction provide embedded support with general concepts of print, and systematic and explicit instruction and practice for letter recognition.
9/10
+
-
Criterion Rating Details

The instructional materials reviewed for Kindergarten meet the criteria for materials provide explicit instruction for letter identification of all 26 letters (uppercase and lowercase) and engage students in sufficient practice.  In the Fountas & Pinnell materials, there is instruction on letter names during Letter Knowledge, which contains 24 lessons. Students have opportunities to learn and practice forming the 26 letters. Materials partially meet the criteria for materials provide instructional support for general concepts of print.

Indicator 1a

Letter Identification
0/0

Indicator 1a.i

Materials provide explicit instruction for letter identification of all 26 letters (uppercase and lowercase) (K).
2/2
+
-
Indicator Rating Details

The materials reviewed for Kindergarten meet the criteria for materials provide explicit instruction for letter identification of all 26 letters (uppercase and lowercase). (K)

In the Fountas & Pinnell materials, there is instruction on letter names during Letter Knowledge, which contains 24 lessons. Twenty-two of these lessons are generative lessons, so lessons are designed to be repeated with different groups of letters until all 26 letters (uppercase and lowercase) have been taught. The lessons are written in a consistent format (Teach, Apply, Share, Assess, Connect Learning Across Contexts, and Extend Learning) and provide explicit strategies for the teaching of letter knowledge. In these lessons, students learn about the graphic characters such as how letters look, how to distinguish one letter from another letter, how to detect letters within continuous text, and how to use letters in words.

Materials contain isolated, systematic and explicit instruction for all 26 letters (recognize and name uppercase and lowercase).

  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge, page 220, the teacher explains the differences between the letters and the patterns that a student may notice that defines each letter. 
  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge Lesson 4, page 227, the teacher teaches the letter names using lowercase letter forms. During Teach, the lesson guides the teacher to explicitly state that they will “learn more about the shapes and names of letters” (page 228). The teacher systematically and explicitly teaches each letter for the day (b, r, m) with the following routine: “I’m going to make a letter. Make a b on the whiteboard, being sure that the line is thick and black. This is a b. Say b. Whisper b. To make a b, pull down, half up, and around. Repeat motions. This is a b. Who can find a b on the alphabet chart? Who can find a b on the name chart? Now I’m going to find a b among the magnetic letters you see here. Demonstrate finding a b among the letters on the magnetic surface and pulling it down. Place the b clearly away from the others. Ask several children to come up and find additional examples of the letter b and group them with the first one.” This routine is repeated with the letters m and r. During Apply, the students complete a two-way sort with the letters b and r from the lesson. During Share, the students discuss what they have noticed about the letters b and r
  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge Lesson 6, page 235, the teacher states all the letter names while pointing to the Alphabet Linking Chart. Students join in with the teacher. The teacher reads and points to the letters again and skips every other letter. Students join in with the teacher. 
  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge Lesson 11, page 256, the teacher creates a letter Mm minibook for each child. The teacher explains the letter m in uppercase and lowercase. 
  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge Lesson 16, page 276, the teacher introduces lowercase letters (h, n, j, l, d, a, m, k, b, r, i, u, p, q). The teacher models how to sort the letter h into a category of long straight line and n into a category of short straight line.
  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge Lesson 20, page 291, the teacher explicitly teaches recognition of uppercase letters and their relationship to lowercase letters.
    • The lessons uses uppercase and lowercase letter cards, letter formation charts, and the alphabet linking charts provided in the Ready Resources.
    • This lesson introduces the term ‘capital letter’ and links terms uppercase and lowercase to ‘capital’ and ‘small’ letters. 

There is a suggested sequence for letter instruction to be completed in a reasonable time frame over the school year.

  • In Phonics, Spelling, and Word Study Lessons Grade K, page 227, Letter Knowledge 4, the suggested letter sequence for instruction is: b, m, r, s, t, g, n, p, c, h, f, d, l, k, j, w, y, z, v, x & q. It states that children should work with two or three letters at a time and that are dissimilar in shape and in letter sound.
  • In Phonics, Spelling, and Word Study Lessons Grade K, page 255, Letter Knowledge 11, the suggested letter sequence for vowels is in their regular order: a, e, i, o, u.

Indicator 1a.ii

Materials engage students in sufficient practice of letter identification.(K)
2/2
+
-
Indicator Rating Details

The materials reviewed for Kindergarten meet the criteria for materials engage students in sufficient practice of letter identification.

In the Fountas & Pinnell materials, students practice identifying, locating, and naming all 26 letters (uppercase and lowercase) during the 24 Letter Knowledge lessons. These opportunities are within the Apply, Share, Assess, Connect Learning Across Contexts and Extend Learning portion of the lesson plans. Students use magnetic boards, poems, and name charts to identify lowercase and uppercase letters. To locate letters, students play games such as alphabet soup and read letter books in order to locate letters. 

Materials provide students with frequent opportunities to engage in practice identifying all 26 letters (uppercase and lowercase). For example:

  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 9, page 248, the teacher has a chart with all of the students’ names on it. The teacher holds up the student’s name, says the name, the letter the name starts with, and the student puts the name in the chart. The students say the letter name of the first letter.
  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 12, page 261, students have a three-column sheet with uppercase letters P, J, and E. Students categorize classmate’s names by the first letter in their name and glue them under the letter they match. The children save the names that do not start with these letters and do another sort on another day. 
  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 19, pages 287-290, there are the following opportunities:
    • In Apply, students practice writing the letter, saying the name, and repeating the verbal path as the complete the letter.
    • In Share, students discuss which of their letters are well written and identify them by their letter name.
    • In Learning Across Contexts, students can look for specific letters and identify them by name through two read-aloud book selections, as well as two poem selections from the Sing a Song of Poetry Grade K.

Materials provide opportunities to engage in practice locating all 26 letters (uppercase and lowercase). For example: 

  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 1, page 216, students complete a name puzzle, which contains each student’s name written on the envelope. Students take out the cut letters from the envelope and place them in the correct order under their name written on the envelope. 
  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 4, page 228-230 provides the following opportunities for letter identification:
    • In Apply, students complete a sorting activity, finding examples of different letters, saying the letter names, and then place the letter in the correct column on paper. 
    • In Share, students discuss what they have noticed about the focus letters, calling each letter by name. 
    • In Connect Learning Across Contexts, students can be introduced to two interactive read-aloud stories or several poems from Sing a Song of Poetry Grade K. In these activities, students are asked to name letters and use highlighters to locate them in the printed materials.
  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 20 page 292, the teacher reads Chicka, Chicka, Boom, Boom. After the first reading, a student points to a lowercase letter on the page of the book and a different child is then prompted to find the same letter on the alphabet linking chart. 

Materials provide opportunities to engage in naming all 26 letters (uppercase and lowercase). For example: 

  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 8, page 244, students work in pairs on a flat surface. The letters are there and the students practice saying the name of the letter and matching it. Then they switch roles. 
  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 14, page 268, the teacher says a name of a letter and then writes it on a magnetic drawing board or chart paper. The children say the verbal path of writing the correct letter as the teacher writes the letter. Then the teacher has the students use different colors to trace the letter making a giant rainbow letter while saying the name of the letter. The lesson is repeated with lowercase letters, c, o, a, d, g, q, b, h, t, i, k, l, p, h, r, m, u, v, x,w, y, f, x, e, z. The teacher is further prompted to complete this lesson for uppercase letters as well. 
  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 16, page 277, partners use magnetic letters or lowercase letter cards to say and sort the letters l, d, a, m, k, b, r, i, u, p and q. Partners check each other’s work. 
  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter-Sound Relationships 1, pages 313-316, the teacher selects a letter card and students identify the name of the letter before then finding a picture of a word that has the sound at the beginning
  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter-Sound Relationships 8, pages 341-344, the teacher has the student select a letter, say its name, and match it to an ending sound represented by a picture of the word.

Indicator 1a.iii

Materials embed letter identification practice in meaningful print use.(K)
2/2
+
-
Indicator Rating Details

The materials reviewed for Kindergarten meet the criteria for materials embed letter identification practice in meaningful print use.

In the Fountas & Pinnell materials, students have meaningful opportunities in print, in word sorts, and in writing to practice letter identification during Letter Knowledge lessons. There are a total of 24 letter knowledge lessons that embed the learning of letters in books, name practice and linking it to songs and alphabet charts. Lessons include recommendations for read-aloud book activities that reinforce these letter identification skills.

Materials contain a variety of tasks/activities that apply letter identification and naming of all 26 uppercase letters to meaningful print use (e.g. initial letter of a child’s name, environmental print, letter assortments, alphabet books, shared writing). For example: 

  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 1, page 216, students make name puzzles. There is an envelope with their name on it and the student matches the letters to the letters in their name including the uppercase first letter. Students share what they notice about their name such as, “My name starts with a capital B.”
  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 9, page 248, students recognize letters in other classmates’ names. In Teach, the teacher has students identify two names that start with the same letter and then students sort names into groups based on the initial letter in the name. 
  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 20, page 292, students read Chicka, Chicka Boom Boom with the teacher. The teacher discusses the difference between uppercase and lowercase letters. The students point out to a letter in the book and find the corresponding letter on the letter linking for uppercase letters. 

Materials contain a variety of tasks/activities that apply letter identification and naming of all 26 lowercase letters to meaningful print use (e.g. initial letter of a child’s name, environmental print, letter assortments, alphabet books, shared writing). For example: 

  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 8 page 246, students name letters within a text from Shared Reading. Each child draws a picture of a food that starts with the letter in their name. 
  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge page 294, students complete an interactive writing activity where they identify if the teacher is writing an uppercase or lowercase letter. 
  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge page 308, students play a game called Follow the Path, which contains lowercase letters. The student rolls the die and moves to that square. The student names the letter and states the next two letters in the alphabet. 

Indicator 1a.iv

Materials provide explicit instruction to print and to practice forming the 26 letters (uppercase and lowercase).(K-1)
2/2
+
-
Indicator Rating Details

The materials reviewed for Kindergarten meet the criteria for materials provide explicit instruction to print and to practice forming the 26 letters (uppercase and lowercase).

In the Fountas & Pinnell materials, teachers explain letter formation for all 52 letters, and students have opportunities for practicing letter formation with various materials. The materials include an online resource for teacher talk in forming letters in the Verbal Path for the Formation of Letters. The teacher references Letter Formation Charts when explaining letter formation. In Letter Knowledge 3, 5, 13, 14, 18, 19, and 20, students practice letter formation. There are multi-modal/multi-sensory activities for students to complete, including creating big letters with pieces of paper, rainbow writing, and writing letters in the air. 

Materials include clear directions for the teacher concerning how to explain and model how to correctly form each of the 26 letters (uppercase and lowercase). 

  • In Online Uppercase Verbal Path for the Formation of Letters, for the Uppercase F, the directions state: "Pull down, across, across."
  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 4 pages 227-230, the teacher states: “This is a b. To make b, pull down, half up, and around. Who can find a b on the alphabet chart? Who can find a b on the name chart?” The instruction is then repeated with the letters m and r.
  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 18, page 284, the teacher says, pull down, up, and around to make a lowercase b.
  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 19, page 288, the teacher explains how to make a lowercase c, pull back and around. 
  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 14, page 268, the teacher explains to students that they are going to learn how to write letters today. The teacher says to make a lowercase h, you pull down, up, over and down. The teacher makes the letter again and invites the students to join in saying the Verbal Path. 

Materials include frequent opportunities for students to practice forming all of the 26 letters (uppercase and lowercase). For example: 

  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 11, page 256, students create a letter mini-book. The students write their name on the front of the book. When they first read the book, they trace over the letter with their finger. 
  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 18, page 284, students use handwriting books to practice letter formation based on the model the teacher showed. Students use the practice lines to create a page of letters.
  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 19, students use the handwriting book to practice making the assigned and modeled letters. Students circle their best letter formation with a colored marker.

Materials include frequent opportunities for students to practice forming letters using multi-modal and/or multi-sensory methods. For example:

  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 3, page 225, students outline each letter of their name with glue. The students can add glitter to their name. The students glue the name card on a larger sheet of paper. 
  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 5, students use a salt tray to trace a letter. Students make a g using tissue paper by crumpling small square of tissue paper around the bottom of a pencil and gluing the paper onto the printed ‘g’ on their paper.
  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 18, page 284, students write the letter b by making a rainbow letter. The teacher says: pull down, up, and around. Students practice making a lowercase b in the air and then the students trace over the b the teacher wrote with different colors while describing the path.

Indicator 1b

Materials provide instructional support for general concepts of print and connect learning of print concepts to books (K-1) and provide cumulative review of print concepts, letter identification, and printing letters. (K-early Grade 1)
1/2
+
-
Indicator Rating Details

The materials reviewed for Kindergarten partially meet the criteria for materials provide instructional support for general concepts of print and connect learning of print concepts to books (K-1) and provide cumulative review of print concepts, letter identification, and printing letters. (K-early Grade 1).

In the Fountas & Pinnell materials, there are eight lessons with explicit instruction on the organization of Kindergarten print concepts. Cumulative review of concepts is embedded in the Early Learning Concepts and Letter Knowledge lessons with letter identification and printing of letters reviewed throughout the Master Lesson Guide (#1-#100) until #78. Early Learning Concepts, which includes print concepts, is only taught until #46; therefore, some print concepts are not reviewed and practiced after #46. While there are lesson plans for the use of physical books to teach and model in the lesson plans, the physical books are not included in the instructional materials for instruction and student practice.

Materials include sufficient and explicit instruction for all students about the organization of print concepts (e.g. follow words left to right, spoken words correlate sequences of letters, letter spacing). For example:

  • In Phonics, Spelling, and Word Study Lessons Grade K, Early Literacy Concepts 3, pages 83-86, the teacher teaches left to right progression in reading pocket-chart cards from the Ready Resources and other online resources.
    • The teacher writes the words on cards as the students say them and places the cards on the pocket chart. The teacher indicates that a space should be left between each word in the sentence and continues until each word in the sentence is placed in the chart. The teacher places a period at the end of the sentence.
  • In Phonics, Spelling, and Word Study Lessons Grade K, Early Literacy Concepts  4, pages 87-90, the teacher facilitates a discussion to generate ideas for written sentences. The teacher writes the sentences on pocket-chart cards word by word and places them in the chart. The teacher models looking for the word read
  • In Phonics, Spelling, and Word Study Lessons Grade K, Early Literacy Concepts 7, page 100, the teacher models reading left-to-right and top-to-bottom reading. 
    • The teacher displays a child’s name. The teacher asks students what is the first letter in the child’s name? The teacher states: “The first letter is on the left. It is at the beginning of the word.” The teacher asks students to identify the last letter in the child’s name. The teacher states: “The last letter is at the end of the word, on the right.” The teacher moves the pointer left to right to show how to read the child’s name.
    • The teacher shows multiple sentences and states: "This is a sentence. How many words does this sentence have? There are five words in this sentence." Next the teacher discusses first and last. “What is the first letter in this word? What is the last letter? In a sentence, we know that the first word is on the left, and the last word is before the period. This first part of a story is at the top. The last part is at the bottom.” 

Materials include adequate lessons, tasks, and questions for all students about the organization of print concepts (e.g. follow words left to right, spoken words correlate sequences of letters, letter spacing). For example: 

  • In Phonics, Spelling, and Word Study Lessons Grade K, Early Literacy Concepts 3, pages 83-86, the students count the words in the sentence in the reading pocket-chart cards. After the teacher mixes up the words, students put the words in the correct sequence on the pocket-chart.
  • In Phonics, Spelling, and Word Study Lessons Grade K, Early Literacy Concepts 4, page 89, students share what they learned about how spaces before and after a word help you to see the word. Students locate spaces on the pocket chart.
  • In Phonics, Spelling, and Word Study Lessons Grade K, Early Literacy Concepts 7, page 100, students point out that the first word in a sentence has a capital letter. Students practice finding the first and last word in the sentence. 

Materials do not include a variety of physical books (teacher-guided, such as big books) lesson plans that are suitable for teaching print concepts. The included materials are poems from Sing a Song of Poetry.

  • In Phonics, Spelling, and Word Study Lessons Grade K, Early Literacy Concepts 1, page 78, there are two recommended Interactive Read-Aloud alphabet books for students to practice letter recognition: Alphabet Under Construction and B is for Bulldozer
  • In Phonics, Spelling, and Word Study Lessons Grade K, Early Literacy Concepts 4, page 90, during Shared Reading, the teacher can use “Good Morning” or “Apples, Peaches” from Sing a Song of Poetry to point out spaces.

Materials do not include sufficient and explicit instruction about the organization of print concepts (e.g. follow words left to right, spoken words correlate sequences of letters, letter spacing) in the context of a book. For example:

  • In Phonics, Spelling, and Word Study Lessons Grade K, Early Literacy Concepts 3, page 86, during Shared Reading, the teacher can use “Jerry Hall” or “Go to Bed” from Sing a Song of Poetry to teach students to read word-by-word.
  • In Phonics, Spelling, and Word Study Lessons Grade K, Early Literacy Concepts 7, page 102, during Shared Reading, the teacher can use “Jack and Jill” or “Little Bo Peep” from Sing a Song of Poetry to teach students to locate known words by predicting the first letter. 

Materials consistently include opportunities for students to engage in authentic practice using print concepts in the context of student books. For example: 

  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 4, page 230, students read the poem, “Wee Willie Winkie.” The teacher has students use highlighter tape to locate and name letters. 
  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 14, page 270, students read “Roses are Red” from Sing a Song of Poetry and students use highlighter tape to find letters in the text that the teacher is making in the air while stating the verbal path.

Criterion 1c - 1e

Materials emphasize explicit, systematic instruction of researched-based and/or evidence-based phonological awareness.
10/12
+
-
Criterion Rating Details

The instructional materials reviewed for Kindergarten meet the criteria for materials provide explicit instruction in phonological awareness through systematic modeling; however, materials include 26 phonological awareness lessons which limited frequent opportunities for students to practice phonological awareness activities. Materials include opportunities for students to practice provide each newly taught sound (phoneme) and sound pattern.

Indicator 1c

Materials have frequent opportunities for students to engage in phonological awareness activities during Kindergarten and early Grade 1.
2/4
+
-
Indicator Rating Details

The materials reviewed for Kindergarten partially meet the criteria for materials have frequent opportunities for students to engage in phonological awareness activities through Kindergarten and early 1st grade.

The Fountas & Pinnell phonological awareness lessons contain oral practice activities for demonstrating understanding of spoken words, syllables, and sounds. Although there are a variety of practice activities, there are only 26 phonological awareness lessons.

Examples of materials that include phonological awareness practice activities include but are not limited to the following:

  • Materials include a variety of activities for phonological awareness. 
      • In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 7, page 134, students say a familiar chant and clap out the syllables in the word as they say the chant. 
      • In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 8, page 137, students show understanding of spoken words, syllables, and sounds (phonemes) by clapping parts of words. 
      • In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 9, page 142, students count, pronounce, blend, and segment syllables in spoken words when the teacher breaks down a word and the students say what word the teacher is saying. The teacher has students play Lotto, where students take a picture card, blend the picture’s sounds and then cover the syllable number. 
    • Students have opportunities to blend and segment onsets and rimes of single-syllable spoken words. For example: 
      • In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 19, page 183, students blend and segment onsets and rimes of single-syllable spoken words by playing the game, Follow the Path. The student rolls the dice, moves the piece and states the word that represents the picture. Students say the first and last part of the word.
      • In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 20, page 186, students practice blending onset and rime. The teacher states the first part and last part of the word. Once the students have identified the word, they go up and put the picture in the word chart.
  • There are limited opportunities for students to practice phonological awareness.
    • Students have opportunities to recognize and produce rhyming words. For example: In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 4, page 122, students recognize and produce rhyming words. The teacher reads rhyming stories. Students practice identifying rhyming words in the poem and use picture cards to play the game concentration for rhyming words.

    • Students have opportunities to isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. For example:
      • In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 13, page 159, students have a pile of 20 picture cards to use with a partner. Students take turns drawing a card, saying the name of the picture, and saying the last sound in the word. 
      • In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 16, page 170, students say the word ran and identify the first sound. 
      • In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 17, page 174, students listen for the sounds in the middle of a word. The teacher says the word hat and asks what sound students hear in the middle of the word. 
    • Students have opportunities to add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. For example: In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 16, page 171, students add or substitute individual sounds (phonemes) in one-syllable words. Partners take turns choosing a picture card, saying the word the picture represents and then change the first sound to make new words.

Indicator 1d

Materials provide explicit instruction in phonological awareness through systematic modeling across the K-1 grade band.
4/4
+
-
Indicator Rating Details

The materials reviewed for Kindergarten meet the criteria for materials provide explicit instruction in phonological awareness through systematic modeling across the K-1 grade band.

The Fountas & Pinnell phonological awareness lessons contain lesson structures that provide teachers with the opportunity to explicitly teach phonological awareness. Lessons start with Teach, which is a whole-class instruction on the phonological concept. The Teach section provides the teacher with examples for instruction in blending, segmenting, and manipulating phonemes.

Examples of materials that include explicit instruction in phonological awareness include but are not limited to the following:

  • Materials provide the teacher with systematic, explicit modeling for instruction in syllables, sounds (phonemes), and spoken words.
    • In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 10, page 146, the teacher places a picture of a moon in the pocket chart. The teacher has other picture cards ready that start with the sound m and others that have contrasting beginning sounds. The teacher matches the pictures that have the same beginning sound.
    • In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 18, page 178, the teacher explains students are going to listen carefully for the middle sound in words. The teacher places a picture of a cat on the pocket chart. The teacher models the middle sound is short /a/. 
    • In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 23, page 198, the teacher explains to students they are going to listen for the order of sounds in words. The teacher shows a picture of a glass. The teacher says each sound in the word slowly for students to hear all of the sounds.
  • Materials provide the teacher with examples for instruction in syllables, sounds (phonemes), and spoken words called for in grade-level standards.  For example, 
    • In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 6, page 130, the teacher instructs students to hear sounds in words. The teacher has 10 picture cards (such as: monkey and bird) as examples to use to demonstrate the skill. 
    • In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 14, page 162, the teacher instructs students to hear the end sound in words. The teacher has 10 picture cards (such as: kite, coat, goat, net, hat) and then picture cards that do not end in /t/. 
    • In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 16, page 170, the teacher instructs students to change (such as: go, no, day, way, ball, fall) the sound at the beginning of words. There are 25 examples that the teacher uses in this lesson to help students.

Indicator 1e

Materials provide practice of each newly taught sound (phoneme) and sound pattern across the K-1 band.
4/4
+
-
Indicator Rating Details

The materials reviewed for Kindergarten meet the criteria for materials provide practice of each newly taught sound (phoneme) and sound pattern across the K-1 band. 

The Fountas & Pinnell phonological awareness lessons contain opportunities for students to learn Grade Kindergarten phonemes and sound patterns through examples the teacher uses in Teach, as well as the practice opportunities in Apply and Share. Multimodal and multisensory activities for students to practice phonological awareness tasks are found throughout the Apply or Connect Learning Across Contexts sections within each lesson, including opportunities to use songs and stories to apply new skills.

Examples of materials that include phonological awareness practice activities include but are not limited to the following:

  • Materials include systematic, explicit instruction on new phonemes and provide ample opportunities for students to learn and practice each new phoneme called for in grade-level standards. For example: 
    • Students have opportunities to count, pronounce, blend, and segment syllables in spoken words.
      • In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 6, page 130, students learn to count the number of parts in a word. Students say the names of picture cards and sort words by the number of syllables.
      • In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 9, page 142, students count, pronounce, blend, and segment syllables in spoken words when the teacher breaks down a word and the students say what word the teacher is saying. The teacher has students play Lotto, where students take a picture card, blend the picture’s sounds and then cover the syllable number.
      • In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 23, page 199, during Share, partners categorize picture cards into two groups with four sounds and words with five sounds. Partners take turns selecting a word at random and saying each sound in order. 
    • Students have opportunities to blend and segment onsets and rimes of single-syllable spoken words.
      • In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 20, page 187, in Apply, it says “have children play Go Fish with a partner or in groups of three or four. The first player asks the second player for a particular picture by saying the word in segmented form: “Do you have a c-at?” If the second player has a card with a picture of a cat, he responds by blending the word parts to say cat and giving the card to the first player.”
      • In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 21, page 190, the teacher models segmenting bee. “You can hear each sound in this word by saying it slowly: /b/ long /e/.” Students look at picture cards and say each word slowly while a partner puts a finger up in the air when s/he hears each sound for two sounds in a word.
    • Students have opportunities to recognize and produce rhyming words.
      • In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 1, page 110, students learn a rhyming song that contains jeep and sheep. After students learn the song, the teacher asks students to think about jeep and sheep. The teacher helps students recognize the words rhyme.
      • In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 2, page 114, students learn a rhyming song that contains quick, candlestick, fox, and box. After students learn the song, the teacher asks students to think about quick and candlestick. The teacher helps students recognize the words rhyme. Students continue to practice the poem to produce the rhyming words.
    • Students have opportunities to isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.
      • In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 10, page 146, students learn to identify initial sounds in words. After instruction, students mix up picture cards and sort pictures by initial sounds. Students share their findings with statements such as: “Mouse starts with an /m/ sound, like moon and milk and mitten.”
      • In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 13, page 158, students view picture cards for dog, book, sun. The teacher models the beginning and ending sounds of dog. The students identify beginning and ending sounds in hat, flag, bear.
      • In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 18, page 178, students identify middle sounds in words. The teacher guides the students during Teach to name and sort six different sound pictures. 
    • Students have opportunities to add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. For example, in Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 16, page 171, students have pairs of word cards to play a game. The students choose a picture saying the word the picture represents, then students change the first sound to make a new word. 
  • Materials include a variety of multi-modal/multi-sensory activities for student practice of phonological awareness. 
    • In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 2, page 115, students repeat the rhyming poem, “Jack, Be Nimble” and clap when they say the rhyming words.
    • In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 6, page 131, students hear, say, and clap syllables. During Share, students demonstrate saying and clapping the parts of one- and two-syllable words.
    • In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 21, page 191, students cut apart pictures to use with a partner. One student says each word slowly. The students put up a finger up in the air as they hear each sound in the word. Then partners change roles.

Criterion 1f - 1j

Materials emphasize explicit, systematic instruction of researched-based and/or evidence-based phonics.
12/20
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Criterion Rating Details

The instructional materials reviewed for Kindergarten meet the criteria for materials emphasize explicit phonics instruction through systematic and repeated modeling and students have opportunities to practice decoding words with newly taught sound and spelling patterns; however, materials do not include systematic opportunities for students to review previously learned phonics skills. Students have limited opportunities to decode phonetically regular words in a sentence and limited opportunities to build/manipulate/spell and encode grade-level phonics, including common and newly-taught sounds and sound patterns. Materials partially meet the criteria for materials provide application and encoding of phonics in activities and tasks.

Indicator 1f

Materials emphasize explicit phonics instruction through systematic and repeated modeling.
4/4
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Indicator Rating Details

The materials reviewed for Kindergarten meet the criteria for materials emphasize explicit phonics instruction through systematic and repeated modeling.

The Fountas and Pinnell materials contain generative lessons which provide the teachers with instruction and repeated modeling of most grade-level phonics standards. Students have practice in listening, speaking, writing, and reading the phonics skills they are learning through a variety of activities. The students complete sorts using pictures and letter cards, and the teacher uses a pocket chart during whole group instruction in order for students to receive systematic and repeated modeling of the skills. 

Materials contain explicit instructions for systematic and repeated teacher modeling of all grade-level phonics standards. For example:

  • Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound of many of the most frequent sounds for each consonant.
    • In Phonics, Spelling and Word Study Lessons Grade K, Letter-Sound Relationships 1, page 314, this generative lesson requires the teacher to teach a letter, a picture corresponding to the first letter, and the letter sound. The teacher models the letter name and states the letter sound. 
  • Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
    • In Phonics, Spelling and Word Study Lessons Grade K, Spelling Patterns 1, page 348, this generative lesson provides the teacher the opportunity to teach short vowels within CVC words. The teacher models building CVC words and stating the words. 
    • In Phonics, Spelling and Word Study Lessons Grade K, Spelling Patterns 6, page 368, the teacher shows students a few words ending in -ine that children know, such as line and nine. The teacher writes the words on chart paper and then talks about what students notice about the letters. 
  • Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
    • In Phonics, Spelling and Word Study Lessons Grade K, Spelling Patterns 7, page 372, this generative lesson has the teacher noticing different spelling patterns. The teacher shows words with a common pattern and guides students to discover what the words have in common. The teacher shows another common patterns and guides students to see the commonalities. 

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:

  • In Phonics, Spelling and Word Study Lessons Grade K, Letter-Sound Relationships 1, page 314, this generative lesson has students hear the name of a letter and hear the corresponding letter sound from the teacher. Students also view letter cards and state the letter name and the letter sound. 
  • In Phonics, Spelling and Word Study Lessons Grade K, Spelling Patterns 1, page 348, the students hear short vowels when the teacher builds a word, such as pat. The teacher has students read the word with the teacher.
  • In Phonics, Spelling and Word Study Lessons Grade K, Spelling Patterns 5, page 365, the teacher states: "Today you’re going to make more words that end with -ake.” The teacher invites students to say two or three more words that end with the spelling pattern -ake." Students then write a list of -ake words.
  • In Phonics, Spelling and Word Study Lessons Grade K, Spelling Patterns 6, the teacher shows words with -ine and states: “When you see a vowel and a consonant followed by the letter e at the end of a word, the vowel sound is usually its name and the e is silent, line.”
  • In Phonics, Spelling and Word Study Lessons Grade K, Spelling Patterns 6, page 369, students read -ine words to a partner.
  • In Phonics, Spelling and Word Study Lessons Grade K, Spelling Patterns 7, page 372, this generative lesson has students sort words by spelling patterns. Students hear a partner read a list of words and tell how the words are alike.

Indicator 1g

Materials include frequent practice opportunities for students to decode words that consist of common and newly-taught sound and spelling patterns and provide opportunities for students to review previously taught phonics skills.
2/4
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Indicator Rating Details

The materials reviewed for Kindergarten partially meet the criteria for materials include frequent practice opportunities for students to decode words that consist of common and newly-taught sound and spelling patterns and provide opportunities for students to review previously taught phonics skills.

The Fountas & Pinnell materials contain opportunities for students to decode letter sounds during eight Letter-Sound Relationships lessons. Students decode phonetically-based words during seven Spelling Patterns lessons, which contain decoding instruction and practice of phonograms. The materials do not contain a deliberate, systematic opportunities for students to review previously learned phonics skills.

Examples of materials that include some practice opportunities for students to read words based in phonics include but are not limited to the following:

  • Lessons provide students with opportunities to decode (phonemes, onset and rime, and/or syllables) phonetically spelled words. 
    • In Phonics, Spelling and Word Study Lessons Grade K, Spelling Patterns 1 page 349, students write CVC words and then read the CVC words to a peer.
    • In Phonics, Spelling and Word Study Lessons Grade K, Spelling Patterns 2, page 353, students use magnetic letters, letter tiles, and lowercase letter cards to make new words with the spelling pattern -an. Students write the list of words and read the -an words to a partner. 
    • In Phonics, Spelling and Word Study Lessons Grade K, Spelling Patterns 5, page 365, students use magnetic letters, or letter cards to make words with -ake in them. They write the list, and they share with their partner. 
  • Lessons provide students with opportunities to read complete words by saying the entire word as a unit using newly taught phonics skills. 
    • In Phonics, Spelling and Word Study Lessons Grade K, Spelling Patterns 3, page 357, students use magnetic letters, letter tiles and lowercase letter cards to make new words with the spelling pattern -at. Students write the list of words and read the -at words to a partner. 
    • In Phonics, Spelling and Word Study Lessons Grade K, Spelling Patterns 4, page 361, students use magnetic letters, letter tiles and lowercase letter cards to make new words with the spelling pattern -ay. Students write the list of words and read the -ay words to a partner. 
    • In Phonics, Spelling and Word Study Lessons Grade K, Spelling Patterns 6, page 369, students use magnetic letters, letter tiles and lowercase letter cards to make new words with the spelling pattern -ine. Students write the list of words and read the -ine words to a partner. 

Materials do not contain systematic opportunities for students to review previously learned phonics skills. While Generative Lesson plans contain a structure for teachers to present similar content or concepts to teach a variety of spelling patterns, the intention is not for systematic, explicit review phonics skills with a variety of methods to promote students’ practice of previously taught grade-level phonics. For example:

  • In Phonics, Spelling, and Word Study Lessons Grade K, Spelling Patterns 1, page 347, the generative lesson suggestion is:"A generative lesson has a simple structure that you can use to present similar content and concepts. You can use this lesson structure to teach children a variety of CVC spelling patterns with a variety of words."
  • In Phonics, Spelling and Word Study Lessons Grade K, Spelling Patterns 7, page 371, the generative lesson suggestion is: "A generative lesson has a simple structure that you can use to present similar content and concepts. You can use this lesson structure to teach children to recognize letter patterns in a variety of words."

Indicator 1h

Materials provide frequent opportunities for students to practice decoding phonetically regular words in a sentence.
2/4
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Indicator Rating Details

The materials reviewed for Kindergarten partially meet the criteria for materials provide frequent opportunities for students to practice decoding phonetically regular words in a sentence.

The Fountas & Pinnell Kindergarten materials provide opportunities for students to read decodable words in sentences when students read poems during Teach and/or Shared Reading. There are some opportunities for students to explicitly and systematically read phonetically regular words during Word-Solving Actions lessons, but this practice is not consistent throughout the 100 lessons.

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

  • In Phonics, Spelling, and Word Study Lessons Grade K, Word-Solving Actions 5, page 474, students read “Little Red Apple” and “Who Stole the Cookies?” from Sing a Song of Poetry. Students say the words slowly, thinking about the sounds they are saying. Students check the letters to see if they are right. 
  • In Phonics, Spelling, and Word Study Lessons Grade K, Word-Solving Actions 6, page 476, the teacher helps students read the poem, “After a Bath.” The teacher asks, “What is the first word? You know the word after. Let’s read the first line about what happens after a bath.” The teacher teacher points and reads After, but stops reading aloud with the students, because students should be able to read my and bath.
  • In Phonics, Spelling, and Word Study Lessons Grade K, Word-Solving Actions 7, the teacher helps students read a poem called “Here Is a House.” The teacher states, “Let’s look at the first line of the poem. The first words in this line are the same words as the title. Let’s read the first line together.” The teacher points and reads the first line with students. 

Lessons provide students with some opportunities to decode words in a sentence based in phonics. Examples include, but are not limited to:

  • In Phonics, Spelling, and Word Study Lessons Grade K book, Letter-Sound Relationships 5, page 330, students read the lines in the poem, “Jelly on the Plate.”
  • In Phonics, Spelling, and Word Study Lessons Grade K, High-Frequency Words 7, page 403, students read the poem, “Pat-a-Cake.”
  • In Phonics, Spelling, and Word Study Lessons Grade K, Word-Solving Actions 2, page 461, students cut up the class letter in sentence strips. Students put the letter back together including the sentences that were added. Students point under every word as they read the letter.

Indicator 1i

Materials include frequent practice opportunities for students to build/manipulate/spell and encode grade-level phonics, including common and newly-taught sound and sound patterns.
2/4
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Indicator Rating Details

The materials reviewed for Kindergarten partially meet the criteria for materials include frequent practice opportunities for students to build/manipulate/spell and encode grade-level phonics, including common and newly-taught sounds and sound patterns.

The Fountas & Pinnell materials contain some opportunities for students to build/manipulate/spell and write words based in phonics patterns. Opportunities to build/manipulate/spell and encode are provided during Teach and Apply within lessons.

Examples of materials that include limited opportunities for student learning in building/manipulating/spelling and encoding using sound and spelling patterns include but are not limited to the following:

  • The materials contain teacher-level instruction/modeling for building/manipulating/spelling and encoding words.
    • In Phonics, Spelling and Word Study Lessons Grade K, Spelling Patterns 3, page 356, the teacher writes words that end in -at on chart paper, and the teacher has students read the words aloud. The teacher and students discuss the pattern in the word. 
    • In Phonics, Spelling and Word Study Lessons Grade K, Spelling Patterns 4, page 361, the teacher writes the words ending with -ay on chart paper and children read them aloud. The teacher discusses what children notice about the words. The teacher points out that students are going to make -ay words on their own. 
    • In Phonics, Spelling and Word Study Lessons Grade K, Spelling Patterns 6, page 368, the teacher shows students a few words ending in -ine that students know, such as line and nine. The teacher writes the words on chart paper and then talks about what students notice about the letters. 
    • In Phonics, Spelling, and Word Study Lessons Grade K, Word Structure Lesson 4, pages 449-452, the teacher models the writing of plural words by adding -s to the ending and emphasizes if the word has a /s/ or /z/ sound.
  • Lessons provide students with some opportunities to build/manipulate/spell and encode words in isolation based in common and newly taught phonics patterns.
    • In Phonics, Spelling, and Word Study Lessons Grade K, Spelling Patterns 1, page 349, students use magnetic letters, tiles, or lowercase letter cards to build CVC words. Students write the words on a list sheet.
    • In Phonics, Spelling, and Word Study Lessons Grade K, Spelling Patterns 3, page 357, students use magnetic letters, tiles, or lowercase letter cards to build -at words. They write the words on a sheet of paper and during the share part of the lesson they share one -at word with the group.
    • In Phonics, Spelling, and Word Study Lessons Grade K, Spelling Patterns 5, page 365, students use magnetic letters, letter tiles, or letter cards to make spelling pattern words with -ake.
    • In Phonics, Spelling, and Word Study Lessons Grade K, Spelling Patterns 6, page 369, students use magnetic letters, tiles, or lowercase letter cards to make spelling pattern words with -ine. 

Indicator 1j

Materials provide application and encoding of phonics in activities and tasks. (mid K-Grade 2)
2/4
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Indicator Rating Details

The materials reviewed for Kindergarten partially meet the criteria for materials provide application and encoding of phonics in activities and tasks. (mid K-Grade 2)

The Fountas & Pinnell materials provide students with limited opportunities to encode phonetically-based words in activities and tasks during Interactive Writing and Independent Writing of Letter-Sound Relationships, Spelling Patterns, and Word-Solving Actions lessons. There are missed opportunities for the teacher to consistently and explicitly teach and/or model encoding phonics in activities and tasks.

Materials include some explicit, systematic 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:

  • In In Phonics, Spelling, and Word Study Lessons Grade K, Letter-Sound Relationships Lesson 5, page 332, in both the Interactive Writing and Independent Writing sections, the teacher has the students say a word slowly and think about what the first letter is likely to be and then write the first letter. 
  • In Phonics, Spelling, and Word Study Lessons Grade K, Spelling Patterns 5, page 366, during Interactive Writing, the instructions are to “invite children to help you write words with the -ake pattern, or have them use a known word that contains -ake to write a new word. Revisit pieces of interactive writing to hunt for, identify, and highlight known patterns.” During Independent Writing, the instructions say to “encourage children to use their knowledge of spelling patterns as a resource to write words. When children are writing rhyming texts, remind them to make use of the spelling pattern charts.” 
  • In Phonics, Spelling, and Word Study Lessons Grade K, Spelling Patterns 2, during Interactive Writing, the teacher has students help write words with -an or use a known word with -an to write a new word. During Independent Writing, the teacher is to encourage students to use their knowledge of spelling patterns as a resource to write words. 

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

  • In Phonics, Spelling, and Word Study Lessons Grade K, Spelling Patterns 2, during Independent Writing, students are to use their knowledge of spelling patterns as a resource to write words. When students are writing rhyming texts, the teacher is to remind students to use the spelling pattern charts.
  • In Phonics, Spelling, and Word Study Lessons Grade K, Spelling Patterns 3, during Independent Writing, students are to use their knowledge of spelling patterns as a resource to write words. When students are writing rhyming texts, the teacher is to remind students to use the spelling pattern charts.
  • In Phonics, Spelling, and Word Study Lessons Grade K, Spelling Patterns 4, during Independent Writing, students are to use their knowledge of spelling patterns as a resource to write words. When students are writing rhyming texts, the teacher is to remind students to use the spelling pattern charts.

Criterion 1k - 1m

Materials and instruction support students in learning and practicing regularly and irregularly spelled high-frequency words.
6/8
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Criterion Rating Details

The instructional materials reviewed for Kindergarten partially meet the criteria for materials include systematic instruction of high-frequency words and opportunities to practice reading of high-frequency words to develop automaticity. Instructional materials include seven generative lessons for high-frequency words. Materials provide limited practice opportunities to read and write high-frequency words in context (sentences). Materials contain instruction and practice in word analysis strategies during Letter-Sound Relationships, Word Structure, Word Solving Actions, and Spelling Patterns.

Indicator 1k

Materials include systematic instruction of high-frequency words and opportunities to practice reading of high-frequency words to develop automaticity.
1/2
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Indicator Rating Details

The materials reviewed for Kindergarten partially meet the criteria for materials include systematic instruction of high-frequency words and opportunities to practice reading of high-frequency words to develop automaticity.

Fountas & Pinnell Kindergarten materials contain seven High-Frequency Word Lessons. Since all seven lessons are generative lessons, the materials suggest the teacher repeat the lesson several times, and the teacher selects which words to teach from either the 25 High-Frequency Words List or 50 High-Frequency Words List. The program does not specify an exact sequence of instruction or exactly how many of the high-frequency words should be mastered at any specific point over the Kindergarten year. High-frequency word lessons are not frequently addressed over the course of the year with lessons occurring in #26, #53, #82, #83, #84, and #85 of the Master Lesson Guide. Each lesson suggests the use of the Words to Know Instructional Procedure, which contains five steps including explicit instruction by the teacher and opportunities for students to understand the principle. 

Examples of materials that include systematic instruction of high-frequency words and practice opportunities for students include but are not limited to the following:

  • Materials include some systematic and explicit instruction of high-frequency words (e.g., the, of, to, you, she, my, is, are, do, does).
    • In Phonics, Spelling, and Word Study Lessons Grade K, the Words to Know Instructional Routine is described with 5 steps:
      • 1. Show a group of high-frequency words, reading each one while running your pointer finger under it, left to right. 
      • 2. Children look at each word to see if they recognize it. 
      • 3. Help children understand the principle. 
      • 4. Children work with high-frequency words to apply the principle.
      • 5. Summarize the learning by restating the principle. 
    • In Phonics, Spelling and Word Study Lessons Grade K, High-Frequency Words 1, page 378, the teacher places the following word cards on the magnetic whiteboard: to, a, it, me, and I. The teacher holds up the word and says “What is this word? You read it. What are the two letters in this word? Spell it from left to right.”  The teacher makes the words using letter tiles. The teacher writes the word. The class reads all three examples of the word. 
    • In Phonics, Spelling and Word Study Lessons Grade K, High-Frequency Words 3, pages 385-388, the teacher starts the lesson by asking, “What word is this?” The teacher asks the students to match word cards with the words on a wall chart. 
    • In Phonics, Spelling and Word Study Lessons Grade K, High-Frequency 4, pages 389-392, the instruction begins with an explicit model, “The first word is like. You read it. What are the four letters in like?”
  • Materials include some opportunities for the teacher to model the spelling and reading of high-frequency words in isolation. Examples include, but are not limited to:
    • In Phonics, Spelling and Word Study Lessons Grade K, High-Frequency Words 2, page 382, the teacher tells students they are going to read, make and write high-frequency words. The teacher models finding the letters, making sure they are in the correct order, going across to read, and making and writing on the board to ensure all words are correctly spelled.
    • In Phonics, Spelling and Word Study Lessons Grade K, High-Frequency Words 4, page 390, Teach, the teacher says, “The first word is like. You read it.” The teacher builds the word going letter by letter using magnetic tiles and demonstrates that every letter is in the correct order. 
    • In Phonics, Spelling and Word Study Lessons Grade K, High-Frequency Words, 5, page 394, the teacher makes the high-frequency word by demonstrating how to find the letter tiles and placing it on the magnetic board and checking to make sure the letters are in the right order. 
  • Students have practice identifying and reading high-frequency words in isolation. Examples include, but are not limited to:
    • In Phonics, Spelling, and Word Study Lessons Grade K, High-Frequency Words 1, the students work on reading, making, and writing the newly learned high-frequency words. Students first read the word on a word card, make the word with magnetic tiles, and then write the word independently.
    • In Phonics, Spelling and Word Study Lessons Grade K, High-Frequency Words 4, page 391, students practice reading, making, and writing the following words with word cards and magnetic letters: like, when, not, look
    • In Phonics, Spelling and Word Study Lessons Grade K, High-Frequency Words 5, page 395, students practice reading, making and writing the words using the read-make-write sheets with the words: from, what, your, she
    • In Phonics, Spelling and Word Study Lessons Grade K, page 383, students read, make and write the high frequency words the, and, is, and can on their read-make-write sheets. 
  • Materials include an insufficient quantity of grade-appropriate high-frequency words for students to make reading progress. The Phonics, Spelling, and Word Study Lessons Grade K presents 25 high-frequency words for students to learn throughout their Kindergarten year. On page 377, it says “You will make sure that children know as many as twenty-five high-frequency words in detail and teach them a procedure for learning and remembering words by sight.”

Indicator 1l

Materials provide frequent practice opportunities to read and write high-frequency words in context (sentences).
1/2
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Indicator Rating Details

The materials reviewed for Kindergarten partially meet the criteria for materials provide frequent practice opportunities to read and write high-frequency words in context (sentences).

In the Fountas & Pinnell materials, Kindergarten students have opportunities to hear and read high-frequency words in the context of sentences during Teach and/or Shared Reading of the High-Frequency Word  and Word-Solving Actions lessons. The teacher models reading poems that contain high-frequency words from Sing a Song of Poetry, and students are encouraged to join the teacher after one or two repetitions. During Interactive Writing, students have opportunities for writing words in isolation and checking their spelling on the word wall, but there is no systematic practice on writing high-frequency words in sentences. In some of the Independent Writing sections, the teacher encourages students to recall words they know by sight and write them quickly, checking them for accuracy against words posted on the word wall, but does not provide systematic practice on writing that day’s high-frequency words in context. 

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

  • In Phonics, Spelling, and Word Study Lesson Grade K, High-Frequency Words 1, page 380, the teacher presents a shared reading poem and has children use highlighter tape to locate one-, two-, and three- letter high-frequency words after reading 
  • In Phonics, Spelling and Word Study Grade K, High-Frequency Word Lesson 7, pages 401-404, the teacher presents a poem from Sing a Song of Poetry during Teach. After reading the text, the students are asked to locate the high-frequency words and highlight them within the text. 
    • This activity is extended into Apply, and students continue to identify high-frequency words within context. 
    • In Shared Reading, the teacher is to enlarge “Little Red Apple” or “I Clap my Hands” for reading with students. Students use highlighter tape to locate and identify high-frequency words.
  • In Phonics, Spelling and Word Study Lessons Grade K, Word-Solving Actions 2, page 460, students read the class letter, that has some high-frequency words in it.  
  • In Phonics, Spelling and Word Study Lessons Grade K, page 462, during the interactive read-out loud it is encouraged to have the students to read some of the words, particularly on the second and third reading.

Lessons provide students with few 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:

  • In Phonics, Spelling and Word Study Lessons Grade K, High-Frequency Words 1, during Interactive Writing, students write high-frequency words quickly while others locate the word on the word wall. 
  • In Phonics, Spelling and Word Study Lessons Grade K, High-Frequency Words 6, page 400, during Independent Writing, the teacher is to “encourage the children to recognize that they have known some words really well. They can write them quickly as they write stories. Have them check their spelling.”

Materials provide some 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).

  • In Phonics, Spelling, and Word Study Lessons Grade K, page 23, there is an explanation of putting up a word wall and what should be on it, as well as the purpose. The teacher can “refer to it during interactive read-aloud, small-group guided reading, and phonics instruction.”
  • In Phonics, Spelling and Word Study Lessons Grade K, High-Frequency Words 4, page 392, during Interactive Writing, students write a high frequency word while others locate it on the word wall. 
  • In Phonics, Spelling and Word Study Lessons Grade K, High-Frequency Words 7, page 404, during Interactive Writing, the teacher reminds students of words they can write quickly because they have seen them before. The teacher is to “remind children of these words on the word wall and in the poems, rhymes, songs, and chants that they have encountered in shared reading.”

Indicator 1m

Materials explicitly teach word analysis strategies (e.g., phoneme/grapheme recognition, syllabication, morpheme analysis) based on the requirements of the standards and provide students with frequent practice opportunities to apply word analysis strategies.
4/4
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Indicator Rating Details

The materials reviewed for Kindergarten meet the criteria for materials explicitly teach word analysis strategies (e.g., phoneme/grapheme recognition, syllabication, morpheme analysis) based on the requirements of the standards and provide frequent practice opportunities for students to apply word analysis strategies.

The Fountas & Pinnell Kindergarten materials contain instruction and practice in word analysis strategies during Letter-Sound Relationships, Word Structure, Word Solving Actions, and Spelling Patterns. The skills introduced are explicitly taught, and students are provided both guided and independent practice activities that include word sorts, games, using magnetic letters, poems, and other reading selections.  

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

  • In Phonics, Spelling, and Word Study Lessons Grade K, Word-Solving Actions 5, page 472, the teacher has students watch the teacher’s mouth when the picture cards are named orally. The students say the word after the teacher. The teacher guides students to identify the sounds students hear at the beginning and end of the words. The teacher writes the corresponding sounds.
  • In Phonics, Spelling, and Word Study Lessons Grade K, Word Structure 1, pages 437-440, the teacher explicitly teaches beginning syllabication skills. The teacher models 1- and 2-syllable words and then has the students say a word and clap the parts they hear in the word.
  • In Phonics, Spelling, and Word Study Lessons Grade K, Word Structure 3, pages 445-448, the teacher teaches basic morpheme analysis with the introduction of the concept of plural nouns. The teacher explicitly states, “When a word stands for more than one, it is plural, The words cats, flowers, and stars are plural because they stand for more than one cat, more than one flower, and more than one star. What do you notice about how these words end? You hear the /s/ sound.” 

Materials contain explicit instruction of word solving strategies (graphophonic and syntactic) to decode unfamiliar words. Examples include, but are not limited to:

  • In Phonics, Spelling, and Word Study Lessons Grade K, Spelling Patterns 6, page 368, the teacher shows students words ending in -ine. The teacher asks: "What do you notice about all of these words?" The teacher writes the spelling pattern of -ine above the words and points out that line and nine rhyme. Students reread the list of words and the teacher states: “You can look for and use spelling patterns, such as -ine, to help you read and write words.”
  • In Phonics, Spelling, and Word Study Lessons Grade K, Word-Solving Actions 6, page 476, students are prompted to read the poem, “After a Bath.” When they come to the word try, the teacher states, “I’m going to show you a way to figure out the word try.” The teacher asks students if they know another word that sounds like try at the end. The teacher writes a line between onset and rime, m and y. The teacher is instructed to take away the m and write t and r at the beginning of the word.
  • In Phonics, Spelling, and Word Study Lessons Grade K, Word-Solving Actions, page 484, the teacher reminds students that when they are writing or reading a word, it can help them to think about words they already know and then change sounds to make the new words. The teacher says is and asks the following questions: "What is the first sound? What is the last sound?" The teacher has students say is again, but change the /z/ to /t/. The teacher asks: "What word did I make?"  

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:

  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter-Sound Relationships 6, page 334, students practice recognizing beginning consonant sounds and the letters that represent them. 
  • In Phonics, Spelling, and Word Study Lessons Grade K, Word-Solving 2, page 461, students get a copy of the class letter, including the lines that the class has added. They mix up the strips after they cut them up and then they point to each word as they read it. 
  • In Phonics, Spelling, and Word Study Lessons Grade K, Word-Solving Actions 3, page 465, students take turns changing the first sound of the word on the left to make the word on the right. Students explain using the following format, “The first sound is /d/. When I change the first sound to /l/, l makes the word log.” 
  • In Phonics, Spelling, and Word Study Lessons Grade K, Word Solving 5, page 473, students complete a two-way sort with picture cards and word cards. Students say each sound in the word and practice writing the word, matching the word to a picture card.
  • In Phonics, Spelling and Word Study Lessons Grade K, Word-Solving Actions 7, page 481, students cut apart the words in the poem, “Here is a House.” Students say and glue each word in order to make the poem. They illustrate and read the poem.

Criterion 1n - 1q

Materials and instruction support students in learning and practicing regularly and irregularly spelled high-frequency words.
2/8
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Criterion Rating Details

The instructional materials for Kindergarten partially meet the criteria for materials provide opportunities for students to engage in decoding practice focused on accuracy and automaticity. Instructional materials do not provide teacher guidance to support students as they confirm or self-correct errors and emphasize reading for purpose and understanding.

Indicator 1n

Materials provide opportunities for students to engage in decoding practice focused on accuracy and automaticity in K and Grade 1.
2/4
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Indicator Rating Details

The materials reviewed for Kindergarten partially meet the criteria for materials provide opportunities for students to engage in decoding practice focused on accuracy and automaticity in K and Grade 1.

The Fountas & Pinnell Kindergarten materials contain some opportunities for students to be explicitly instructed in how to decode with automaticity and accuracy during Teach. In some lessons, the teacher explains the phonics concept but does not model reading words with automaticity and accuracy prior to asking students to read the words. The materials contain some opportunities for students to engage in decoding practice during Teach and Apply. 

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

  • In Phonics, Spelling, and Word Study Lessons Grade K, Spelling Patterns 2, the teacher models words ending in -an and states, “Each of these words has the letters -an in it. The word an is a word by itself, but you also see these letters at the end of other words.” The teacher shows students how to read -an words. Students reread the list of words and the teacher states, “You can look for and use spelling patterns, such as -an, to help you read and write words.”
  • In Phonics, Spelling, and Word Study Lessons Grade K, Spelling Patterns 5, the teacher writes -ake words on chart paper. The teacher states, “You can look at this spelling pattern to read each word.” The teacher writes more words with -ake and has students to reread the list of words.

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

  • In Phonics, Spelling, and Word Study Lessons Grade K, High-Frequency Words 4, pages 389-392, students are instructed to read their list of high-frequency words to a partner and to read each word quickly. The teacher is asked to “Notice whether children are able to recognize high-frequency words with three or more letters quickly when reading.”
  • In Phonics, Spelling and Word Study Lessons Grade K, High-Frequency Words 5, page 395, students use the read, make, and write model for the following high-frequency words: from, what, your, she. Students check with a partner to make sure they are reading the words correctly. 
  • In Phonics, Spelling, and Word Study Lessons Grade K, Word Solving Actions 2, pages 459-462, the lesson focus is to recognize and read known words quickly. Students practice reading a letter together with coaching from the teacher. Individual students are asked to read a line word-by-word while the other students check whether the child reads accurately. Students go back and read the salutation and first two lines together again quickly. The teacher adds two more lines to the letter and repeats the tasks using the new lines.

Indicator 1q

Materials provide teacher guidance to support students as they confirm or self-correct errors (Grades 1-2) and emphasize reading for purpose and understanding.
0/4
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Indicator Rating Details

The materials reviewed for Kindergarten do not meet the criteria for materials provide teacher guidance to support students as they confirm or self-correct errors and emphasize reading for purpose and understanding.

Materials do not provide students with opportunities to read grade-level text with purpose and understanding. 

The Fountas & Pinnell Kindergarten materials do not contain explicit lessons for the teacher to teach students how to confirm or self-correct errors; therefore, students do not have opportunities to practice confirming or self-correcting errors. Within the lessons, students read poems from Sing a Song of Poetry, but teachers do not have specific guidance in teaching students to read the poems with purpose and understanding.

Gateway Two

Implementation, Support Materials & Assessment

Partially Meets Expectations

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Gateway Two Details

The Phonics, Spelling and Word Study Lessons Kindergarten materials reviewed  partially meet the criteria for Implementation, Support Materials, and Assesment. Materials contain a teacher edition with ample and useful annotations and suggestions on how to present the content in the student materials. Materials partially meet the criteria for scope and sequence clearly delineate the sequence in which phonological awareness and phonics skills are to be taught, with a clear, evidence-based explanation for the expected hierarchy of phonemic awareness competence and sequence of phonics. The program does not present a research-based or evidence-based explanation for the teaching of these skills or for the particular hierarchy in which the skills are presented. Decodable texts include poems from Sing a Song of Poetry that do not consistently align to the program’s scope and sequence for phonics and high-frequency word instruction and do not consistently provide practice of the decodable element from the lesson.  Materials provide inconsistent assessment opportunities that measure student progress through mastery of print concepts, letter recognition, printing letters, phonological awareness, phonics, and word recognition and analysis.  Materials include a publisher-produced alignment documentation of the standards with limited information pertaining to documentation of the standards addressed by specific questions, tasks, and assessments. The visual design is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.

Criterion 2a - 2e

Materials are accompanied by a systematic, explicit, and research-based scope and sequence outlining the essential knowledge and skills that are taught in the program and the order in which they are presented. Scope and sequence should include phonological awareness, phonics and word recognition, fluency, and print concepts.
16/20
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Criterion Rating Details

The instructional materials for Kindergarten contain a teacher edition with ample and useful annotations and suggestions on how to present the content in the student materials. The Fountas & Pinnell materials include several resources for teacher use with ample and useful annotations and suggestions on how to present the content in the student materials. Materials contain full, adult-level explanations and examples of the foundational skills concepts included in the program so teachers can improve their own knowledge of the subject, as necessary. Phonics, Spelling and Word Study Lessons Grade K provides foundational skills lessons that are highly structured, provide adequate resources for teaching the concepts, and provide recommendations for extended learning opportunities. Materials partially meet the criteria for scope and sequence clearly delineate the sequence in which phonological awareness and phonics skills are to be taught, with a clear, evidence-based explanation for the expected hierarchy of phonemic awareness competence. Materials partially meet the criteria for materials contain strategies for informing all stakeholders, including students, parents, or caregivers about the Foundational Skills program and suggestions for how they can help support student progress and achievement.

Indicator 2a

Materials contain a teacher edition with ample and useful annotations and suggestions on how to present the content in the student materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.
4/4
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Indicator Rating Details

The materials reviewed for Kindergarten meet the criteria for materials contain a teacher edition with ample and useful annotations and suggestions on how to present the content in the student materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.

The Fountas & Pinnell materials include several resources for teacher use with ample and useful annotations and suggestions on how to present the content in the student materials. The books include: The Fountas & Pinnell Comprehensive Phonics, Spelling, and Word Study Guide, Fountas & Pinnell Phonics, Spelling, and Word Study Lessons, Online Resources, and Sing a Song of Poetry: A Teaching Resource for Phonemic Awareness, Phonics, and Fluency.

Phonics, Spelling and Word Study Lessons Grade K provides an in-depth overview of the areas of literacy instruction, including definitions and rationale, 100 lessons for teaching them, and a detailed instructional sequence for integrating lessons from each of the areas. It includes useful suggestions for how to organize the classroom and incorporate the literacy instruction into the daily schedule, as well as instructional interventions for ELL students. Sing a Song of Poetry provides an overview and rationale for the teaching of oral language through songs and poetry and each selection provided in this book is referenced in one of the 100 lessons. Each lesson is consistently organized and all materials needed to teach are clearly referenced. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning. Each lesson guide also provides an online resource code to access resources online. By visiting www.resources.fountasandpinnell.com, entering the product code inside the front cover of the lesson book, and registering, one can access lesson resources, general resources, and assessment guides for each grade level. The kindergarten kit also provides an organizational structure for the lessons and materials used on a daily, as well as monthly, basis.

Examples of materials that include a teacher edition with useful annotations, suggestions for content presentation and embedded technology include but are not limited to the following:

  • Materials provide a well-defined, teacher resource (teacher edition, manual) for content presentation.
    • Fountas & Pinnell Phonics, Spelling and Word Study Lessons Grade K, page 43, includes a Kindergarten Full Day suggested framework, outlining the block of activities with students and recommended time frame. Group meetings brings all students together for five minutes, outlining the day: an interactive read-aloud, shared reading, phonics, spelling and word study, then a break. Students participate in a Reading mini-lesson, small-group instruction, independent literacy work, group share, and break, followed by centers.
    • Fountas & Pinnell Phonics, Spelling, and Word Study Lessons Grade K,  An Annotated Lesson and Its Features, page 31, outlines how the 100 provided lessons are presented, providing detailed information and instructional routines that will help the teacher effectively implement all foundational skills content. The following areas are annotated and included in all 100 lessons:
      • Within the content of each lesson: Lesson Title, Plan, Teach, Apply, Share, Assess, Connect Learning Across Contexts, Extend Learning, Connect with Home
      • Within the margin for teacher’s reference: Understand the Principle, You Will Need, Generative Lesson, Explain the Principle, Easy-to-Use Organization, Teach Activity, Explain the Principle, Apply Activity, Instructional Procedure, Action Tag.
  • The teacher resource contains detailed information and instructional routines that help the teacher to effectively implement all foundational skills content (i.e. phonological awareness, print concepts, letters, phonics, high-frequency words, word analysis, decoding).
    • Phonics, Spelling and Word Study Lessons Grade K, page 40, the routine Map Words, students are using this routine in order to learn words they are reading and writing. The teacher shows a word map with a concept word in the center, and they say the word. The students then come up with words that relate to the concept word, the teacher helps children articulate the principle, and then as students say other words with that principle, the teacher writes them on the word map. The teacher restates the principle.
    • Phonics, Spelling, and Word Study Lessons Grade K provides 100 detailed lessons for teachers to implement throughout the year. The Teacher’s Kit also provides these lessons printed on individual folders.Teachers can use these folders to organize their online resources that are printed for use daily. The Teacher’s Kit also provides monthly folders so teachers can file each of the daily lesson folders under the month of the year in which they were taught.
    • Sing a Song of Poetry: A Teaching Resource for Phonemic Awareness, Phonics, and Fluency Grade K provides teachers with an explanation for its inclusion of poems, chants, and songs for students to become aware of phonological systems and build a foundation for matching sounds with letters, letter clusters, and word parts.
    • Sing a Song of Poetry: A Teaching Resource for Phonemic Awareness, Phonics, and Fluency Grade K provides teachers with the understanding of the Values and Goals of Poetry in Kindergarten Classrooms, features of poetry, selecting poetry, planning for teaching opportunities when revisiting a text, tools for using poetry, instructional contexts for poetry, fifty ways to use poems, and poetry links to phonics lessons.
  • Any technology pieces included provide support and guidance for the teacher and do not create an additional layer of complication around the materials.
    • The online materials contained under PWS: Phonics, Spelling, and Word Study, Grade K, contain a gamemaker tab where there are explanations on how the teacher can create games based on the lessons the students are working on for centers.
    • Online learning resources are referenced in each lesson, including the online assessment guide and specific assessment forms related to that lesson. Teachers are provided lesson folders to assist in organizing these materials as they are downloaded.

Indicator 2b

Materials contain full, adult-level explanations and examples of the foundational skills concepts included in the program so teachers can improve their own knowledge of the subject, as necessary.
4/4
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Indicator Rating Details

The materials reviewed for Kindergarten meet the criteria for materials contain full, adult-level explanations and examples of the foundational skills concepts included in the program so teachers can improve their own knowledge of the subject, as necessary.

Materials in the program include The Fountas & Pinnell Comprehensive Phonics, Spelling, and Word Study Guide, and the Fountas & Pinnell Phonics, Spelling, and Word Study Lessons. Both books contain information about the “Nine Areas of Learning About Phonics, Spelling and Word Study,” providing in-depth definitions and explicit examples of early literacy concepts, phonological awareness, letter knowledge, letter-sound relationships, spelling patterns, high-frequency words, word meaning/vocabulary, word structure, and word-solving actions. The Comprehensive, Phonics, Spelling and Word Study Guide K-8th, contains information on various topics, such as interactive read-aloud and literature discussions, writing, phonics, spelling and word study, and guided reading. In the Phonics, Spelling, and Word Study section, the book highlights early literacy concepts, phonological awareness, letter knowledge, letter-sound relationship, spelling patterns, high-frequency words, word meaning/vocabulary, word structure, and word-solving actions that each kindergarten student would need to know. Under each of these headings are the skills that encompass that component of literacy. Additionally, the Fountas & Pinnell Phonics, Spelling, and Word Study Lessons provides “Essential Literacy Concepts Every Kindergartener Should Know,” outlining the specific foundational skills in kindergarten with a detailed explanation and rationale for their inclusion. The Sing a Song of Poetry book provides an additional overview of skills incorporated into poetry and the rationale for the inclusion of poetry into the 100 literacy lessons provided.

Examples of opportunities for full, adult-level explanations and examples of foundational skills concepts to improve teacher content knowledge include but are not limited to the following:

  • Complete, detailed adult-level explanations are provided for each foundational skill taught at the grade level.
    • Phonics, Spelling, and Word Study Lessons, pages 1-8, provides clear definitions of the terminology surrounding phonics instruction and how those terms apply to the teaching of early literacy skills, the need for contextualized and decontextualized teaching, and how each should be systematically and explicitly taught.
    • Comprehensive, Phonics, Spelling and Word Study Guide K-8th, page 18, describes what phonological awareness is and gives examples of how it can be taught, as well as a definition of what Phonemic Awareness is, “the ability to identify, isolate, and manipulate the individual sounds (phonemes) in words.”
    • Sing a Song of Poetry book, Kindergarten, page 3, provides teachers with an explanation of the values and goals of including poetry in kindergarten classrooms. It includes descriptions of the language and literacy features of poetry and how the use of poetry contributes to literacy learning.
  • Detailed examples of the grade level foundational skill concepts are provided for the teacher.
    • Phonics, Spelling and Word Study Lessons Grade K, Develop Your Professional Understanding, page 213, three references are included to expand teacher knowledge of Letter Knowledge: 
      • Fountas & Pinnell Comprehensive Phonics, Spelling and Word Study Guide, pages 2-12, 22-23. 
      • Fountas & Pinnell Literacy Continuum: A Tool for Assessment, Planning and Teaching
      • See Word Matters: Teaching Phonics and Spelling in the Reading/Writing Classroom by G.S. Pinnell and I.C. Fountas.
    •  Phonics, Spelling, and Word Study Lessons, Essential Literacy Concepts Every Kindergartener Should Know, Phonological Awareness, page 5, provides an explanation of the specific foundational skills in kindergarten and explains in detail what each means. For example, on page 5 under Phonological Awareness, it says that “Kindergarten children are learning to: recognize parts of rhyming words; produce rhyming words; identify initial consonant sounds in single-syllable words; identify onsets and rime in single-syllable words; blend onsets and rimes to form words; and identify separate phonemes in words.”
    • Comprehensive, Phonics, Spelling and Word Study Guide K-8th, page 22, the teacher can read an explanation of what Letter Knowledge is. It explains that all letters have a corresponding sound.

Indicator 2c

Foundational skills lessons are well-designed and take into account effective lesson structure and pacing. Content can reasonably be completed within a regular school year, and the pacing allows for maximum student understanding.
4/4
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Indicator Rating Details

The materials reviewed for Kindergarten meet the criteria for foundational skills lessons are well-designed and take into account effective lesson structure and pacing. Content can reasonably be completed within a regular school year, and the pacing allows for maximum student understanding. 

Phonics, Spelling and Word Study Lessons Grade K provides foundational skills lessons that are highly structured, provide adequate resources for teaching the concepts, and provide recommendations for extended learning opportunities. The lessons are well-organized and reasonably calculated to be completed within an academic year. The program provides an in-depth overview for providing the various instructional contexts (i.e., read-aloud lessons, word study lessons, reading mini-lessons, small and whole group instruction) in a coherent, two and a half hour daily instructional block. The Kindergarten materials provide 100 lesson plans that utilize an effective, research-based lesson plan design for early literacy instruction. There is a clear structure that is used in order to outline the phonics lessons with students that includes a teach, apply, share, and assess model for each lesson. There are whole and small group activities and lessons for students, as well as small group book clubs. The lessons are provided in explicit, systematic, whole-group structure to help children attend to, learn about, and use sounds, letters, and words through one of the nine areas of learning: early literacy concepts, phonological awareness, letter knowledge, letter-sound relationships, spelling patterns, high-frequency words, word meaning/vocabulary, word structure, and word-solving actions.

Examples of well designed and effective foundational skills lessons with carefully organized structure, include but are not limited to the following:

  • Lesson plans utilize effective, research-based lesson plan design for early literacy instruction.
    • Each lesson is organized around the consistent format of plan, teach, apply, share, assess, connect learning across contexts, and extended learning, with additional suggestions for making home connections.
      • Phonics, Spelling and Word Study Lessons Grade K, page 169, Phonological Awareness, Lesson 16, there is a teach, apply, share, and assess section.
      • Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness Lesson 22, pages 193-195, teaches the principle of saying a word slowly and hearing each sound in the word. In the Teach section, the teacher models saying the word pig slowly, and the students identify the sounds they hear in the word. Teachers are provided with several more words to have the students identify the component sounds and then students apply the skills by looking at a picture, saying the words slowly, and their partner identifies each sound.
      • Phonics, Spelling and Word Study Lessons Grade K, Spelling Patterns Lesson 1, pages 347-350, introduces the principle of the CVC pattern in words. It provides specific examples for instruction, activities for students to apply their knowledge, and recommendations for assessing students’ knowledge. In the Connected Learning Across Contexts section of the lesson, teachers are provided two selections for read-aloud books, recommendations for a Shared Reading poetry selection, extended learning suggestions, and home school connections.
  • The effective lesson design structure includes both whole group and small group instruction.  
    • Phonics, Spelling and Word Study Lessons Grade K, page 43, the small group instruction is recommended for 60 minutes and the whole group lesson consists of an interactive read-aloud for 15 minutes, a group meeting for 5 minutes, Shared Reading for 10 minutes, and a Phonics, Spelling and Word Study lesson. A 10-minute reading mini-lesson is also presented in whole group, as well as a recommended 10- minute group share at the end of the lesson.
    • Phonics, Spelling and Word Study Lessons Grade K, page 194, during the Teach section, the students are in whole group. The teacher explains that they will be listening to the first, last, and middle sound in a word. There are examples the teacher does with the students.
  • The pacing of each component of daily lessons plans is clear and appropriate. 
  • The suggested amount of time and expectations for maximum student understanding of all foundational skill content (i.e. phonological awareness, print concepts, letters, phonics, high-frequency words, word analysis, decoding) can reasonably be completed in one school year and should not require modifications. 
    • Phonics, Spelling and Word Study Lessons Grade K book, pg. 1, states that there are 100 phonics lessons embedded in the program.  For example, Letter-Sound Relationships Lesson 2, pages 317-320, is designed to teach students to recognize beginning consonant sounds and the letters that represent them. It introduces just two to three consonants the first time it is used, but then the teacher is expected to repeat the lesson, covering three to four consonants at a time, until all have been introduced. 
    • Phonics, Spelling and Word Study Lessons Grade K, page 48, there are nine areas of learning that increase in difficulty.
  • For those materials on the borderline (e.g. approximately 130 days on the low end or 200 days on the high end), evidence clearly explains how students would be able to master ALL the grade level standards within one school year.
    • Phonics, Spelling and Word Study Lessons Grade K, page 49, recommends that teachers can make adjustments to the sequence of lessons based on student needs.
    • Phonics, Spelling and Word Study Lessons Grade K, page 50- 71, there is a Master Lesson Guide, that tells whether students need this skill during the early, middle, or late part of the year.

Indicator 2d

Order of Skills
0/0

Indicator 2d.i

Scope and sequence clearly delineate the sequence in which phonological awareness skills are to be taught, with a clear, evidence-based explanation for the expected hierarchy of phonemic awareness competence. (K-1)
2/4
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Indicator Rating Details

The materials reviewed for Kindergarten partially meet the criteria for scope and sequence clearly delineate the sequence in which phonological awareness skills are to be taught, with a clear, evidence-based explanation for the expected hierarchy of phonemic awareness competence.

The Fountas & Pinnell materials delineate a hierarchy for teaching phonological awareness skills by early, middle, and late Kindergarten. The Master Lesson Guide indicates the order in which phonological awareness skills should be taught. While the program cites some research, in general, supporting the explicit teaching of these phonological awareness skills, the program does not present a research-based or evidence-based explanation for the teaching of these skills or for the particular hierarchy in which the skills are presented. 

Examples of materials that include a cohesive phonological awareness sequence include but are not limited to the following:

  • Materials do not contain a clear, evidence-based explanation for the expected hierarchy for teaching phonological awareness skills.  For example, in Phonics, Spelling and Word Study Lessons Grade K, page 3, it provides a clear definition of the terms phonological awareness and phonemic awareness and their relationship to early literacy skills. No specific research is cited for the phonological sequence used in the materials.
  • Materials contain a phonemic awareness sequence of instruction and practice based on the expected hierarchy.
    • In Phonics, Spelling and Word Study Lessons Grade K, there are 26 phonological awareness lessons taught based on early, middle, or end of year student knowledge.
    • In Phonics, Spelling and Word Study Lessons Grade K, it contains the Master Lesson Guide with suggestions on the order in which the phonological awareness lessons should be taught. 
    • In Comprehensive, Phonics, Spelling, and Word Study Guide, it identifies a hierarchy for teaching phonological awareness skills in Kindergarten. On pg. 18 to 20, the progression is clearly sequenced on an instructional chart as the following: rhyming words, words, syllables, onsets and rimes, and phonemes.
  • Materials have a cohesive sequence of phonemic awareness instruction based on the expected hierarchy to build toward students’ application of the skills.
    • Within the Kindergarten Phonological lessons in Phonics, Spelling, and Word Study Lessons Grade K, the instruction builds toward students’ application of skills by providing an Apply section within each of the 26 lessons. 
      • In Phonological Lesson 3, in the Apply section: “Have sheets of picture cards for children to cut, say, match, and glue on a two-way sort” (page 119).
      • In Phonological Lesson 8, in the Apply section: “Have the children use two-way sorts to say and sort pictures representing two- and three-syllable words. Alternatively, give them two-column sorting sheets and pictures to say, sort, and glue. They should read their final lists to a partner” (page 139). 
      • In Phonological Lesson 18, in the Apply section: “Children can extend this activity by drawing another picture that stands for a word with either the /a/ or /i/ sound in the middle and adding it to the correct column” (page 179).

Indicator 2d.ii

Scope and sequence clearly delineate an intentional sequence in which phonics skills are to be taught, with a clear explanation for the order of the sequence.
2/4
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Indicator Rating Details

The materials reviewed for Kindergarten partially meet the criteria for scope and sequence clearly delineate an intentional sequence in which phonics skills are to be taught, with a clear explanation for the order of the sequence. 

Fountas & Pinnell Phonics, Spelling, and Word Study Lessons Grade K delineates a suggested intentional sequence for the teaching of phonics skills. The Master Lesson Guide explains the order phonics lessons should be taught. The teacher references The Fountas and Pinnell in Literacy Continuum for specific Letter-Sound relationships, Spelling Patterns (which include phonogram patterns such as: CVC, VC patterns), Word Structure, and Word Solving Actions. While Phonics, Spelling, and Word Study Lessons Grade K cites studies supporting explicit teaching of phonics skills, the program does not present a research-based or evidence-based explanation for the sequence of phonics. 

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

  • Comprehensive Phonics, Spelling, and Word Study Guide Grades PreK-8, identifies a progression for teaching Letter-Sound Relationships (LSR), Spelling Relationships (SP), Word Structure (WS), Word-Solving Actions (WSA) in Kindergarten. On pages 26-83, the progression is sequenced on an instructional chart as the following: consonants, vowels, and letter-sound representations. Within each of the categories of phonics, behaviors and instructional language is provided to pinpoint specific standards and expectations.
  • Phonics, Spelling and Word Study Lessons Grade K, page 57, #32-36, there are 5 LSR lessons for students to learn to recognize beginning consonant sounds and the letters that represent them.
  • Phonics, Spelling and Word Study Lessons Grade K, page 63, #60-63, there are four SP lessons for students to learn to recognize CVC pattern and use phonograms (-an, -at, -ay).
  • Phonics, Spelling and Word Study Lessons Grade K, page 67, #79-81, there are three LSR lessons for students to learn to recognize beginning consonant sounds and ending sounds and the letters that represent them. 
  • Phonics, Spelling and Word Study Lessons Grade K, pages 68-70, #86-96, there are four Word-Solving Actions (WSA) lessons, three Sound Pattern (SP) lessons, and three Word Structure (WS) lessons. 
    • In WSA 6-9, students learn:
      • Use onsets and rimes in known words to read and write other words with the same parts.
        • Change the ending sounds or sounds to make and solve a new word.
      • In SP 5-7, students learn:
        • Recognize and use phonograms with a VCe pattern: -ake.
        • Recognize and use phonograms with VCe pattern: -ine.
        • Recognize letter patterns.
      • In WS 2-4, students learn:
        • Understand the concept of a contraction.
        • Understand the concept of a plural.
        • Recognize and use plurals that add -s. 

Materials do not contain a clear research-based explanation for the order of the phonics sequence.  

  • Phonics, Spelling, and Word Study Lessons Grade K, page 3, it states, “We have identified nine areas of learning about phonics, spelling, and word study; for each area of learning, lessons are provided in this book. The continuum is based on research in language and literacy learning; we have asked linguists, researchers on literacy education, and many teachers to provide feedback on the phonics and word study section. We found surprising agreement on the knowledge needed to become an expert word solver.” 
  • Phonics, Spelling, and Word Study Lessons Grade K, pages 2-3, the materials generally cite researchers to support the need for explicit teaching of phonics skills identified in the nine areas of learning about phonics, spelling, and word study.

Indicator 2e

Materials contain strategies for informing all stakeholders, including students, parents, or caregivers about the Foundational Skills program and suggestions for how they can help support student progress and achievement.
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Indicator Rating Details

The materials reviewed for Kindergarten partially meet the criteria for materials contain strategies for informing all stakeholders, including students, parents, or caregivers about the Foundational Skills program and suggestions for how they can help support student progress and achievement. 

Fountas & Pinnell Phonics, Spelling and Word Study Lessons Grade K provides suggestions on each lesson for connecting what students are doing in the classroom to their home environments. These resources are located within the daily lesson plans under Extend Learning and are specifically labeled Connect with Home. These suggestions involve taking home copies of the poems or games practiced. Although this resource offers opportunities for teachers to connect with families in relation to the day’s lesson, the information provided is not very explicit nor does it offer parent-friendly letters or communication. None of the activities provide written resources that inform stakeholders about the foundational skills that are taught in the program or the progress that students are making towards mastering these foundational skills. The materials direct the students to explain the foundational skills they are learning to their families and explain what they should do with the activity that is sent home. 

Examples of strategies for informing stakeholders about the program include but are not limited to the following:

  • Materials contain jargon-free resources and processes to inform all stakeholders about foundational skills taught at school.
    • Phonics, Spelling and Word Study Lessons Grade K, page 234, the teacher sends home the Verbal Path for the Formation of Letters and children explain how to make the letters.
    • Online resources provide some additional explanations of how they might be used to support the program (i.e., List of Common Phonograms, List of 25 High Frequency Words, List of 50 High Frequency Words).
      • One additional resource which is self-explanatory, 25 Ways to Use Magnetic Letters at Home, is provided in the online resources.
  • Materials provide stakeholders with strategies and activities for practicing phonological awareness, phonics and word recognition, fluency, and print concepts that will support students in progress towards and achievement of grade level foundational skills standards.
    • Phonics, Spelling and Word Study Lessons Grade K, page 78, the bottom of the lesson plan directs the teacher to have students take home their name cards and find and glue a picture that starts with the same beginning letter. The teacher encourages children to invite caregivers to create a small name chart at home with names of friends and family. The teacher provides materials for the student to create their family name chart at home. 
    • Phonics, Spelling and Word Study Lessons Grade K, page 258, after students have practiced routines for 11 or 12 books, the teacher is prompted to send the storage box of books home with students so they can practice reading them.
    • Phonics, Spelling and Word Study Lessons Grade K, page 246, students take home the letter cards where they make their names and the names of their family. They teach family members how to play alphabet soup. 

Criterion 2f - 2f.ii

Program includes work with decodables in K and Grade 1, and as needed in Grade 2, following the grade-level scope and sequence to address both securing phonics.
4/8
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Criterion Rating Details

The instructional materials reviewed for Kindergarten partially meet the criteria for materials include decodable texts with phonics and high-frequency words aligned to the program’s scope and sequence and opportunities for students to use decodables for multiple readings.  Decodable texts include poems from Sing a Song of Poetry that do not consistently align to the program’s scope and sequence for phonics and high-frequency word instruction and do not consistently provide practice of the decodable element from the lesson.

Indicator 2f

Aligned Decodable Texts
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Indicator 2f.i

Materials include decodable texts with phonics aligned to the program’s scope and sequence and opportunities for students to use decodables for multiple readings.
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Indicator Rating Details

The materials reviewed for Kindergarten partially meet the criteria for materials include decodable texts with phonics aligned to the program’s scope and sequence and opportunities for students to use decodables for multiple readings.

The Fountas & Pinnell materials contain poems from Sing a Song of Poetry Grade K for students to read during Shared Reading in lessons of the Nine Areas of Learning about Phonics, Spelling, and Word Study. Poems are suggested in each lesson, but the poems are not consistently aligned to the program’s scope and sequence and do not consistently provide practice of the decodable element from the lesson. Poems can be used for repeated readings for the following reasons: expand oral language and/or help students to notice features of print such as letters, letter patterns, or words. The materials do not suggest when to reuse poems for repeated readings.

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

  • In Phonics, Spelling, and Word Study Lessons Grade K, Spelling Patterns 1, page 350, students read the poem, “I Can Do It Myself, which has CVC words in it. 
  • In Phonics, Spelling, and Word Study Lessons Grade K, Spelling Patterns 2, pages 351-354, students recognize and use the phonogram -an when decoding words. The lesson uses poems, “This Old Man”, “We Can”, and “The Muffin Man”, from Sing a Song of Poetry as texts for practicing decoding words with -an.  
  • In Phonics, Spelling, and Word Study Lessons Grade K, Word Structure 2, students read “Skip to My Lou,” “Color Song,” or “Fuzzy Wuzzy.” The poems contain contractions, which is the focus of Word Structure 2.

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

  • In Phonics, Spelling and Word Study Lessons Grade K, Letter Knowledge 15, page 274, students read the poem “A Tisket, a Tisket,” or “Here is a Bunny.” After reading the poem, students use highlighter tape to find words with the same letter in various locations of the poem since the lesson is about finding connections among words by noting the position of a letter.
  • In Phonics, Spelling and Word Study Lessons Grade K, Letter-Sound Relationships 4, page 328, students read the poem, “Two Little Black Birds.” Students read up to the word with the sticky note and then try and predict the first letter of the word that is covered by the sticky note.
  • In Phonics, Spelling and Word Study Lessons Grade K, Word-Solving 2, page 462, students read the poem, “Bouncing Ball.” Students predict a word or two and determine if it is right or not. 


Materials include some detailed lesson plans for repeated readings of decodable texts to address securing phonics skills. 

    • In Sing a Song of Poetry, page 12, there is a grid to help teachers think about how to use five poems as a text to revisit.
      • A teacher could revisit “Hey Diddle Diddle” to focus on:
        • Phonogram Patterns: -at, -ow, -an, -ay.
        • Letter-Sound: Beginning with h, d, th, c, f, j, m, l, t, s, r, w. 
        • Letter-Sound: Ending with y, l, t, d, w, r, n, g, ch, sh, th.
        • One- and two-syllable assonance.
        • -ed ending, action words.
      • A teacher could revisit “Twinkle, Twinkle, Little Star” to focus on:
        • Phonogram Patterns: -ow, -ot.
        • Letter-Sound: Beginning t, l, s, h, w, y, d.
        • Letter-Sound: Ending l, r, w, t, p, v, d, k, n.
        • One- and two-syllable words.

Indicator 2f.ii

Materials include decodable texts with high-frequency words aligned to the program’s scope and sequence and opportunities for students to use decodables for multiple readings.
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Indicator Rating Details

The materials reviewed for Kindergarten partially meet the criteria for materials include decodable texts with high-frequency words aligned to the program’s scope and sequence and opportunities for students to use decodables for multiple readings.

The Fountas & Pinnell materials include poems with high-frequency words for students to read during Shared Reading in the High-Frequency Words Lessons. The decodable texts/poems align to the scope and sequence of the Master Lesson Guide. While there are poems for high-frequency word reading in decodable texts, there are a limited number of prepared lesson plans for repeated readings of the poems. 

Materials include decodable texts that utilize high-frequency words. Examples include, but are limited to:

  • In Phonics, Spelling and Word Study Lessons Grade K, High-Frequency Words 2, page 384, students read the poem, “Did You Ever See a Lassie.” There are one-, two-, and three-letter high-frequency words in the text. 
  • In Phonics, Spelling and Word Study Lessons Grade K, High-Frequency Words 5, page 396, students read the poem, “Clap Your Hands” and use highlighter tape to point out one or two high-frequency words. 
  • In Phonics, Spelling and Word Study Lessons Grade K, High-Frequency Words 7, page 404, students read the poem, “Little Red Apple” and use highlighter tape to point out one or two high-frequency words. 

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

  • In Phonics, Spelling and Word Study Lessons Grade K, page 380, High-Frequency Words 1, students read the poem, “To Market, To Market.” The poem contains one high-frequency word from the lesson, to.
  • In Phonics, Spelling and Word Study Lessons Grade K, High-Frequency Words 3, page 388, students read the poem, “Puppies and Kittens.” The poem contains three high-frequency words from the lesson: in, a, up.
  • In Phonics, Spelling and Word Study Lessons Grade K, High-Frequency Words 4, page 396, students read the poem, “Pease Porridge Hot.” The poem contains one high-frequency word from the lesson, like.

Materials include some detailed lesson plans for repeated readings of decodable texts to address securing reading high-frequency words/irregularly spelled words in context.

  • In Sing a Song of Poetry, page 12, there is a grid to help teachers think about how to use five poems as a text to revisit.
    • A teacher could revisit “Hot Cross Buns” to focus on High-Frequency Words: you, have, no to, your.
    • A teacher could revisit “I Love Chocolate” to focus on High-Frequency Words: I, in, my.
    • A teacher could revisit “Pat-a-cake" to focus on High-Frequency Words: me, a, you, can, it and, with, in, the, for.

Criterion 2g - 2i.iii

Materials provide teachers resources and tools to collect ongoing data about student progress on the Standards. Materials also provide teachers with strategies for meeting the needs of a range of learners so that students demonstrate independence with grade-level standards.
11/22
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Criterion Rating Details

The instructional materials reviewed for Kindergarten partially meet the criteria for materials regularly and systematically offer assessment opportunities that measure student progress through mastery of print concepts, letter recognition, printing letters, phonological awareness, phonics, and word recognition and analysis.  Materials partially meet the criteria for assessment materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment and assessment materials clearly denote which standards are being emphasized. In the Fountas and Pinnell materials, standards alignment documentation is not available for formative and summative assessments. Materials provide all students, including those who read, write, speak, or listen in a language other than English with extensive opportunities for reteaching to meet or exceed grade-level standards; however, materials do not meet the criteria for materials regularly provide all students, including those who read, write, speak, or listen below grade level with extensive opportunities for reteaching to meet or exceed grade-level standards.

Indicator 2g

Regular and Systematic Opportunities for Assessment
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Indicator 2g.i

Materials regularly and systematically offer assessment opportunities that measure student progress through mastery of print concepts (K-1), letter recognition (K only), and printing letters (as indicated by the program scope and sequence) (K-1).
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Indicator Rating Details

The materials reviewed for Kindergarten partially meet the criteria for materials regularly and systematically offer assessment opportunities that measure student progress through mastery of print concepts (K-1), letter recognition (K only), and printing letters (as indicated by the program scope and sequence) (K-1). 

In Fountas and Pinnell Phonics, Spelling and Word Study Lessons Grade K materials, there are daily opportunities to assess students’ skills of print concepts during Assess. There are curriculum-based assessment protocols provided in the online resources, which are directly correlated to the nine areas of literacy instruction included in the program. Each assessment explains what is being tested, why it is important, and how to complete the assessment. These opportunities provide the teacher with information about students’ skills; however, there is no guidance or next steps based on assessment results provided for the teacher once the teacher has conducted the assessment. There are Extend learning sections the teacher can do if a student has mastered a content area or if a student needs reteaching. 

Materials regularly and systematically provide a variety of assessment opportunities over the course of the year to demonstrate students’ progress toward mastery and independence of print concepts.

  • In Phonics, Spelling, and Word Study Lessons Grade K, Early Literacy Concepts 3, page 89, the teacher is directed to observe children in shared reading and notice whether students are reading left to right and match word to word. It then suggests to conduct a quick assessment by asking individuals to point to the words as the teacher reads a couple of sentences. There is also a suggestion that the teacher could use Early Literacy Concepts Assessment E, G, H, and J. 
  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 5, page 233, the teacher selects a familiar text from Sing a Song of Poetry. Individual students point to or circle a specific letter in the text. The teacher is to assess a selection of up to 5 different letters with each child. 
  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 23, page 305, the teacher is prompted to observe students as they put upper and lowercase letters cards in alphabetical order on a long strip of paper. 

Assessment materials provide teachers and students with information concerning students’ current skills/level of understanding of print concepts. 

  • In Letter Knowledge Assessment A, Reading the Alphabet, the teacher is provided with what letters each student can identify. 
  • In Letter Knowledge Assessment B, Writing the Alphabet, the teacher is provided with what letters (uppercase and lowercase) students can write.
  • In Early Literacy Concepts Assessment H Individual Record, the teacher is provided with the following information about students’ skills: 
    • Writing a Name (# Letters first name, # Letters last name, # Uppercase, # Lowercase, Reversals, Substitutions, Locates name on list, Locates name in text)
    • Locating Words/Locating Letters (M, B, S, T, n, p, r, o, Matches word by word while reading, Locates first letter of a word, Locates last letter of a word)

Materials do not support teachers with instructional suggestions for assessment-based steps to help students to progress toward mastery in print concepts.

  • In Early Literacy Concepts Assessment G (Matching Word by Word), after administering the assessment and recording the students' results on Assessment H (Individual Record), the teacher is to place a checkmark if the task is under control. 
  • In Letter Knowledge Assessment A, after administering the assessment and recording each student’s response on Assessment D (Individual Record), the teacher can view the What to Notice section of the assessment. The teacher is to notice the following, but there are no steps for what the teacher should do next based on the assessment and What to Notice:
    • Number of letters named accurately
    • Unknown letter names
    • Speed in letter recognition
    • Letter confusions and substitutions
    • Sound recognized without knowledge of letter names
  • In Letter Knowledge Assessment B, after administering the assessment, the teacher is to compare children’s knowledge of uppercase and lowercase letters and use this assessment to help him/her plan lessons on letters as well as handwriting lessons.

Indicator 2g.ii

Materials regularly and systematically offer assessment opportunities that measure student progress of phonological awareness (as indicated by the program scope and sequence). (K-1)
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Indicator Rating Details

The materials reviewed for Kindergarten partially meet the criteria for materials regularly and systematically offer assessment opportunities that measure student progress of phonological awareness (as indicated by the program scope and sequence). (K-1)

In Fountas & Pinnell Phonics, Spelling and Word Study Lessons Grade K materials, there are opportunities to assess students’ skills in phonological awareness during the Assess portion of the Phonological Awareness lessons. There are curriculum-based assessment protocols provided in the online resources, which are directly correlated to the nine areas of literacy instruction included in the program. Each assessment explains what is being tested, why it is important, and how to complete the assessment. These opportunities provide the teacher with information about students’ skills; however, there is no guidance or next steps based on assessment results provided for the teacher once the teacher has conducted the assessment. There are Extend learning sections the teacher can do if a student has mastered a content area or if a student needs reteaching. 

Examples of materials that include phonological awareness assessments include but are not limited to the following:

  • Materials regularly and systematically provide a variety of assessment opportunities over the course of the year to demonstrate students’ progress toward mastery and independence in phonological awareness.
    • There are 10 assessments and an individual record form found in the Online Resources for Phonological Awareness. A teacher is prompted during Assess to use particular assessments. The assessments are:
      • Assessment A: Hearing Rhymes
      • Assessment B: Hearing Syllables
      • Assessment C: Identifying Sounds in Words
      • Assessment D: Segmenting a Word into Sounds
      • Assessment E: Identifying Beginning Consonant Sounds
      • Assessment F: Identifying Ending Consonant Sounds
      • Assessment G: Blending Sounds to Make Words
      • Assessment H: Blending Word Parts
      • Assessment I: Removing Sounds from Words
      • Assessment J: Segmenting Word Parts
      • Assessment K: Individual Record
    • In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 9, page 143, during Assess, the teacher is to say five words and notice if students can hear and clap one and two syllables. The teacher could use Phonological Awareness Assessments B or K.
    • In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 15, page 167, during Assess, the teacher is prompted to notice whether children are able to hear the end sound. The teacher places a few picture cards on a chart and asks individual students to name the picture and then match it to a card in the pocket chart according to the ending sound. 
  • Assessment materials provide teachers and students with information concerning  students’ current skills/level of understanding of phonological awareness.
    • In Phonological Awareness Assessment A, Online Resources, it states that the assessment will help the teacher learn the degree to which children can hear and make connections between words that rhyme. A teacher is to notice the following about each student’s skills:
      • Ability to identify and say the labels of objects represented in pictures
      • Ability to listen for and identify sound patterns (rhymes) in words
      • Ability to connect a sound pattern with another sound pattern that is similar
      • Speed with which the child identifies similar sound patterns (rhymes)
    • In Phonics, Spelling and Word Study Lessons Grade K,  Phonological Awareness 8, page 139, during Assess, it recommends the teacher observe to see if students are recognizing and using the syllables in writing. 
    • In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 13, page 159, during Assess, it states two assessment options: 
      • 1) "Notice whether the children can clearly say the last sound in a word and if they can identify the last sound in a word. A quick check of just two or three examples will tell you whether they understand the concept. 
      • 2) You may wish to use Phonological Awareness Assessment K."
  • Materials do not support teachers with instructional suggestions for assessment-based steps to help students to progress toward mastery in phonological awareness.
    • In Phonological Awareness Assessment B (Hearing Syllables), after administering the assessment and recording the students' results on Assessment K (Individual Record), the teacher is to score the number of one-and two-syllable words the student can correctly sort into categories. Next steps are not provided.
    • In Phonological Assessment C, after administering the assessment and recording each student’s response on Assessment K (Individual Record), the teacher can view the What to Notice section of the assessment. The teacher is to notice the following, but there are no steps for what the teacher should do next based on the assessment and What to Notice:
      • Articulation of the word
      • Ability to say the words slowly
      • Ability to identify the number of individual sounds (phonemes)

Indicator 2g.iii

Materials regularly and systematically offer assessment opportunities that measure student progress of phonics in- and out-of-context (as indicated by the program scope and sequence). (K-2)
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Indicator Rating Details

The materials reviewed for Kindergarten partially meet the criteria for materials regularly and systematically offer assessment opportunities that measure student progress of phonics (as indicated by the program scope and sequence). (K-2)

In Fountas & Pinnell Phonics, Spelling, and Word Study Lessons Grade K materials, there are opportunities to assess students’ skills in phonics during Assess of the lessons. There are curriculum based assessment protocols provided in the online resources, which are directly correlated to the nine areas of literacy instruction included in the program. Each assessment explains what is being tested, why it is important, and how to complete the assessment. These opportunities provide the teacher with information about students’ skills; however, there is no guidance or next steps based on assessment results provided for the teacher once the teacher has conducted the assessment. There are Extend learning sections the teacher can do if a student has mastered a content area or if a student needs reteaching. 

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

  • Throughout the Letter-Sound Relationships (LSR), the following assessment opportunities are provided within the Online Resources: Assessment A: Matching Consonant Letters and Sounds at the Beginning of Words, Assessment B: Matching Consonant Letters and Sounds at the End of Words, Assessment C: Class Record.
  • Throughout the Sound Patterns (SP), the following assessment opportunities are provided within the Online Resources: Assessment A: Matching Pictures of Words that Contain the Same Phonogram Pattern, Assessment B: Matching Words that Contain the Same Phonogram Pattern, Assessment C: Matching Pictures with Words that Contain the Same Phonogram Pattern, Assessment D: Reading Words with the CVC Pattern in Unfamiliar Text, Assessment E: Reading Words with Phonogram Patterns, Assessment F: Reading Words with Phonogram Patterns, Assessment G: Class Record (Reading Phonogram Patterns), and Assessment H: Class Record (Writing Phonogram Patterns(.
  • Throughout the Word-Solving Actions (WSA) set of lessons, the following assessment opportunities are provided within the Online Resources: Assessment A: Sorting Names, Assessment B: Using Letter-Sound Relationships to Solve New Words, Assessment C: Recognizing and Reading Known Words Quickly, Assessment D: Using Onset and Rimes in Known Words to Solve New Words, Assessment E: Using Onset and Rimes in Known Words to Solve New Words, Assessment F: Individual Record (Using Parts of Known Words to Solve New Words, 1), Assessment G: Individual Record (Name Chart), Assessment H: Class Record, and Assessment I: Class Record (Name Chart).

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

  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter-Sound Relationships, Connect to Assessment, it states, “See related [optional] LSR Assessment tasks in Online Resources.”
  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter-Sound Relationships 1, during Assess, it states, “You may wish to use Letter-Sound Relationships Assessment A or C.”
  • In Phonics, Spelling, and Word Study Lessons Grade K, Spelling Patterns, Connect to Assessment, it states, “See related [optional] SP Assessment tasks in Online Resources.”
  • In Phonics, Spelling, and Word Study Lessons Grade K, Word-Solving Actions 2, during Assess, it states, “You may wish to use Word-Solving Actions Assessment C.”

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

  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter-Sound Relationships 5, page 331, during Assess, the teacher observes the students and determines whether they can locate words in a text by saying the word and predicting the first letter. 
  • In Phonics, Spelling, and Word Study Lessons Grade K, Word Structure 1, page 439, the teacher observes whether students are able to clap out syllables of new words. 
  • In Phonics, Spelling and Word Study Lessons Grade K, Word-Solving Actions 9, page 489, the teacher observes to see if the students can change the last part of a word that the teacher says in order to see if they are flexible and independent in this skill. 

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

  • In Phonics, Spelling, and Word Study Lessons Grade K, Letter-Sound Relationships 2, during Assess, the teacher is to observe the children to determine how well they are matching sounds and letters at the beginnings of words. "Have any child who seems confused match the picture cards and letter cards individually as you observe which ones cause her confusion."
  • In Phonics, Spelling, and Word Study Lessons Grade K, Spelling Actions 5, during Assess, the teacher is to observe children as they read to determine whether they are noticing and using the -ake pattern to solve new words.
  • In Phonics, Spelling, and Word Study Lessons Grade K, Word-Solving Actions 1, during Assess, the teacher is to notice whether the children can connect names with other words when reading and writing.

Materials do not genuinely measure students’ progress to support teachers with instructional adjustments to help students make progress toward mastery in phonics.

Indicator 2g.iv

Materials regularly and systematically offer assessment opportunities that measure student progress of word recognition and analysis (as indicated by the program scope and sequence). (K-2)
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Indicator Rating Details

The materials reviewed for Kindergarten partially meet the criteria for materials regularly and systematically offer assessment opportunities that measure student progress of word recognition and analysis (as indicated by the program scope and sequence). (K-2)

The Fountas & Pinnell Kindergarten materials contain assessments for word recognition and analysis in the Online Resources as well as assessments in the 100 lessons. Assessments within the lessons are administered at the end of lessons. Throughout the High-Frequency Words lessons, the following assessment opportunities are provided within the Online Resources to use over the course of the year: Assessment A (Reading Words) and Assessment B (Writing Words). For word analysis, there are Word-Solving Action assessments provided such as Assessment B (Using Letter-Sound Relationships to Solve New Words), Assessment C (Recognizing and Reading Known Words Quickly), Assessment D (Using Onset and Rimes in Known Words to Solve New Words), and Assessment E (Using Onset and Rimes in Known Words to Solve New Words). Each assessment provides recommendations for what teachers should analyze once the assessment has been administered. There are missed opportunities for assessments to provide the teacher with instructional guidance about next steps for all students. 

Materials regularly and systematically provide a variety of assessment opportunities over the course of the year to demonstrate students’ progress toward mastery and independence of word recognition (high-frequency words or irregularly spelled words) and analysis. Examples include, but are not limited to:

  • In Online Assessment A, students’ general knowledge of high-frequency words is assessed. It is recommended to use this assessment in High-Frequency Words. Students read a list of 25 words, and the teacher marks down whether the student reads the word correctly or not. 
  • In Phonics, Spelling, and Word Study Lessons Grade K, High-Frequency Words 1, page 379, during Assess, the teacher is to observe whether children are able to recognize high-frequency words quickly when reading. The teacher observes if students can write high-frequency words accurately. 
  • In Phonics, Spelling, and Word Study Lessons Grade K, there are two curriculum based protocols for assessing a student’s letter-sound relationships: a) matching consonant sounds at the beginning of words, and b) matching consonant sound at the end of words.
    • In Letter-Sound Relationships Lesson 3, pages 321-324, it suggests the teacher may want to use the Letter-Sound Relationships Assessment A or C. 
      • After administering the assessment, it recommends the teacher analyze a student’s: 
        • ability to identify names of objects represented by picture, 
        • ability to say, hear, and identify the initial consonant sound in words
        • ability to link the consonant sound to the letter that it represents
        • children’s articulation patterns
        • letter-sound confusions.
  • In Online Assessment C, the teacher has a student read the Recognizing and Reading Known Words Quickly text. The teacher uses a duplicate copy to record the child’s reading behavior. 

Assessment materials provide teachers and students with information concerning  students’ current skills/level of understanding of word recognition and word analysis.  Examples include, but are not limited to:

  • In The Fountas & Pinnell Literacy Continuum, pg. 366, there are three goals for students in regards to high-frequency words:
    • Recognize high-frequency words.
    • Read and write approximately 25 words.
    • Locate and read high-frequency words in continuous text. 
  • In Online Assessment A, students read a list of 25 words. The teacher is asked to notice the following: words the child can read correctly, words the child can read almost correctly, and letter-sound relationships the child controls. 
  • In Online Assessment B, students write 25 high-frequency words. The teacher is asked to notice whether students are able to do the task.
  • In Online Assessment D, students are assessed on if they can use known words to solve new words. A student reads related new words (sets 2 and 3) one at a time. The teacher is asked to note a student’s accurate reading. 

Materials do not support teachers with instructional suggestions for assessment-based steps to help students to progress toward mastery in word recognition and word analysis.

  • In the online Ready Resources: Assessment: High-Frequency Words Grade K, advice is provided to the teacher in the Why Use It section. It says: “This assessment will give you information about children’s general knowledge of high-frequency words as well as the particular words they know. The substitutions they make will also reveal something about their knowledge of letter-sound relationships and spelling patterns.” Further instructional suggestions are not provided.

Indicator 2h

Materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment and assessment materials clearly denote which standards are being emphasized.
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Indicator Rating Details

The materials reviewed for Kindergarten partially meet the criteria for assessment materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment and assessment materials clearly denote which standards are being emphasized.

In the Fountas and Pinnell materials, standards alignment documentation is not available for formative and summative assessments. The assessments are aligned to the topics listed in the Nine Areas of Learning about Phonics, Spelling, and Word Study. There is limited documentation or correlation provided for specific lessons to indicate how the lessons align with standards. The documentation provided includes some example lessons that correlate to the foundational skills standards. 

Indicator 2i

Differentiation for Instruction: Materials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding grade-level standards.
0/0

Indicator 2i.i

Materials regularly provide all students, including those who read, write, speak, or listen in a language other than English with extensive opportunities for reteaching to meet or exceed grade-level standards.
4/4
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Indicator Rating Details

The materials reviewed for Kindergarten meet the criteria for materials regularly provide all students, including those who read, write, speak, or listen in a language other than English with extensive opportunities for reteaching to meet or exceed grade-level standards. 

The Fountas & Pinnell materials provide daily support for students who read, speak, or listen in a language other than English. Each lesson is introduced with a section entitled Working with English Language Learners, which provides additional suggestions for addressing the instructional needs of this population. 

Materials provide support for ELL students. At the beginning of each lesson, information is provided to the teacher for working with English Language Learners. Examples include, but are not limited to:

  • In Phonics, Spelling and Word Study Lessons Grade K, Early Literacy Concepts 7, page 99, it states: "Be sure to be explicit in demonstrating the meaning of the words first, last, letter, and word. If you know these words in the children’s own languages, you may want to use them to focus attention on the four concepts. You may wish to have children work in small groups to help them highlight first and last letters."
  • In Phonics, Spelling and Word Study Lessons Grade K, Letter Knowledge 7, page 239, it states the teacher may want to work with the lesson’s poem over many days before asking students to name and locate letters.
  • In Phonics, Spelling and Word Study Lessons Grade K, Spelling Patterns 4, page 359, it states to begin the lesson working with words that students know in their home language first.

General statements about ELL students or few strategies note at the beginning of a unit or at one place in the teacher edition are then implemented by the materials throughout the curriculum.

  • In Phonics, Spelling, and Word Study Lesson Book, What Are Some Ways of Working Effectively with English Language Learners?, pages 23-29, states, “You are likely to have many children in your class who not only can speak one language but are learning a second or even third language.” It is suggested that the teacher adjust their teaching to make sure that English language learners have access to the teaching of sounds, letters, and words. Suggestions are provided for Oral Language, Reading, Writing, Phonics and Word Study. For example:
    • Oral Language: "Paraphrase and summarize for children. Repeat the directions or instructions several different ways, watching for feedback that they understand you. Paraphrase until you can see that they understand."
    • Reading: "Be sure to use oral language, pictures, concrete objects, and demonstration when you introduce stories to help children untangle any tricky vocabulary or concepts they are reading in texts for themselves in guided and independent reading. They may encounter words that they can “read” (which really means decode) but do not understand."
    • Writing: "Provide a great many models of writing for English language learners--interactive writing, shared reading, charts about people in the room or their experiences. Encourage children to reread and revisit these models to help them in their writing. In the beginning, they may use phrases or sentences from charts around the room, varying their own sentences slightly. Gradually, they will go beyond these resources, but models will be a helpful support for a time."
    • Phonics and Word Study: "Use the pocket chart often so that children have the experience of working with pictures and words in a hands-on way. They can match pictures with words so that the meaning of words becomes clearer."

Indicator 2i.ii

Materials regularly provide all students, including those who read, write, speak, or listen below grade-level with extensive opportunities for reteaching to meet or exceed grade-level standards.
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Indicator Rating Details

The materials reviewed for Kindergarten do not meet the criteria for materials regularly provide all students, including those who read, write, speak, or listen below grade level with extensive opportunities for reteaching to meet or exceed grade-level standards. 

The Fountas & Pinnell Phonics, Spelling and Word Study Lessons Grade K lessons consistently include Teach, Apply, and Share. Teach is a whole-class lesson. Apply is hands-on practice and the teacher may have students work in a small group at a literacy center. Share is a whole-class meeting for students to share their phonics, spelling, and word study lessons. Within Teach, Apply, and Share, there are no opportunities or explicit instruction in re-teaching when a student is performing below grade level to receive extensive opportunities for learning and practice. While some of the lesson plans are generative and a teacher can reteach the generative lesson repeatedly, guidance is not provided to the teacher as to how to scaffold instruction for students performing below grade level. The materials suggest Book Club as small-group instruction; however, Book Club materials are not included in Phonics, Spelling and Word Study Lessons Grade K.

Materials suggest small group teaching, but do not provide lesson plans and explicit instruction for reteaching students performing below grade level.

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

Indicator 2i.iii

Materials regularly provide extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade-level.
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Indicator Rating Details

The materials reviewed for Kindergarten partially meet the criteria for materials regularly provide extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level. 

In the Fountas & Pinnell materials, all students participate in Teach, Apply, and Share for instruction and practice. No advanced opportunities are provided for students to work on while the teacher is providing reteaching to students who have not acquired the skills being taught. Each lesson contains Extend opportunities, which can provide advanced students with the opportunity to learn grade-level foundational skills at greater depth. In Phonics, Spelling, and Word Lessons Grade K, page 34, the materials describe Extend as “If children need more experience, you can repeat the lesson format using these suggestions for variation, different examples, or more challenging activities.”

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

  • In Phonics, Spelling, and Word Study Lessons Grade K, during Extend, page 164, students have the opportunity to “repeat the lesson with different pictures to practice matching other ending sounds” while gradually increasing the range of sounds children can work with at one time.
  • In Phonics, Spelling and Word Lessons Grade K, Letter Knowledge 6, page 238, during Extend, materials provide seven suggestions for teachers to extend learning for students once they have learned more about letters. Some of the suggestions are: start in the middle or end of the chart and read back to the beginning or read only the words under the picture. 
  • In Phonics, Spelling and Word Lessons Grade K, Spelling Patterns 1, during Extend, the teacher is to ask students to look for CVC words in texts the class has read during Interactive Read-Aloud and Shared Reading. Students write each word they find on a blank word card. 

There are no instances of advanced students simply doing more assignments than their classmates. Activities presented as challenge activities are all additional assignments located in the Extend Learning section of each lesson plan. 

Criterion 2j - 2n

Materials support effective use of technology and visual design to enhance student learning. Digital materials are accessible and available in multiple platforms.
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Criterion Rating Details

The instructional materials reviewed include web-based resources, compatible with multiple Internet browsers, are platform neutral, follow universal programming style, and allow the use of tablets and mobile devices. Materials support effective use of technology to enhance student learning. Materials can be easily customized for local use. Materials do not include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.  The visual design is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.

Indicator 2j

Digital materials (either included as a supplement to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), “platform neutral” (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.
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Indicator Rating Details

The materials reviewed for Kindergarten meet the criteria for digital materials (either included as a supplement to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), “platform neutral” (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices. 

A teacher can login to www.fountasandpinnell.com using many web browsers, such as, but not limited to, Firefox, Google Chrome, and Safari. The materials can be viewed on an iPad, but are not accessible on a cellphone.

The materials include “access to Online Resources, which includes lesson-specific materials for application activities, extending learning, and formal assessment.”

Indicator 2k

Materials support effective use of technology to enhance student learning.
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Indicator Rating Details

The materials reviewed for Kindergarten meet the criteria for materials support effective use of technology to enhance student learning. 

The online materials are for teacher use and not student use. The teacher is able to print materials, such as word cards, to use in the classroom. There are printable online assessments the teacher can use to support student learning.

Indicator 2l

Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.
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Indicator Rating Details

The materials reviewed for Kindergarten do not meet the criteria for digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.

There are on-line resources provided for the teacher to enhance instruction, but the materials cannot be personalized for students. The word cards and other digital resources cannot be edited.

Indicator 2m

Materials can be easily customized for local use.
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Indicator Rating Details

The materials reviewed for Kindergarten meet the criteria for materials can be easily customized for local use.

In Phonics, Spelling, and Word Study Lessons Grade K, each lesson begins with a Consider Your Children section. This provides the teacher the opportunity to customize the lesson based on the group of students. Within each lesson, during Interactive Read-Aloud and Shared Reading, a teacher is provided options for texts to read-aloud or share with students. The teacher may select the text that works best for that particular group of students. When selecting poems to use from Sing a Song of Poetry, the teacher may select from a suggested list. 

During Phonics, Spelling, and Word Study Lessons Grade K, Assess, the teacher can pick and choose which online assessments they would like to use. For example, in Early Literacy Concepts 6, a teacher may “wish to use Early Literacy Concepts Assessment A, D, F, H, or I.”

Indicator 2n

The visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
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Indicator Rating Details

The materials reviewed for Kindergarten meet the criteria for the visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject. 

The Fountas and Pinnell teacher materials are printed in understandable formats in the Phonics, Spelling, and Word Study Lessons Grade K book. The lessons are organized in the Nine Areas of Learning, and each lesson contains headings to clearly mark each part of the lesson. The beginning of the book provides an Introduction and an in-depth, clear chart of the kindergarten foundational skills plan.

The Fountas and Pinnell student materials contain word cards with clear font and sound cards with clear images. Worksheets for students have clear font for students to read. The size of the font on student materials is easy for students to see. Most materials are black and white.

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Additional Publication Details

Report Published Date: 11/13/2019

Report Edition: 2019

Title ISBN Edition Publisher Year
The Fountas & Pinnell Literacy Continuum, Expanded Edition A Tool for Assessment, Planning, and Teaching, PreK-8 978-0-325-06078-1 Heinemann 2019
Phonics, Spelling, and Word Study Ready Resources for Kindergarten 978-0-325-09290-4 Heinemann 2019
Fountas & Pinnell Leveled Literacy Intervention (LLI) Orange System, Second Edition Levels A - E 978-0-325-10502-4 Heinemann 2019
Phonics, Spelling, and Word Study System, for Kindergarten 978-0-325-10547-5 Heinemann 2019
Prompting Guide, Part 1 & 2 Bundle 978-0-325-10548-2 Heinemann 2019
Units of Study in Phonics, Grade K Bundle 978-0-325-10551-2 Heinemann 2019

About Publishers Responses

All publishers are invited to provide an orientation to the educator-led team that will be reviewing their materials. The review teams also can ask publishers clarifying questions about their programs throughout the review process.

Once a review is complete, publishers have the opportunity to post a 1,500-word response to the educator report and a 1,500-word document that includes any background information or research on the instructional materials.

Educator-Led Review Teams

Each report found on EdReports.org represents hundreds of hours of work by educator reviewers. Working in teams of 4-5, reviewers use educator-developed review tools, evidence guides, and key documents to thoroughly examine their sets of materials.

After receiving over 25 hours of training on the EdReports.org review tool and process, teams meet weekly over the course of several months to share evidence, come to consensus on scoring, and write the evidence that ultimately is shared on the website.

All team members look at every grade and indicator, ensuring that the entire team considers the program in full. The team lead and calibrator also meet in cross-team PLCs to ensure that the tool is being applied consistently among review teams. Final reports are the result of multiple educators analyzing every page, calibrating all findings, and reaching a unified conclusion.

Rubric Design

The EdReports.org’s rubric supports a sequential review process through three gateways. These gateways reflect the importance of standards alignment to the fundamental design elements of the materials and considers other attributes of high-quality curriculum as recommended by educators.

Advancing Through Gateways

  • Materials must meet or partially meet expectations for the first set of indicators to move along the process. Gateways 1 and 2 focus on questions of alignment. Are the instructional materials aligned to the standards? Are all standards present and treated with appropriate depth and quality required to support student learning?
  • Gateway 3 focuses on the question of usability. Are the instructional materials user-friendly for students and educators? Materials must be well designed to facilitate student learning and enhance a teacher’s ability to differentiate and build knowledge within the classroom. In order to be reviewed and attain a rating for usability (Gateway 3), the instructional materials must first meet expectations for alignment (Gateways 1 and 2).

Key Terms Used throughout Review Rubric and Reports

  • Indicator Specific item that reviewers look for in materials.
  • Criterion Combination of all of the individual indicators for a single focus area.
  • Gateway Organizing feature of the evaluation rubric that combines criteria and prioritizes order for sequential review.
  • Alignment Rating Degree to which materials meet expectations for alignment, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.
  • Usability Degree to which materials are consistent with effective practices for use and design, teacher planning and learning, assessment, and differentiated instruction.

ELA Foundational Skills Rubric and Evidence Guides

The ELA foundational skills review rubric identifies the criteria and indicators for high quality instructional materials. The rubric supports a sequential review process that reflect the importance of alignment to the standards then consider other high-quality attributes of curriculum as recommended by educators.

The ELA foundational skills rubric evaluates materials based on:

  • Alignment to Standards and Research-Based Practices for Foundational Skills Instruction
  • Implementation, Support Materials & Assessment

The ELA Evidence Guides complement the rubrics by elaborating details for each indicator including the purpose of the indicator, information on how to collect evidence, guiding questions and discussion prompts, and scoring criteria.

NOTE: The ELA foundational skills rubric contains only two gateways. The structural pieces that we normally review as a part of Gateway 3 (e.g. differentiation) in our comprehensive reviews are critical to the success of a program, and are, therefore, interspersed and combined with other indicators in Gateway 2.

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