1st Grade - Gateway 1

The materials reviewed for Grade 1 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 four lessons with explicit instruction on the organization of Grade 1 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 #55. Early Learning Concepts, which includes print concepts, is only taught until #56; therefore, grade level print concepts are not reviewed and practiced after #56. While there are lesson plans for the use of physical books to teach and model 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 for part of the year's curriculum (e.g. recognize features of a sentence). For example: 

• In Phonics, Spelling, and Word Study Lessons Grade 1, Early Literacy Concepts Lesson 3, page 88, the teacher shows students how to understand the concept of a sentence. The teacher models complete and incomplete sentences using students’ names.
• In Phonics, Spelling, and Word Study Lessons Grade 1, Early Literacy Concepts Lesson 4, pages 91-94, the teacher shows students how to understand the concept of a sentence. The teacher models an incomplete sentence (Nicole likes) and a complete sentence (Dereon sits on the rug.).

Materials include adequate lessons, tasks, and questions for all students about the organization of print concepts for part of the curricular year (e.g. recognize features of a sentence). For example: 

• In Phonics, Spelling, and Word Study Lessons Grade 1, Early Literacy Concepts Lesson 3, page 88, students receive a four-page blank book to write sentences about a classmate, a friend, a family member, or themselves. Students are to read aloud the sentences to make sure the sentences make sense.
• In Phonics, Spelling, and Word Study Lessons Grade 1, Early Literacy Concepts Lesson 4, pages 91-94, the students work together to make sentences using the word cards. Students read aloud each sentence they constructed to make sure the group of words make sense. Students select four sentences to write on lined sheets.

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 1, Early Literacy Concepts 4, page 94, the teacher could obtain two recommended books, A Birthday Basket for Tia and Chrysanthemum to see how a writer crafts a sentence so the words tell a complete idea.
• In Phonics, Spelling, and Word Study Lessons Grade 1, Letter Knowledge 3, page 154, the teacher enlarges the poems, “1, 2, 3,” or “Aunt Maria,”  for students to highlight known words in texts.

Materials include limited explicit instruction about the organization of print concepts (e.g. recognize features of a sentence) in the context of a book. For example: 

• In Phonics, Spelling, and Word Study Lessons Grade 1, Early Literacy Concepts 4, page 94, the teacher can enlarge “Roosters Crow,” from Sing a Song of Poetry in order to draw students’ attention to each period. Students discuss the words that lead up to the period. 

Materials include limited opportunities for students to engage in authentic practice using print concepts in the context of student books. Students are able to use poems from Sing a Song of Poetry.

• In Phonics, Spelling, and Word Study Lessons Grade 1, Early Literacy Concepts 3, page 90, the teacher can use “Did You Feed My Cow” or “Soda Bread” from Sing a Song of Poetry for students to recall the words that will make a sentence complete.

The materials reviewed for Grade 1 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 11 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. 
• Students have opportunities to orally produce single-syllable words by blending sounds (phonemes), including consonant blends. For example:
• In Phonics, Spelling, and Word Study Lessons Grade 1, Phonological Awareness 8, page 126, students blend words the teacher states in onset and rime format. For example, the teacher says /n/ /est/. Students say the two parts: nest.
• In Phonics, Spelling, and Word Study Lessons Grade 1, Phonological Awareness 10, page 134, students play a game together where one student takes a word picture from a pile of cards and pronounces the first and last part of the word that represents the picture. The partner blends the parts together and says the word smoothly.
• There are limited opportunities for students to practice phonological awareness. Examples that were found include:
• Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
• In Phonics, Spelling, and Word Study Lessons Grade 1, Phonological Awareness 7, page 122, the teacher holds up a picture of a word, and the students say the middle sound in the word.
• In Phonics, Spelling, and Word Study Lessons Grade 1, Phonological Awareness 8, page 126, the teacher says, "what is the first sound and then what is the last part?"
• Students have opportunities to segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). For example, in Phonics, Spelling, and Word Study Lessons Grade 1, Phonological Awareness 11, page 138, students see a picture of a plant in the pocket chart, and the students are guided to hear and say each individual sound.

The materials reviewed for Grade 1 partially 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 within each lesson, including opportunities to use songs and stories to apply new skills. There are missed opportunities for students to practice all phonological awareness standards since students do not distinguish long from short vowel sounds in spoken single-syllable words.

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. 
• Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
• In Phonics, Spelling, and Word Study Lessons Grade 1, Phonological Awareness 8, page 126, students blend words the teacher states in onset and rime format. For example, the teacher says /b/ /ell/. Students say the two parts: bell.
• In Phonics, Spelling, and Word Study Lessons Grade 1, Phonological Awareness 10, page 134, students play a game together where one student takes a word picture from a pile of cards and pronounces the first and last part of the word that represents the picture. The partner blends the parts together and says the word smoothly.
• Students have opportunities to isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
• In Phonics, Spelling, and Word Study Lessons Grade 1, Phonological Awareness 7, page 122, the teacher shows three picture cards (cat, pan, van). The teacher asks, “How are these three words alike? They sound the same in the middle, /a/." Students view a picture of a bug. The teacher asks, “What sound do you hear in the middle?”
• In Phonics, Spelling, and Word Study Lessons Grade 1, Phonological Awareness 9, page 130, the teacher says several words and students identify the first sound and the last sound of the word. 
• Students have opportunities to segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
• In Phonics, Spelling, and Word Study Lessons Grade 1, Phonological Awareness 11, page 138, in Teach, students practice hearing and saying the sounds in order for the following picture cards: clap, rainbow.
• In Phonics, Spelling, and Word Study Lessons Grade 1, Phonological Awareness 11, page 139, in Apply, it says “have partners take turns showing a picture card, slowly saying the word that the picture represents, and putting fingers in the air as they hear each sound. Check a child’s understanding by asking: What sounds do you hear in this 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 1, Phonological Awareness 4, page 111, in Apply, students complete sorting activities. Students have a 3-way sort with the sounds /t/, /s/, and /I/. Students say the word, and identify the ending sound and then sort the picture according to the ending sound. 
• In Phonics, Spelling, and Word Study Lessons Grade 1, Phonological Awareness 11, page 139, in Apply, students take turns showing a partner a picture card, slowly saying the picture’s sounds, and putting fingers in the air as they hear each sound. 

The materials reviewed for Grade 1 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 21 Letter-Sound Relationships lessons. Students decode phonetically based words during 10 Spelling Patterns lessons, 10 Word Structure lessons, and 18 Word-Solving Actions lessons. The materials do not contain a deliberate, systematic review of previously introduced grade-level 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 1, Letter-Sound Relationships, Letter-Sound Relationships 7, page 231, students read the list of words that they created based on blending two- or three-consonant sounds. 
• In Phonics, Spelling and Word Study Lessons Grade 1, Spelling Patterns 6, page 313, students say and sort words based on the following phonogram patterns: -an, -at, -in, -it, -op, -ot, -ut, -og.
• In Phonics, Spelling, and Word Study Lessons Grade 1, Word-Solving Actions 6, page 445, students work in pairs to build and say words in “If you know it helps you know.” One student builds a word for the column “If you know.” The partner reads the word and adds or changes a letter to the beginning of the word to make a new word. The first student reads the new word.
• 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 1, page 275, students play Lotto with short and long /e/ and /i/ sounds. Students read some examples of words on their game cards from each category. 
• In Phonics, Spelling and Word Study Lessons Grade 1, Spelling Patterns 1, page 293, students are given a set of word cards and a two-column sorting sheet. Students read all of the words. 
• In Phonics, Spelling, and Word Study Lessons Grade 1, Word-Solving Actions 7, page 449, students work in pairs to build and say words in “If you know it helps you know.” One student builds a word for the column “If you know.” The partner reads the word and adds or changes a letter to the beginning of the word to make a new word. The first student reads the new word.

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 1, Letter-Sound Relationships 7, page 229, the generative lesson suggestion is "A generative lesson has a simple structure that you can use to present similar content and concepts. Use this lesson structure to teach a variety for consonant clusters."
• In Phonics, Spelling, and Word Study Lessons Grade 1, Spelling Patterns 6, page 311, the generative lesson suggestion is "A generative lesson has a simple structure that you can use to present similar content and concepts. Use this lesson structure to teach a variety of phonograms."

The materials reviewed for Grade 1 partially meet the criteria for materials provide frequent opportunities for students to practice decoding phonetically regular words in a sentence.

The Fountas & Pinnell Grade 1 materials provide opportunities for students to read decodable words in sentences when students read poems during Teach and/or Shared Reading. There are limited opportunities for students to explicitly and systematically read phonetically regular words in sentences.

Materials provide limited explicit, systematic practice for decoding phonetically regular words in a sentence. For example, in Phonics, Spelling, and Word Study Lessons Grade 1, Word-Solving Actions 2, the teacher tells students they will learn how to think about the sounds in words and how knowing these sounds helps them read. Students read “Six Little Ducks” aloud with the teacher. 

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

• In Phonics, Spelling, and Word Study Lessons Grade 1, Letter-Sound Relationships 15, page 264, students read the poem, “I Know Something,” with the teacher. The poem contains CVCe words. 
• In Phonics, Spelling and Word Study Lessons Grade 1, Spelling Patterns 2, page 298, students read the poem, “The Clever Hen,” with the teacher.
• In Phonics, Spelling, and Word Study Lessons Grade 1, Spelling Patterns 5, page 310, students read the poem, “Aunt Maria.”

The materials reviewed for Grade 1 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 on phonics patterns. Encoding opportunities are not provided daily. Opportunities to build/manipulate/spell and encode are provided during Teach and Apply within lessons.

Examples of materials that include 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 1, Letter-Sound Relationships 11, the teacher writes the following words on chart paper in order for students to observe consonant clusters: bring, tree, green, frog, cry, prize, dress, street, string.
• In Phonics, Spelling, and Word Study Lessons Grade 1, Letter-Sound Relationships 19, page 278, the teacher writes she on chart paper. The teacher and students discuss what they notice about the beginning two letters and that it starts with sh. The teacher writes think on chart paper and leads students through a discussion. The teacher writes the following words on chart paper for student discussion: this, ship, shell, shop, them, three.
• In Phonics, Spelling, and Word Study Lessons Grade 1, Spelling Patterns 6, the teacher creates a summary chart of spelling patterns. The teacher writes each pattern at the top of the column. The teacher writes examples of words belonging to each spelling pattern.
• In Phonics, Spelling, and Word Study Lessons Grade 1, Word-Solving Actions 7, the teacher models using magnetic letters to show “If you know...it helps you know…” The teacher models building it, fit and play, day.
• 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 1, Letter-Sound Relationships 14, page 259, students sort a set of word cards based on words with the CVCe pattern with long o and words with the CVCe pattern with long a. Students write four examples of CVCe words on the list sheet.
• In Phonics, Spelling, and Word Study Lessons Grade 1, Letter-Sound Relationships 16, page 267, students sort words into two groups: words with the short a sound and words with the long a sound. Students write some of the words in the appropriate column of their two-column sort paper.
• In Phonics, Spelling, and Word Study Lessons Grade 1, Letter-Sound Relationships 19, page 279, students sort words into sh- or th- columns. Students select five words from each stack of cards and write them in the appropriate column.
• In Phonics, Spelling, and Word Study Lessons Grade 1, Spelling Patterns 2, page 297, students use magnetic letters, letter tiles, or lowercase letter cards to make words with a variety of CVC spelling patterns. Students write each word on a list sheet.

The materials reviewed for Grade 1 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 some opportunities to practice encoding phonetically based words during Apply in 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 Phonics, Spelling, and Word Study Lessons Grade 1, Spelling Patterns 3, page 359, in both Interactive Writing and Independent Writing, the teacher is to help students write words with the -at pattern, or have them use a known word that contains -at to write a new word and to use their knowledge of spelling patterns as a resource to write words. 
• In Phonics, Spelling, and Word Study Lessons Grade 1, Spelling Patterns 7, page 374, during Interactive Writing, the instructions are to “make explicit connections between words on the word wall and words children are writing. After writing, point out common patterns among the words in the text.” In Independent Writing, the instructions say to “encourage children to use the word wall as a resource for spelling words accurately in their writing.” 
• In Phonics, Spelling, and Word Study Lessons Grade 1, page 248, during Interactive Writing, the teacher reminds students they can hear both sounds in the consonant cluster. The teacher highlights consonant clusters in Interactive Writing. 

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 1, page 223, during Apply, students write sentences with words that begin with the same sound and letter. 
• In Phonics, Spelling, and Word Study Lessons Grade 1, Spelling Patterns 4, page 306, 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.

The materials reviewed for Grade 1 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.

The Fountas & Pinnell Grade 1 materials contain eight High-Frequency Word Lessons. Since all eight lessons are generative lessons, the materials suggest the teacher repeat the lesson several times with new words selected by the teacher. The program does not specify an exact sequence of instruction. In the Master Lesson Guide, Lesson #15 (High-Frequency Word Lesson 4), it indicates the goal for Grade 1 is instant recognition of 100-150 high-frequency words. High-frequency words lessons are not regularly addressed over the course of the year with lessons occurring in #12, #13, #14, #15, #16, #69, #69, and #70 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 irregularly spelled words and practice opportunities for students include but are not limited to the following:

• Materials include systematic and explicit instruction of irregularly spelled words.
• In Phonics, Spelling, and Word Study Lessons Grade 1, 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 1, High-Frequency Words 1, page 334, the teacher states had and places had on the left side of the whiteboard with magnetic letters. The teacher discusses with students what letter is put first, second, and at the end of the word. Once the students talk about the word, the teacher writes the word without stopping, reminding students that there are some words they need to know how to read and write quickly. 
• In Phonics, Spelling and Word Study Lessons Grade 1, High-Frequency Words 7, page 358, using the pocket chart cards and a pocket chart, the teacher displays a few words of three or more letters that the children know, such as make, come look. Students read the words. The teacher adds two or three more words. The students work with the teacher to notice the pattern in the words by demonstrating how to make it with magnetic letters.
• Materials include infrequent opportunities for the teacher to model the spelling and reading of irregularly spelled words in isolation. 
• In Phonics, Spelling and Word Study Lessons Grade 1, High-Frequency Words 1, page 334, the teacher makes the following words with magnetic letters: had, did, was. The teacher writes the words.
• In Phonics, Spelling and Word Study Lessons Grade 1, High-Frequency Words 7, page 358, the teacher uses magnetic letters to make the following words: make, come, look, your, have said, then, from, with, they, going, when. 
• In Phonics, Spelling and Word Study Lessons Grade 1, High-Frequency Words 8, page 362, the teacher places the word cards on the left hand column on the board. Then the teacher makes the words letter by letter with magnetic letters and writes the word for the students to see. 
• Students practice identifying and reading irregularly spelled words in isolation.
• In Phonics, Spelling and Word Study Lessons Grade 1, High-Frequency Words 2, page 339, students play Concentration using high-frequency words they have learned. Students turn the card over, read the word, and then do the same thing with the second card. If it is a match they get the pair. 
• In Phonics, Spelling and Word Study Lessons Grade 1, High-Frequency Words, pages 349-352, students practice reading, making, and writing high-frequency words during Apply. Words could include: from, came, have.
• In Phonics, Spelling and Word Study Lessons Grade 1, High-Frequency Words pages 361-364, the lesson uses the following format, “What is this word? This word is ___. You read it together,” when teaching high-frequency words with 3 or more letters.
• Materials include a sufficient quantity of new grade-appropriate irregularly spelled words for students to make reading progress.
• There are a total of eight high-frequency lessons in the Phonics, Spelling and Word Study Lessons Grade 1 book. On page 333, it states, “once children have learned forty or so words, you may want to expand your high-frequency word list.” The teacher is provided a list of 150 high-frequency words for Grade 1, but the program does not specify an exact sequence.

The materials reviewed for Grade 1 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, Grade 1 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 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, there are various opportunities for students to write high-frequency words out of context in order to check 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 any systematic practice on writing that day’s high-frequency words in context. 

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

• In Phonics, Spelling, and Word Study Lessons Grade 1, High-Frequency Words 3, page 343, students read the poem “The Itsy, Bitsy Spider,” and students identify the high-frequency words. 
• During Shared Reading, the teacher can use other poems from Sing a Song of Poetry for students to read. Students can locate and identify one or two high-frequency words in the poem.
• In Phonics, Spelling, and Word Study Lessons Grade 1, High-Frequency Words 1, page 340, during Shared Reading, students read “Sing a Song of Sixpence” with the teacher. Students locate one, two, or three high-frequency words using highlighter tape. 
• In Phonics, Spelling, and Word Study Lessons Grade 1, High-Frequency Words 4, page 348, during Shared Reading, students read the poem, “Polly, Put the Kettle on.” Students use highlighter tape to identify high-frequency words. 

Lessons provide students with few opportunities to write grade level irregularly spelled words in tasks (such as sentences) in order to promote automaticity in writing grade level irregularly spelled words. Examples include, but are not limited to:

• In Phonics, Spelling, and Word Study Lessons Grade 1, High-Frequency Words 2, page 340, during Interactive Writing, the teacher asks students to quickly write the high-frequency words that come up during writing.
• In Phonics, Spelling and Word Study Lessons Grade 1, High-Frequency Words 4, page 348, during Interactive Writing, students write isolated high-frequency words and then other students find them on the wall. 
• In Phonics, Spelling and Word Study Lessons Grade 1, High-Frequency 8, page 364, during Interactive Writing, when the teacher is composing a text with students, the teacher should include high-frequency words. 

Materials provide some instruction in how to use student-friendly reference materials and resources and reading irregularly spelled words (e.g., word cards, word lists, word ladders, student dictionaries). Examples include, but are not limited to:

• In Phonics, Spelling, and Word Study Lessons Grade 1, High-Frequency Words 1, page 336, during Independent Writing, students recall words that they know by sight when writing and then check the accuracy of the spelled words by using a word wall.
• In Extend Learning, students add new high-frequency words to a collection of words in a bag or on a ring to practice reading from lesson to lesson.
• In Phonics, Spelling, and Word Study Lessons Grade 1, High-Frequency 4, page 348, during Interactive Writing, students write high-frequency words and the other students find them on the word wall.

The materials reviewed for Grade 1 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 Grade 1 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 some 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 1, Letter-Sound Relationships 14, the teacher places a_e and o_e in a pocket chart. The teacher states, “Each of these words has a vowel, then a consonant, and finally a silent e.” The teacher explains that the vowels will “say their name.” 
• In Phonics, Spelling, and Word Study Lessons Grade 1, Letter-Sound Relationships 19, the teacher writes sh- and th- words on chart paper. The teacher writes she on chart paper and asks students, “What is this word? What do you notice about the letters at the beginning of she?” The teacher explains sh- stands for one sound.
• In Phonics, Spelling, and Word Study Lessons Grade 1, Spelling Patterns 9, page 324, the teacher places the following words in a pocket chart: gate, make, name. The teacher has students read the words with the teacher. The teacher asks, “What patterns do you notice in these words?”

Materials provide opportunities for students in Kindergarten and Grade 1 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 1, Letter-Sound Relationships 14, each student gets a set of word cards with a_e and o_e. Each student is to say and sort the words.
• In Phonics, Spelling, and Word Study Lessons Grade 1, Letter-Sound Relationships 20, each student gets a set of word cards with -sh or -th. Each student reads the word cards.
• In Phonics, Spelling, and Word Study Lessons Grade 1, Spelling Patterns 8, each student sorts word cards with -an, -at, -ay. Each student reads the list of sorted words.

The materials reviewed for Grade 1 partially meet the criteria for instructional opportunities are built into the materials for systematic, evidence-based, explicit instruction in fluency (Grades 1-2). 

The Fountas & Pinnell Grade 1 materials do not contain resources for frequent explicit, systematic instruction in fluency elements. Students do have opportunities to hear the teacher read some grade-level text during Shared Reading and Interactive Reading in Phonics, Spelling and Word Study Lessons Grade 1. The teacher reads aloud poetry from Sing a Song of Poetry.

Materials provide opportunities for students to hear fluent reading of grade-level text by a model reader. Examples include, but are not limited to:

• In Phonics, Spelling, and Word Study Lessons Grade 1, Letter-Sound Relationships 21, students hear the teacher read the poem, “The Clever Hen” or “Dingle Dangle Scarecrow” from Sing a Song of Poetry. 
• In Phonics, Spelling, and Word Study Lessons Grade 1, Word Structure 2, page 384, students hear the teacher read the poem, “Two Cats of Kilkenny” from Sing a Song of Poetry. 
• In Phonics, Spelling, and Word Study Lessons Grade 1, Word-Solving Actions 2, page 428, the students read the text “Six Little Ducks” with the teacher.