Alignment: Overall Summary

The Fundations Grade 2 materials reviewed partially meet the criteria for alignment to standards and research-based practices for foundational skills instruction. The instructional materials reviewed for Grade 2 partially meet the criteria for materials emphasize explicit phonics instruction through systematic and repeated modeling. 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. Materials include frequent practice opportunities for students to build/manipulate/spell and encode grade-level phonics, including common and newly-taught sounds and spelling patterns. Materials provide application and encoding of phonics in activities and tasks. Materials partially meet the criteria for materials provide frequent opportunities for students to practice decoding phonetically regular words in a sentence. Materials include systematic instruction of high-frequency words and opportunities to practice the reading of high-frequency words to develop automaticity. Materials partially meet the criteria for materials provide frequent practice opportunities to read and write high frequency words in context. Materials partially meet the criteria for materials explicitly teach word analysis strategies based on the requirements of the standards and provide practice opportunities for students to apply word analysis strategies. Materials partially meet the criteria for instructional opportunities are built into the materials for systematic, evidence-based, explicit instruction in fluency. Materials partially meet the criteria for varied and frequent opportunities are built into the materials for students to engage in supported practice to gain oral reading fluency. Materials partially 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.

See Rating Scale
Understanding Gateways

Alignment

|

Partially Meets Expectations

Gateway 1:

Standards and Research-Based Practices

0
19
32
40
26
32-40
Meets Expectations
20-31
Partially Meets Expectations
0-19
Does Not Meet Expectations

Gateway 2:

Implementation, Support Materials & Assessment

0
21
38
44
31
38-44
Meets Expectations
22-37
Partially Meets Expectations
0-21
Does Not Meet Expectations

Gateway One

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

Partially Meets Expectations

+
-
Gateway One Details

The instructional materials reviewed for Grade 2 partially meet the criteria for materials emphasize explicit phonics instruction through systematic and repeated modeling. 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. Materials include frequent practice opportunities for students to build/manipulate/spell and encode grade-level phonics, including common and newly-taught sounds and spelling patterns. Materials provide application and encoding of phonics in activities and tasks. Materials partially meet the criteria for materials provide frequent opportunities for students to practice decoding phonetically regular words in a sentence.  Materials include systematic instruction of high-frequency words and opportunities to practice reading of high-frequency words to develop automaticity. Materials partially meet the criteria for materials provide frequent practice opportunities to read and write high frequency words in context. Materials partially meet the criteria for materials explicitly teach word analysis strategies based on the requirements of the standards and provide practice opportunities for students to apply word analysis strategies. Materials partially meet the criteria for instructional opportunities are built into the materials for systematic, evidence-based, explicit instruction in fluency. Materials partially meet the criteria for varied and frequent opportunities are built into the materials for students to engage in supported practice to gain oral reading fluency.  Materials partially 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.

Criterion 1f - 1j

Materials emphasize explicit, systematic instruction of researched-based and/or evidence-based phonics.
16/20
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-
Criterion Rating Details

The instructional materials reviewed for Grade 2 partially meet the criteria for materials emphasize explicit phonics instruction through systematic and repeated modeling. 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. Materials include frequent practice opportunities for students to build/manipulate/spell and encode grade-level phonics, including common and newly-taught sounds and spelling patterns. Materials provide application and encoding of phonics in activities and tasks. Materials partially meet the criteria for materials provide frequent opportunities for students to practice decoding phonetically regular words in a sentence.

Indicator 1f

Materials emphasize explicit phonics instruction through systematic and repeated modeling.
2/4
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-
Indicator Rating Details

The materials reviewed for Grade 2 partially meet the criteria for the expectation that materials emphasize phonics instruction through systematic and repeated modeling .

The Fundations Level 2 materials provide opportunities for teacher modeling and student practice of all phonics skills presented through varying activities. Students have daily opportunities to practice letters/sounds through the Daily Drill Sound/Warm Up. Phonics instruction is frequently modeled by the teacher, and students often echo the teacher. In Units 1-6, students learn to hear, say, write, and read: closed syllables, closed syllable exceptions, suffixes, vowel-consonant-e syllables. In Units 6-12, students learn to hear, say, write, and read: y as a vowel, r-controlled syllables with other syllable types, spelling options for long /a/ and /e/, and spelling generalizations for oi and oy.  In Units 13-17, students learn to hear, say, write, and read: spelling options for long /o/, spelling generalizations for /ou/, spelling options for u sounds, sounds of au and aw, and the consonant-le syllable. There are missed opportunities for students to learn additional vowel teams and inconsistent, but common spelling patterns such as -igh, -eigh, -tch, -dge, kn-, wr-,      -mb, gn-, and the schwa. Students learn the same common vowel teams in Grade 2 as they learned in Grade 1. There are limited opportunities for students to learn common prefixes.

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

  • Distinguish long and short vowels when reading regularly spelled one-syllable words.
    • In the Level 2 Fundations Teacher's Manual, Unit 6, Week 1, Day 1, Introduce New Concepts, the teacher builds hop with Standard Sound Cards. The teacher asks students if the word is a closed syllable. The teacher says hope. Students echo and tap. The teacher tells students hope has three sounds like hop, but the vowel has a long sound and says its name. The teacher adds an e to hop and explains that e is the busiest letter in the alphabet. The teacher has students practice tapping and reading both closed and v-e syllable words pairs.
  • Know spelling-sound correspondences for additional common vowel teams.
    • In the Level 2 Fundations Teacher's Manual, Unit 15, Week 1, Day 1, Introduce New Concepts, pages 448-449, the teacher introduces ou, oo, ue, and ew. The teacher builds flute and asks what says the /u/ vowel sound. The teacher removes the t and e. Students tap flu. The teacher asks what says the /u/ vowel sound. The teacher points out the open syllable. The teacher informs students they will learn four more spellings for the /u/ vowel sound. 
  • Decode regularly spelled two-syllable words with long vowels.
    • In the Level 2 Fundations Teacher's Manual, Unit 7, Week 1, Word of the Day, page 242, the teacher builds the Word of the Day, predict, and discusses the meaning. The teacher reteaches the concept of syllable division using the Word of the Day. A student marks up the word by scooping into syllables and marking each syllable. The teacher uses the Standard Sound Cards and Syllable Frames to make several multisyllabic words. The teacher or student scoops into syllables for students to read. Students add to their notebook.
  • Decode words with common prefixes and suffixes.
    •  In the Level 2 Fundations Teacher's Manual, Unit 4, Week 1, Day 4, Dictation, page 155, students repeat a given word. The teacher asks, “Is there a suffix on this word?” If yes, the students then say the base word. Students tap and spell the base word and then add suffix.
  • Identify words with inconsistent but common spelling-sound correspondences.
    • In the Level 2 Fundations Teacher's Manual, Unit 16, Week 1, Day 1, Introduce New Concepts, the teacher shows and states the Large Sound Cards for au and aw. Students echo. The teacher builds aunt and straw. Students tap and read the words. 

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:

  • In the Level 2 Fundations Teacher's Manual, Unit 5, Week 2, Day 2, Word of the Day, page 190, the teacher builds Word of the Day, handful with Standard Sound Cards and a suffix Frame. Students read the baseword and then the entire word.
  • In the Level 2 Fundations Teacher's Manual, Unit 6, Week 1, Day 2, Introduce New Concepts, the teacher states hop. Students repeat the word and build hop with their Magnetic Letter Tiles. The teacher has students add an e to hop. With the teacher, students tap and read the word. Students say the letter names and orally spell the words. 
  • In the Level 2 Fundations Teacher's Manual, Unit 10, Week 1, Day 3, Dictation (Dry Erase), page 323, students hear, echo, and write three Unit Words (words with ai or ay). Students spell the words orally.
  • In the Level 2 Fundations Teacher's Manual, Unit 14, Week 2, Day 1, Word of the Day, page 430, the teacher writes tower on Syllable Frames. Students read the word, and a student helps mark the word.
  • In the Level 2 Fundations Teacher's Manual, Unit 13, Week 1, Day 1, Introduce New Concepts, page 392, students are introduced to the sounds oa, oe, and ow. Students view the sound and echo the sound the teacher models. The teacher builds words with the sounds which the students then read. 
    • In Week 1, Day 2-5, students write the oa, oe, and ow sound in isolation and in words.
    • In Week 2, students continue to use the oa, oe, and ow sound pattern to form new words.

Indicator 1g

Materials include daily 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.
4/4
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-
Indicator Rating Details

The materials reviewed for Grade 2 meet the criteria for materials include frequent practice opportunities for students to read words through decoding grade-level phonics, including common and newly-taught sound and spelling patterns and provide opportunities for students to review previously taught grade-level phonics skills.

The Fundations Level 2 materials provide opportunities to decode grade-level phonics. The opportunities to decode grade-level phonics activities are brief with 2-5 words at a time, and students usually fully state the entire word after decoding. Words are usually presented through teacher modeling and student echoing. Opportunities are provided for on grade-level review and a resource list is provided for sounds and words to choose from at the teacher’s discretion. The Level 2 Fundations materials include daily Drill Sounds/Warm-Up routine for students to review sounds, irregular words, vowel teams, r-controlled vowels, and suffixes selected by the teacher. This provides students daily opportunities to review grade-level phonics skills. 

Lessons provide students with frequent opportunities to decode (phonemes, onset and rime, and/or syllables) phonetically spelled words. Examples include:

  • In the Level 2 Fundations Teacher's Manual, opportunities vary for students to decode and read words.
    • In Unit 2, students decode and read words 3 out of 10 days. 
      • In Unit 2, Week 2, Day 5, Word Talk, page120, students decode 4-5 words from the accumulated Word of the Day practice pack. The teacher decides to have students read chorally or individually.
    • In Unit 4, students decode and read words 8 out of the 10 days.
  • In the Level 2 Fundations Teacher's Manual, Unit 7, Week 1, Day 2, Word of the Day, page 236, the open syllable and y as a vowel is taught. This is followed by several other one-syllable words that students are asked to tap and read.
  • In the Level 2 Fundations Teacher's Manual, Unit 8, Week 1, Day 2, Word of the Day, page 274, the teacher builds harm with Standard Sound Cards. Students tap the word and blend the sounds together to get the entire word.

Lessons provide students with opportunities to read complete words by saying the entire word as a unit using newly taught phonics skills. Examples include:

  • In the Level 2 Fundations Teacher's Manual, Unit 4, Week 2, Day 2, Word of the Day, page 160, the teacher builds checked with Standard Sounds Cards and a Suffix Frame. Students tap the base word, read the base word, and read the entire word.
  • In the Level 2 Fundations Teacher's Manual, Unit 6, Week 2, Day 1, Introduce New Concepts, page 214, the teacher builds mistake with the Standard Sound Cards. After identifying the syllable break, students read each syllable and word.
  • In the Level 2 Fundations Teacher's Manual, Unit 9, Week 1, Day 5, Word Talk, the teacher builds Unit 9 words. Students decode the words. The teacher shows the Word of the Day Cards, and students quickly read the words.

Examples of materials contain frequent opportunities for students to review previously learned grade-level phonics include:

  • In the Level 2 Teacher's Manual, Learning Activity Overview, Drill Sounds/Warm Up, pages 40-41, it explains that every lesson starts with a quick warm-up sound drill.
  • In the Level 2 Teacher's Manual, starting in Unit 1, Week 1, Day 1, the students practice phonics during daily Drill Sounds/Warm-Up. The teacher uses Large Sound Cards and Standard Sound Cards to review letter-keyword-sound, and students echo. Later in the materials, the teacher reviews R-Controlled Vowels, Vowel Teams, and Suffix Frames.
  • In the Level 2 Fundations Teacher's Manual, Unit 10, Week 1, Day 1, the teacher shows the Large Sound Cards and states the letter-keyword-sound. The teacher selects a student to be the drill leader for the Standard Sound Cards. The teacher reviews R-Controlled Vowels and the Vowel Teams Poster with the students. The teacher selects 4-5 suffixes to review with students. The teacher says the suffix, and students echo.

Materials contain a variety of methods to promote students’ practice of previously taught grade-level phonics. Examples include:

  • In the Level 2 Fundations Teacher's Manual, Unit 1, Week 1, Day 1, Introduce New Concepts, pages 74-75, Standard Sound Cards are utilized to tap and read words in the Learning Activity and to read words containing digraphs in the Review Digraphs section.
  • In the Level 2 Fundations Teacher's Manual, Unit 5, Week 1, Day 1, Introduce New Concepts, pages 176-177, the teacher utilizes Standard Sound Cards to read two syllable words. Students are told that when you put two words together to make a longer word, this is a compound word. To illustrate compound words, teachers are instructed to write bath and tub on two white Syllable Frames and ask students to read it.
  • In the Level 2 Fundations Teacher's Manual, Unit 11, Week 1, Day 5, Word Talk, page 354, the teacher utilizes Standard Sound Cards, Syllable and Suffix Frames to make 4-5 words from the accumulated Word of the Day card practice pack for students to decode.
  • In the Level 2 Fundations Teacher's Manual, Unit 14, Week 1, Day 3, Make It Fun, page 424 activity, students review ou and ow by acting out words provided on the board containing those letters as the group tries to guess the word. They chorally read the list and have the option of drawing a picture instead of acting out the 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 Grade 2 partially meet the criteria for materials promote frequent opportunities for students to practice decoding phonetically regular words in a sentence.

The the Level 2 Fundations materials provide some opportunities for students to decode phonetically regular words in a sentence based on grade-level phonics. Students read sentences, usually repeating what the teacher says first, often when practicing dictation sentences. Weekly Dictation activities include both encoding and decoding a single sentence. Except for the title, Storytime stories are read in their entirety to the students on the first read and only a few students are called to read a paragraph on the second read. Storytime stories are printed and given to students, but there is no reference in the materials to have students practice reading them independently for decoding practice. Opportunities are missed for students to practice decoding phonetically regular words in a sentence. 

Materials provide some explicit, systematic practice for decoding phonetically regular words in a sentence. Examples include:

  • In the Level 2 Fundations Teacher's Manual, Unit 4, Week 1, Day 3, Storytime, page 153, each student receives a printed copy of the story “Wish Come True.” The teacher projects the phrased story. Students are asked to read the title of the story and make a prediction or share background knowledge. The teacher then reads the entire story to the students. Phrasing and fluency are modeled.
  • In the Level 2 Fundations Teacher's Manual, Unit 7, Week 1, Day 3, Storytime, page 239, each student receives a printed copy of the story “Adjectives are Handy.” The teacher projects the phrased story. Students read the title of the story, and make a prediction or share background knowledge. The teacher then reads the entire story to the students. Phrasing and fluency are modeled.
  • In the Level 2 Fundations Teacher's Manual, Unit 11, Week 1, Day 1, Storytime, page 347, each student receives a printed copy of the story “Winter Daydream.” The teacher projects the phrased story. Students read the title of the story, and make a prediction or share background knowledge. The teacher then reads the entire story to the students. Phrasing and fluency are modeled.

Examples of limited student practice of decoding phonetically regular words in a sentence include:

  • In the Level 2 Fundations Teacher's Manual, Unit 6, Week 1, Day 3, Storytime, page 211, students are introduced to a decodable story, “Babe Ruth”. Students read the title of the story. The teacher then reads the entire story to the students.
  • In the Level 2 Fundations Teacher's Manual, Unit 13, Week 1, Day 1, Storytime, page 393, students are introduced to a decodable story, “Kelly’s Speed Quiz”. Students read the title of the story. The teacher then reads the entire story to the students.
  • In the Level 2 Fundations Teacher's Manual, Unit 15, Week 1, Day 3, Storytime, page 393, students are introduced to a decodable story, “The Rescue Team”. Students read the title of the story. The teacher then reads the entire story to the students.

Indicator 1i

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

The materials reviewed for Grade 2 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 the Level 2 Fundations materials include some opportunities for students to encode in activities and tasks. Building/manipulating/spelling and encoding are often modeled by the teacher during Introduce New Concepts, Word of the Day, and Word Play. Students practice encoding using a Dry Erase Writing Tablet or using their letter tiles during Dictation and Echo/Find Letters & Words. Encoding activities include writing on the Dry Erase Writing Tablet, the Large Letter Formation Grid, the Student Notebook, and the Fundations Letter Board and Magnetic Letter Tiles. There are opportunities for students to encode in activities and tasks independently or in any other way than whole class during the weekly Dictation check up on Day 5.

The materials contain teacher-level instruction and modeling for building/manipulating/spelling and encoding words using common and newly-taught sounds and spelling patterns grade level phonics. Examples include:

  • In the Level 2 Fundations Teacher's Manual, Unit 4, Week 1, Day 2, Introduce New Concepts, page 151, students are reminded to work from the base word when spelling a word. Base words will always be first and then the suffix is added. The teacher makes the word bells with the Standard Sound Cards and the  -s Suffix Frame. 
  • In the Level 2 Fundations Teacher's Manual, Unit 6, Week 2, Day 2, Word of the Day, the teacher uses Syllable Frames to make the word, reptile. The teacher models the concept of syllable division to read the Word of the Day. The teacher discusses the syllable types in reptile. 
  • In the Level 2 Fundations Teacher's Manual, Unit 7, Week 1, Day 2, Word of the Day, the teacher uses Standard Sound Cards to make the word, fable. The teacher reteaches syllable division and the consonant -le syllable using fable. The teacher uses Standard Sound Cards and Suffix Frames to make other unit words with the -le syllable.

Lessons provide students with frequent opportunities to build/manipulate/spell and encode words using common and newly-taught sound and spelling patterns grade level phonics. Examples include:

  • In the Level 2 Fundations Teacher's Manual, Unit 7, Week 2, Day 3, the teacher dictates 3 unit sounds, 3 current unit words, 1 review word, 2 Trick Words, and a sentence. Students repeat the unit words and review word, say the base word for any word with a suffix, say and spell the syllables in multisyllabic words, and write the words on the Dry Erase Writing Tablets.
  • In the Level 2 Fundations Teacher's Manual, Unit 10, Week 2, Day 4, Dictation (Composition Book), page 335, the teacher dictates 4 Unit sounds, 2 review and 2 current unit words, 2 Trick Words, and a sentence. Students write the 2 review words and current unit words on their Dry Erase Writing Tablets. If the word has spelling options, students write the word and leave a blank for the spelling option. Students write the possible spellings and check their Student Notebooks for the correct spelling.
  • In the Level 2 Fundations Teacher's Manual, Unit 14, Week 1, Day 5, Dictation (Day 5 Check-Up), page 429, the teacher dictates 4 sounds, 2 review words, 2 current words, 2 Trick Words and one sentence from the Unit Resources. Students repeat and write independently using their resources and skills (such as tapping). Students should independently determine if the word has a spelling option and write them on scratch paper then decide on the correct option, writing it in the blank in the Composition Book.  

Indicator 1j

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

The materials reviewed for Grade 2 meet the criteria for materials promote application and encoding of phonics in activities and tasks.

The Level 2 Fundations materials include opportunities for teachers and students to encode phonics skills in activities and tasks. During Days 1-5, the teacher models encoding in activities and tasks during the Word of the Day routine. Students copy the sentence into their Student Notebooks. In Dictation/Sentence, a student is selected to encode the sentence on the Sentence Frames for the class as a model. Students practice encoding using a Dry Erase Writing Tablet or writing in their composition book during Dictation/Sentences. During Dictation/Sentence, a student is selected to encode the sentence on the Large Dictation Grid. There are some opportunities for students to encode in activities and tasks independently or in any other way than whole class. The exception is during the Dictation Day 5 Check-Up, which provides an independent opportunity to apply and encode without peer support or teacher support. Dictation Day 5 Check-Up begins in Unit 2. 

Materials include explicit, systematic teacher-level instruction of teacher modeling that demonstrates the use of phonics to encode sounds to letters and words in writing tasks.

  • In the Level 2 Fundations Teacher's Manual, Unit 4, Week 1, Day 3, Word of the Day, the teacher introduces the Word of the Day, softest, based on the new learning of comparative and superlative suffixes. The teacher writes a short sentence on the board using softest. Students write the sentence in their Student Notebooks.
  • In the Level 2 Fundations Teacher's Manual, Unit 7, Week 1, Day 5, Word of the Day, the teacher introduces the Word of the Day, predict, based on the new learning of multisyllabic words with open syllables combined with closed and vowel-consonant-e. The teacher writes a short sentence on the board using predict. Students write the sentence in their Student Notebooks.
  • In the Level 2 Fundations Teacher's Manual, Unit 17, Week 1, Day 3, Word of the Day, the teacher introduces the Word of the Day, pebble, based on the new learning of the consonant -le syllable. The teacher writes a short sentence on the board using pebble. Students write the sentence in their Student Notebooks.

Lessons provide students with frequent activities and tasks to promote application of phonics as they encode words in sentences or in phrases based on common and newly taught grade-level phonics patterns.

  • In the Level 2 Fundations Teacher's Manual, Unit 8, Week 1, Day 3, Dictation (Dry Erase), page 277, the teacher dictates a sentence that includes words with r-controlled syllables (ar, or). Students repeat dictation before writing on their Dry Erase Writing Tablet. One student may write the sentence on the Large Dictation Grid for the class to view.
  • In the Level 2 Fundations Teacher's Manual, Unit 10, Week 2, Day 4, Dictation (Composition Book), page 335, the teacher dictates a sentence that includes words with double vowel syllables of ai and ay. Students repeat dictation before writing on their Dry Erase Writing Tablet. One student may write the sentence on the Large Dictation Grid for the class to view.
  • In the Level 2 Fundations Teacher's Manual, Unit 14, Week 1, Day 5, Dictation (Day 5 Check-Up), the teacher dictates a sentence that includes words with the /ou/ sound of ou and ow. Students repeat dictation before writing and then independently write. The teacher collects the Composition Books to review student progress and diagnostically plan for the following week.

Criterion 1k - 1m

Materials and instruction support students in learning and practicing regularly and irregularly spelled high-frequency words.
4/8
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-
Criterion Rating Details

The instructional materials reviewed for Grade 2 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. Materials partially meet the criteria for materials provide frequent practice opportunities to read and write high frequency words in context. Materials partially meet the criteria for materials explicitly teach word analysis strategies based on the requirements of the standards and provide practice opportunities for students to apply word analysis strategies.

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 Grade 2 partially meet the criteria for materials include systematic instruction of high-frequency words and practice opportunities of high-frequency words to develop automaticity.

In Level 2 Fundations, high-frequency words are called Trick Words.  According to the Level 2 Fundations manual, there are 81 high-frequency words taught throughout the year.  Words are selected from the Fry and American Heritage Word Frequency Lists.  According to the Level 2 Word List from the Prevention/Early Intervention Learning Community (PLC), students in Level 2 learn 84 Trick Words. The materials do not address a sufficient quantity of irregularly spelled words to help students make adequate reading progress toward being an independent reader. Trick Words are taught and practiced in Unit 2 through 17 through three Learning Activities (Dictation/Trick Words, Dictation/Sentences, & Trick Words). 

Examples of materials include systematic and explicit instruction of irregularly spelled words are:

  • In the Level 2 Fundations Teacher's Manual, Unit 2, Week 2, Day 1, Teach Trick Words, the teacher writes the Trick Word, both, on the Whiteboard in large letters. The teacher asks, “Does anyone know this word?” After getting a student response, the teacher explains why the Trick Word is tricky. The teacher and students sky write the Trick Word twice (eyes open, eyes shut). The students write the Trick Word on their Gel Word Boards with the Magic Pens. The teacher presents the Trick Word Flashcards, and students quickly read the words.
  • In the Level 2 Fundations Teacher's Manual, Unit 7, Week 2, Day 1, Teach Trick Words, the teacher writes the Trick Word, city, on the Whiteboard in large letters. The teachers asks, “Does anyone know this word?” After getting a student response, the teacher explains why the Trick Word is tricky. The teacher and students sky write the Trick Word twice (eyes open, eyes shut). The students write the Trick Word on their Gel Word Boards with the Magic Pens. The teacher presents the Trick Word Flashcards, and students quickly read the words.
  • In Level 2 Fundations Teacher's Manual, Unit 17, Week 1, Day 1, Teach Trick Words, the teacher writes the Trick Word, couple, on the Whiteboard in large letters. The teachers asks, “Does anyone know this word?” After getting a student response, the teacher explains why the Trick Word is tricky. The teacher and students sky write the Trick Word twice (eyes open, eyes shut). The students write the Trick Word on their Gel Word Boards with the Magic Pens. The teacher presents the Trick Word Flashcards, and students quickly read the words.

Examples of materials include frequent opportunities for the teacher to model the spelling and reading of irregularly spelled words in isolation are:

  • In the Level 2 Fundations Teacher's Manual, Unit 3, Week 1, Day 3, Dictation (Dry Erase), page 135, the teacher dictates a Trick Word. The teacher states, “Let’s write it with your finger on the table, Ready?” The teacher and students state the Trick Word and spell the word, while writing the word with one finger on the table. Students then write the word on their Dry Erase Writing Tablet.
  • In the Level 2 Fundations Teacher's Manual, Unit 9, Week 2, Day 4, Dictation (Composition Book), page 307, the teacher dictates a Trick Word. The teacher states, “Let’s write it with your finger on the table, Ready?” The teacher and students state the Trick Word and spell the word, while writing the word with one finger on the table. Students then write the word in their Composition Books.
  • In the Level 2 Fundations Teacher's Manual, Unit 15, Week1, Day 3, Dictation (Dry Erase), page 453, the teacher dictates a Trick Word. The teacher states, “Let’s write it with your finger on the table, Ready?” The teacher and students state the Trick Word and spell the word, while writing the word with one finger on the table. Students then write the word on their Dry Erase Writing Tablet.

Examples of students practice identifying and reading irregularly spelled words in isolation are:

  • In the Level 2 Fundations Teacher's Manual, Unit 4, Week 2, Day 4, Trick Word Practice, the teacher writes the Trick Word on the board in large letters. The students sky write the word twice, saying each letter as they write it. Students write the word on their Gel Word Boards, saying the letters as they write. The teacher shows the Trick Word Flashcards pack, and students quickly read the words.
  • In the Level 2 Fundations Teacher's Manual, Unit 7, Week 1, Day 1, Teach Trick Words, page 235, the teacher displays the Trick Word Flashcards for eight, large, and change. A student is selected to say the word or the teacher tells the students the word. The teacher points out the word part that is “tricky” and writes the word in large letters. The teacher models skywriting the word and asks students to sky write while naming the letters. Students then sky write, naming the letters with their eyes closed while picturing the word in their minds. Next, students write the word with the Magic Pen on their Gel Word Boards naming the letters as they write. They then erase the letters from the board as they name the letters. Students must be sure to say word, spell it, and say the word again. The students then review previously taught Level 2 Trick Words using flashcards.
  • In the Level 2 Fundations Teacher's Manual, Unit 8, Week 1, Day 3, Trick Word Practice, the teacher writes the Trick Word on the board in large letters. The students sky write the word twice, saying each letter as they write it. Students write the word on their Gel Word Boards, saying the letters as they write. The teacher shows the Trick Word Flashcards pack, and students quickly read the words.

Materials do not include a sufficient quantity of new grade-appropriate irregularly spelled words for students to make reading progress. In the Level 2 Fundations Teacher's Manual, Fundations Scope and Sequence, pages 25-26, high-frequency words are addressed in:

  • Unit 2 (2 weeks): shall, pull, full, both, talk, walk
  • Unit 3 (1 week): wild, find, cold, colt, post
  • Unit 4 (2 weeks): again, please, animal, sure, use, used
  • Unit 5 (2 weeks): against, knew, know, always, often, once
  • Unit 6 (2 weeks): only, house, move, right, place, together
  • Unit 7 (3 weeks): eight, large, change, city, every, family, night, carry, something
  • Unit 8 (1 week): would, answer, different
  • Unit 9 (2 weeks): picture, learn, earth, father, brother, mother
  • Unit 10 (2 weeks): great, country, away, America, school, thought
  • Unit 11 (2 weeks): whose, won, son, breakfast, head, ready
  • Unit 12 (1 week): favorite, early, ocean
  • Unit 13 (2 weeks): Monday, Tuesday, cousin, lose, tomorrow, beautiful
  • Unit 14 (2 weeks): Wednesday, Thursday, Saturday, bought, brought, piece
  • Unit 15 (2 weeks): January, February, July, enough, special, December
  • Unit 16 (1 week): August, laugh, daughter
  • Unit 17 (2 weeks): trouble, couple, young

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 Grade 2 partially meet the criteria for materials provide frequent practice opportunities to read and write high-frequency words in tasks (sentences).

The Level 2 Fundations materials include opportunities for students to read and write irregularly spelled words in sentences written by the teacher. Students have opportunities to write irregularly spelled words in dictated sentences. Each Unit Resource List provides several sentences with Trick Words. Sentences are dictated two to three times a week when students write one dictated sentence per lesson. Students have few opportunities to read sentences with irregularly spelled words other than reading the dictated sentence they heard and printed. Students are encouraged to use their Student Notebook for spelling Trick Words during any Learning Activity that involves Trick Words.

Lessons provide students with some opportunities to read grade level irregularly spelled words in a sentence include:

  • In the Level 2 Fundations Teacher's Manual, Unit 5, Week 2, Day 4, Dictation (Composition Book), the teacher dictates a sentence with Trick Words. Students repeat the sentence, and write the sentence. Students scoop the sentence, and read it with fluency. 
  • In the Level 2 Fundations Teacher's Manual, Unit 10, Week 2, Day 3, Dictation (Dry Erase), the teacher dictates a sentence with Trick Words. Students repeat the sentence, and write the sentence. Students scoop the sentence, and read it with fluency. 
  • In the Level 2 Fundations Teacher's Manual, Unit 15, Week 2, Day 3, Dictation (Dry Erase), the teacher dictates a sentence with Trick Words. Students repeat the sentence, and write the sentence. Students scoop the sentence, and read it with fluency. 

Examples of lessons provide students with frequent 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 are:

  • In the Level 2 Fundations Teacher's Manual, Unit 3, Week 1, Day 4, Dictation (Composition Book), page 137, the teacher dictates a sentence with phrasing. Students repeat and write. The sentence contains a Trick Word. Students scoop the sentence and read it with fluency. Teachers and students proofread the sentence together following the Learning Activity procedures.
  • In the Level 2 Fundations Teacher's Manual, the Unit 4 Resources, page 170, there are 33 sentences containing Trick Words that teachers can select from for sentence dictation.  In Unit 4, Week 1, Day 3, Dictation (Dry Erase), page 153, the teacher dictates one of the 33 sentences. Students repeat the sentence and write the sentence. 
  • In the Level 2 Fundations Teacher's Manual, Unit 13, Week 2, Day 3, Dictation (Composition Book), the teacher dictates a sentence with Trick Words. Students repeat the sentence and write the sentence.

Materials provide repeated, explicit 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).

  • In the Level 2 Fundations Teacher's Manual, Unit 2, Week 2, Day 2, Dictation (Dry Erase), page 115, the teacher dictates unit sounds, unit words, Trick Words, and a sentence. Students write the sounds, words, Trick Words, and a sentence. When writing the Trick Words, students first write the word with 2 fingers on the desktop before writing on their dry erase writing tablet. Students are encouraged to refer to their Student Notebooks as needed.  
  • In the Level 2 Fundations Teacher's Manual, Unit 6, Week 2, Day 3, Dictation (Dry Erase), page 221, the teacher dictates unit sounds, unit words, Trick Words, and a sentence. Students write the sounds, words, Trick Words, and a sentence. When writing the Trick Words, students first write the word with 2 fingers on the desktop before writing on their dry erase writing tablet. Students are encouraged to refer to their Student Notebooks as needed.  
  • In the Level 2 Fundations Teacher's Manual, Unit 14, Week 1, Day 4, Dictation (Composition Notebook), the teacher dictates unit sounds, unit words, Trick Words, and a sentence. Students write the sounds, words, Trick Words, and a sentence. When writing the Trick Words, students first write the word with 2 fingers on the desktop before writing on their dry erase writing tablet. Students are encouraged to refer to their Student Notebooks as needed.  

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.
2/4
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Indicator Rating Details

The materials reviewed for Grade 2 partially 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 Level 2 Fundations materials provide teaching and modeling of explicit word analysis strategies. Students are taught to tap out sounds to decode unfamiliar words. The use of syllable types is taught as a word analysis strategy for decoding unknown words. Students mark bonus letters, digraphs, blends, glued/welded sounds, base words, suffixes, and syllable types. Students are taught to analyze words for consonant blends, digraphs, glued sounds, r-controlled vowels, base word with suffixes, multisyllabic words with suffixes, and syllable division rules. There are missed opportunities for explicit instruction and practice using word analysis about prefixes.

Examples of materials contain frequent explicit instruction of word analysis strategies (e.g. phoneme/grapheme recognition, syllabication, morpheme analysis) include:

  • In the Level 2 Fundations Teacher's Manual, Unit 2, Week 1, Day 1, Introduce New Concepts, page 102, the teacher teaches bonus letters (ff, ll, ss) and glued sounds (all). After teaching, students tap words and then learn to mark the words. Students are reminded that they can put a star over the bonus letters. The teacher builds words with bonus letters and asks a student to mark the bonus letter in front of the class. Students should also put a box around the all glued sound. Students add examples to the ff, ll, and ss bonus letter page in the spelling rules section in their Student Notebooks. Students should put a star above each bonus letter.
  • In the Level 2 Fundations Teacher's Manual, Unit 4, Week 1, Day 1, Introduce New Concepts, pages 146-147, the teacher reviews the concept of base word and suffixes (-s and -es). The Suffix Frame is used to teach the suffixes, and students identify the base word and suffix.
  • In the Level 2 Fundations Teacher's Manual, Level 2, Unit 7, Week 1, Day 1, Introduce New Concepts, pages 234-235, open syllables are taught using Standard Sound Cards. The teacher instructs students that the vowel can say its name because there is nothing closing it in and that an open syllable has only one vowel and ends with the vowel. Marking of open syllables is also taught.
  • In the Level 2 Fundations Teacher's Manual, Unit 11, Week 2, Day 2, Introduce New Concepts, pages 358-359, the teacher reviews syllable types. After making words with the Standard Word Cards, students read the words and mark the words. The class discusses the syllable type. Students build another word for each type of syllable and mark it. The teacher then makes nonsense syllables. Students read and mark the syllable type, discussing the vowel sound for each syllable.

Examples of materials contain frequent explicit instruction of word solving strategies to decode unfamiliar words include:

  • In the Level 2 Fundations Teacher's Manual, Unit 5, Week 1, Day 1, Introduce New Concepts, Syllable Syllable Division, pages 176-177, the teacher explains that words are made up of parts called syllables. The teacher states, “To read or spell words, you just have to read or spell one syllable at a time.” The teacher builds mascot and shows students how to divide the word between the consonants.
  • In the Level 2 Fundations Teacher's Manual, Unit 8, Week 1, Day 1, Introduce New Concepts, Teacher R-Controlled Sounds, the teacher shows the Large Sound Cards for ar and or. The teacher builds car and horn and has students tap car and horn. The teacher explains that normally these words would be closed syllables, but when an r follows the vowel, the r controls the sound of the vowel.
  • In the Level 2 Fundations Teacher's Manual, Unit 12, Week 1, Day 1, Introduce New Concepts, Introduce Sounds, page 374, the teacher shows the Large Sound Cards for oi and oy. Using the Standard Sound Cards, the teacher builds coin and boy. The teacher lets students know that oi and oy get one tap like other vowel teams. The teacher has a student mark up the syllable type in coin and boy.

Examples of student opportunities to learn, practice and apply word analysis strategies include:

  • In the Level 2 Fundations Teacher's Manual, Unit 5, Week 1, Day 3, Introduce New Concepts, Student notebook entry, page 183, the students add the spelling of ic to the spelling rules section in their Student Notebooks.
  • In the Level 2 Fundations Teacher's Manual, Unit 7, Week 1, Day 5, Drill Sounds/Warm Up, page 242, the teacher chooses 4-5 suffixes to review. The leader points to the yellow Suffix Frame, spelling and reading the suffix, and then students repeat.
  • In the Level 2 Fundations Teacher's Manual, Unit 10, Week 2, Day 1, Introduce New Concepts - Teach Combining Double Vowel Syllable with other Syllable Types page 329, the teacher uses the Syllable Frames, writes the word remain, putting one syllable on each frame. Students read the word. A student underlines or scoops the syllables and marks them. The same is done with the word relay. In the Spelling Multisyllabic Words With Spelling Options, teachers say the word complain. Students echo and break the word into syllables then draw a line for each syllable on their Letter Boards. Teachers write com on the first Syllable Frame and pl_n on the second frame. Students build the word with their Letter Tiles on the syllable line on their Letter Boards. Students use a blank salmon tile to represent the /a/ sound. Students use the dictionary and/or spell checker to find the correct spelling.
  • In the Level 2 Fundations Teacher's Manual, Unit 14, Week 1, Day 3, Make It Fun, page 424, the lesson provides an opportunity for students to read words with /ou/. The teacher writes 18 words on the board. Students chorally read the list with the teacher. Volunteers are asked to act out a word from the board that is written on the card that only the student sees. The class guesses which word is being acted out.

Criterion 1o - 1q

Materials and instruction support students in learning and practicing regularly and irregularly spelled high-frequency words.
6/12
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Criterion Rating Details

The instructional materials reviewed for Grade 2 partially meet the criteria for instructional opportunities are built into the materials for systematic, evidence-based, explicit instruction in fluency.  Materials partially meet the criteria for varied and frequent opportunities are built into the materials for students to engage in supported practice to gain oral reading fluency. Materials partially 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.

Indicator 1o

Instructional opportunities are built into the materials for systematic, evidence-based, explicit instruction in fluency. (Grades 1-2)
2/4
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Indicator Rating Details

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

The Level 2 Fundations materials include some instructional opportunities for systematic, evidence-based, explicit instruction in fluency. Explicit instruction addresses expression and phrasing, but does not model for students how to read with appropriate rate and accuracy. Fluency instruction is provided during Storytime, Word of the Day activities, and Dictation/Sentences. The teacher frequently models phrasing by scooping the phrases. There is limited explicit instruction on how or when to scoop phrases as students are often told where to mark the phrases or read passages/sentences that are already scooped by the teacher. Storytime Learning Activities provide opportunities for students to see and hear the teacher model fluent reading. During the Dictation/Sentence activity, the teacher models reading the sentence in phrases. Students read it back in phrases. Teachers are directed to move outside of the core materials and use the Fluency Kit as an intervention for students in Tier 2. While this kit includes practice opportunities for students in timed fluency practice for sounds, real words, nonsense words, Trick Words, and phrases, the kit is not explicit instruction nor intended for all students during whole group instruction.

Materials include some opportunities for explicit, systematic instruction in fluency elements using grade-level text.

  • In the Level 2 Fundations Teacher's Manual, Unit 2, Week 1, Day 2, Storytime, page 105, the teacher reads aloud the story, “Skip is Sick.” The teacher follows the scoops to model phrasing and fluency. 
  • In the Level 2 Fundations Teacher's Manual, Unit 9, Week 1, Day 3, Storytime, page 295, the teacher reads aloud the story, “The Red Planet.” The teacher follows the scoops to model phrasing and fluency.
  • In the Level 2 Fundations Teacher's Manual, Unit 15, Week 1, Day 3, Storytime, page 453, the teacher reads aloud the story, “The Rescue Team.” The teacher follows the scoops to model phrasing and fluency.

Examples of materials provide opportunities for students to hear fluent reading of grade-level text by a model reader include:

  • In the Level 2 Fundations Teacher's Manual, Unit 2, Week 2, Day 2, Dictation (Dry Erase), page 115, the teacher dictates a sentence with phrasing. 
  • In the Level 2 Fundations Teacher's Manual, Unit 3, Week 1, Day 3, Word of the Day, Student Notebook Entry, page 135, the teacher shows students the Word of the Day Card and asks students to use the word in a sentence. The teacher writes a short sentence on the board, scoops it into phrases, and reads it. 
  • In the Level 2 Fundations Teacher's Manual, Unit 16, Week 1, Day 2, Word of the Day, Student Notebook Entry, page 478, the teacher shows students the Word of the Day Card, and students use the word in a sentence. The teacher writes a short sentence on the board, scoops into phrases, and reads it. 

Examples of materials include some resources for explicit instruction in fluency include:

  • In the Level 2 Fundations Teacher's Manual, Units 2-17, the teacher uses short passages from the PLC for fluency instruction. The passages are narrative or informational.
  • The fluency kit (intervention) contains controlled sound drills, real and nonsense words, Trick words, phrases, and controlled-text stories (phrased and unphrased).

Indicator 1p

Varied and frequent opportunities are built into the materials for students to engage in supported practice to gain oral reading fluency beginning in mid-Grade 1 and through Grade 2 (once accuracy is secure). (not scored for K and early Grade 1)
2/4
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Indicator Rating Details

The materials reviewed for Grade 2 partially meet the criteria for varied and frequent opportunities are built into the materials for students to engage in supported practice to gain oral reading fluency beginning in mid-Grade 1 and through Grade 2 (once accuracy is secure).

The Level 2 Fundations materials include some opportunities for students to engage in practice to gain oral reading fluency. Students practice fluency through various Learning Activities. Storytime Learning Activities provide students with the opportunity to read passages. Storytime begins in Unit 2. There are missed opportunities to address appropriate rate within the whole group Fundations materials. The whole group materials do not provide teachers with guidance or suggestions for supporting students’ fluency. Teachers are directed to move outside of the whole group materials and use the Fluency Kit as an intervention for students who struggle with fluency during Tier 2 time. The Fluency Kit includes practice opportunities for students in timed fluency practice for sounds, real words, nonsense words, Trick Words, and controlled text (phrased and unphrased). These intervention materials provide independent practice in fluency and opportunities to receive guidance or feedback from the teacher. These activities can be timed. 

Examples of some varied, frequent opportunities are provided over the course of the year in core materials for students to gain oral reading fluency include:

  • In the Level 2 Fundations Teacher's Manual, Skills Taught in Fundations, Fluency, page 6, it is stated that “In Fundations, students have multiple opportunities to develop quick and automatic word recognition. They also work to develop prosody and expression. To develop fluency and speed of reading, students learn how to read in thought groups, or phrases that connect meaning. Students do both echo and choral reading of stories to help develop fluency.”
  • In the Level 2 Fundations Teacher's Manual, Unit 3, Week 1, Day 3, Dictation, Sentences, the teacher dictates a sentence with phrasing. Students repeat and write it. Students scoop the sentence, and read it with fluency.  
  • In the Level 2 Fundations Teacher's Manual, Unit 4, Week 1, Day 5, Drill Sounds/Warm Up, page 156, the teacher presents Trick Word Flashcards and has students quickly read them.
  • In the Level 2 Fundations Teacher's Manual, Unit 15, Week 2, Day 2, Storytime, page 461, Reading Fluently (10 minutes), students have a copy of “The Rescue Team.” The teacher explains to students that they will work on fluently reading the story and that it is important to do that in meaningful phrases. Students read silently (This can be done paragraph by paragraph). Students can read orally with phrasing and fluency. This can be done in a variety of ways: Class can read each paragraph chorally; Teacher can choose students to read and alternate readers by sentence, paragraph, etc; Students can work in pairs to read the story chorally.

Examples of materials contain opportunities for students to participate in repeated readings of a grade-level text to practice oral reading fluency include:

  • In the Level 2 Fundations Teacher's Manual, Unit 2, Weeks 1-2, students read a passage called “Skip is Sick.” The passage is read during three lessons. Students read with proper phrasing and expression.
  • In the Level 2 Fundations Teacher's Manual, Unit 7, Weeks 1-3, students read a passage called “Adjectives are Handy.” The passage is read during three lessons. Students read with proper phrasing and expression.
  • In the Level 2 Fundations Teacher's Manual, Unit 16, Week 1, students read a passage called “The Sock Mystery.” The passage is read during two lessons. Students read with proper phrasing and expression.

Materials do not include guidance and feedback suggestions to the teacher for supporting students’ gains in oral reading fluency.  The Fundations Fluency Kit includes materials sound cards, real word cards, nonsense word cards, Trick Word cards, phrase cards, and stories. Students are able to practice decoding with automaticity and accuracy while being timed individually or in small groups. Cards relate to the material taught in the units. In Units 1-17, the kit materials include a word page with two-word phrases. Each word page contains 20 phrases. Specific feedback suggestions to the teacher are not included.

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.
2/4
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Indicator Rating Details

The materials reviewed for Grade 2 partially 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.

The Level 2 Fundations materials include minimal guidance for teachers to support students as they confirm or self-correct errors. For example, when students read flashcards to practice for automaticity and accuracy, there is no guidance for what teachers should do if students read words incorrectly. There is no guidance for teachers to help students recognize if the words students are reading are correct or incorrect. There is no guidance provided to the teacher as to how to teach students to self-monitor and self-correct. The Level 2 Fundations materials provide some opportunities for students to listen and read for understanding through Storytime activities. The teacher focuses on retelling the story by talking about characters, setting, and main events and creates drawings to assist in the retelling process. Students retell stories and create mental images with listening comprehension while reviewing elements of fiction and nonfiction in order to understand the text. For some Storytime activities, short passages are provided.

Materials do not provide explicit lessons for the teacher in confirming and self-correcting errors in fluency.

Materials do not provide opportunities for students to practice using confirmation or self-correction of errors.

Examples of multiple opportunities are provided over the course of the year for students to read on-level texts (Grades 1-2) for purpose and understanding include:

  • In the Level 2 Fundations Teacher's Manual, Unit 3, Week 1, Day 4, Storytime, page 137 utilizes the story, “The Lost Colt,” from the online companion, Prevention/ Early Intervention Learning Community (PLC) to utilize making predictions. After discussion of the title and making predictions, students read the story silently and visualize while they read. Students then read the passage orally, discussing events after each paragraph. The teacher assists students with retelling by modeling as needed.
  • In the Fundations Level 2 Teacher's Manual, Unit 4, Week 2, Day 3, Storytime, page 163, students are provided copies of, “Wish Come True.” The teacher provides cues to direct students to re-picture the story. Students use that movie in their mind to retell it referring to illustrations drawn in a previous lesson. The teacher asks comprehension questions that require students to dig deeper into the text. Students indicate the exact words of the text that led them to their answers.
  • In the Fundations Level 2 Teacher's Manual, Unit 14, Week 1, Day 4, Storytime, page 427, the teacher asks students to read the title of the provided passage. The teacher asks what students remember about it. The teacher selects students to read a paragraph and the teacher repeats, stopping to allow students to picture it. The teacher asks questions to help them. The teacher draws simple sketches on chart paper to represent the main ideas in the story and facilitates understanding. The teacher uses pictures to retell the story and asks students to do the same.

Gateway Two

Implementation, Support Materials & Assessment

Partially Meets Expectations

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Gateway Two Details

The instructional materials reviewed for Grade 2 provide a teacher edition with strong supports, clearly structured lessons, and appropriate pacing to achieve maximum student understanding within the space of a school year. Materials include a scope and sequence that clearly delineates an intentional sequence in which phonics skills are to be taught, with a clear explanation for the order of the sequence. The materials also include 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. The program partially meets the criteria for the inclusion of decodable texts that include phonics and high-frequency words aligned to the program’s scope and sequence and opportunities for students to use decodables for multiple readings. The instructional materials do not provide consistent opportunities to measure student progress in phonics, word recognition, and word analysis. Materials do not include opportunities to assess fluency. Teacher supports for reteaching are not consistently available throughout the program. No standards alignments are present for the assessments in the program, though instructional materials do include standards alignment. Supports are regularly provided for students performing below grade level, though supports for English language learners and students performing above grade level are limited. All digital materials are for teacher use only and can be used across multiple devices and platforms. The design of the materials is clear and easy to read and do not provide unnecessary visual distraction.

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.
16/16
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Criterion Rating Details

The instructional materials reviewed for Grade 2 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. 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. 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. Materials include a scope and sequence that clearly delineates an intentional sequence in which phonics skills are to be taught, with a clear explanation for the order of the sequence. Materials 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 Grade 2 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 Level 2 Fundations materials have annotations and suggestions in the Fundations Teacher's Manual on how to present the content in the student materials. Routines are presented in detail at the beginning of the Teacher's Manual including what the teacher does and states. The program includes a comprehensive Learning Activities Overview that provides teachers with explicit directions for each learning activity and differentiation suggestions. Throughout the Teacher's Manual, a computer icon indicates where items can be found on the companion website, the PLC. There is an online resource called the Prevention/Early Intervention Learning Community (PLC) that includes teacher guidance for use of embedded technology to support and enhance student learning. The PLC provides how-to videos for classroom routines and lesson plan templates.

Materials provide a well-defined, teacher resource (teacher edition manual) for content presentation.

  • The Level 2 Fundations Teacher's Manual provides implementation information, principles of instruction, Learning Activity overviews, and unit lesson plans with unit resources.
  • The Fundations Companion Website includes resources for instruction.

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, HFW, word analysis, decoding).  Examples include the following: 

  • In Level 2 Teacher's Manual, page 9, there is a section titled Principles of Instruction. This section includes types of instruction used in the program such as explicit instruction and multi-sensory instruction.
  • In Level 2 Teacher's Manual, Orientation, plans are included showing the teacher how to teach each routine including: Review Echo, Drill Sounds/Warm Up, distributing student materials, alphabetical order, Echo/find letters, review the Large Letter Formation Guide, review pencil grip, Echo/Letter Formation, and Echo Sounds. 
  • In Level 2 Teacher's Manual, Learning Activity Overview section, pages 28-60, instructions are provided on how to complete different activities in the Fundations lessons which address phonics (Dictation/Sounds, Dictation/Words, Drill Sounds/Warm-Up, Echo/Find Letters, irregularly spelled words (Dictation/Trick Words, teach Trick Words-reading, teach Trick Words-spelling), word analysis (Dictation/Words), and fluency (Fundations Fluency Kit 2 Second Edition). For each activity, a synopsis, procedure, and differentiation options are included. A table is included listing a brief summary of the activity, the teacher materials needed, location of the activity in the PLC, and an estimated activity time.  Additionally, the manual details the teacher's words and actions.
  • In Level 2 Teacher's Manual, each unit of instruction is divided into varying number of weeks. Each week is broken down into days. Each day has a guided plan. For example:
    • In Unit 9, Week 1, Day 1 on pages 290-291, there is a Student Learning Plan and Teacher & Student Materials list. The lesson begins with Drill Sounds/Warm-Up, followed by Teaching Trick Words, Introduce New Concepts for r-controlled sounds, and Dictation.
  • The Fundations Level 2 Activity Cue Cards Second Edition are supplied in the teacher kit. Each activity card provides an activity synopsis, teacher materials, student materials, estimated time on activity, at a glance information, and learning plan notes. Some cue cards, such as Echo/Find Words (Multisyllabic Words) include sections for Teacher Does, Teacher Says, and Response.

Technology pieces included provide support and guidance for the teacher and do not create an additional layer of complication around the materials.

  • The Prevention/Early Learning Community (PLC) provides documents to download, videos to watch, animations to understand word structure and analysis, and a discussion board.
  • In the PLC, Demonstrations, Level 2, videos are included that model how some activities should look and sound in the classroom. 


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 Grade 2 meet the criteria for the expectation that 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.

The Fundations Level 2 program and materials include information, explanations, and examples for the teacher to improve their own knowledge of foundational skills.  Overview information is detailed in the Teacher's Manual and through the online companion, the Prevention/Early Intervention Learning Community (PLC). Foundational skills are summarized and a description of the reasons students need the various skills for learning to read are included. 

Examples of adult-level explanations and examples includes:

  • In Level 2 Teacher's Manual, Skills Taught in Fundations, pages 2-8, an overview of the various skills covered in the program are listed with a detailed description of the term and its impact on learning to read is provided for teachers. Skills listed include, but are not limited to: 
    • Phonics
      • Sound mastery is a key component of phonics.
    • High-Frequency “Trick” Words
      • High-frequency words are the words that appear most often in print.
    • Fluency
      • Automaticity is a term that refers to quick and automatic recognition of words in isolation.
  • In Level 2 Teacher's Manual, Unit 7, Introduction:
    • In Unit 7, you will introduce the open syllable.
      • This syllable has only one vowel which is the last letter in the syllable.
      • The vowel sound is long. To indicate the long sound, the vowel is marked with a macron.
      • This syllable can be combined with other syllables to make multisyllabic words.
  • In PLC, Printable Resources, Getting Started, materials are included detailing information about the various foundational skills covered in the Fundations curriculum.
  • In PLC, Collaboration, several resources to further explain foundational skills concepts and Common Core Language are included.

Examples of detailed examples of the grade-level foundational skill concepts are provided for the teacher include:

  • In Level 1 Teacher's Manual, Skills Taught in Fundations, pages 2-8, an overview of the various skills covered in the program are listed with detailed examples.
    • Phonics
      • For example, to blend the sounds /m/ /a/ /t/ into a word, students are taught how to say each sound as they tap a finger to their thumb. 
  • In Level 2 Teacher's Manual, Learning Activity Overview, In a Nutshell, page 202, includes a description of the vowel-consonant-e syllable. “This syllable has a vowel, then a consonant, then an e (v-e).
  • In Level 2 Teacher's Manual, Unit 11, Introduction, examples of ee, ea, ey words  are: steam, sheep, hockey, indeed.

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 Grade 2 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. 

The Level 2 Fundations curriculum is designed to be implemented to a whole group of students according to a clear structure. The program requires 155 school days or 31 weeks. As most schools are in session for more than 31 weeks, this instructional plan is reasonable and allows for appropriate pacing of teaching, reteaching, or review as needed for maximum student understanding. Whole group instruction is planned for 30-35 minute daily lessons. This instructional plan and pacing guide leaves time for schedule changes and reteaching, as needed. Weeks per unit vary according to content taught during the unit. Lesson times are provided for the learning activities, which become routine. Units are designed to be covered within a given amount of time and each lesson should take one day. The week-to-week instruction is consistent and the skills taught within each lesson build on each other. This format demonstrates a structure which controls the day-to-day pacing. Whole group instruction utilizes the Gradual Release of Responsibility Model, which is used within lessons and the learning activities. Plans are included for changing pacing for students needing additional support and those that are able to accelerate through units. Small group instruction lesson planning for Tier 2 (intervention) is in the Professional Learning Community under Intervention Guidelines.

The pacing of each component of daily lesson plans is clear and appropriate. 

  • Each Learning Activity includes estimated activity times. For example:
    • Drill Sounds/Warm-Up is 2-5 minutes.
    • Echo/Find Words (Single Syllable Words) is 5 minutes.
    • Trick Words is 5-10 minutes.

Examples of lesson plans utilize effective, research-based lesson plan design for early literacy instruction include: 

  • In Level 2 Fundations Teacher's Manual, Student Success section, page 10, the manual details how the Gradual Release of Responsibility Model is used in the learning activity sequence on a given day or within a week moving students from 
    • 1.) “I Do It” - Teacher Demonstration
    • 2.) “We Do It” - Guided instruction/practice
    • 3.) “You Do It Together” - Collaborative Learning
    • 4.) “You Do It Alone” -  Independent Success 
  • In Level 2 Fundations Teacher's Manual, Scope and Sequence, pages 24-26, the manual details the 15 units with the number of weeks needed and content covered during each unit.
  • In Level 2 Fundations Teacher's Manual, Orientation Guide, pages 61-68, the manual takes the teacher through Fundations concepts and materials as well as a sample lesson.
  • In Level 2 Fundations Teacher's Manual, the scope and sequence for each lesson is very similar. For example:
    • In Unit 6, Week 2, Day 1, pages 216-217, there are the following activities: Drill/Warm-Up, Introduce New Concepts, Teach Trick Words, Storytime.  These same activities and others are cycled through every lesson throughout the year.
  • In the Level 2 Fundations Teacher's Manual, the daily lesson plans and unit plans give quick overviews of the skills taught each day.  Each day’s activities are clearly explained in a two-to-three page layout. Skills are built upon in the lesson progression. For example, suffixes are reviewed in Unit 4 and new suffixes are added on in Units 5, 6, and 7. 

The effective lesson design structure includes both whole group and small group instruction.  

  • According to Level K Fundations Teacher's Manual, Implementing Fundations, “Fundations provides all students with a foundation for reading and spelling. It is part of the CORE language arts instruction, delivered to all students in general education classrooms 30-35 minutes per day as a supplemental program. Fundations instruction emphasizes phonemic awareness, phonics-word study, high-frequency word study, fluency, vocabulary, handwriting and spelling. 
  • Through the online companion, the Prevention/Early Intervention Learning Community (PLC), Getting Started Section, lesson plan templates are included for accelerated lesson planning and reteach learning plans.
    • In PLC, General Guidelines, Fundations Level 1 & 2 Intervention, there is an explanation and details of small group Tier 2 instruction lesson planning. Level 1 & 2 intervention lessons are recommended to occur 3 to 5 days per week with a minimum of 30+ minutes of additional instructional support. The lesson plan guidelines for Mid to End-Year are as follows:
      • Day 1 Activities include Warm-Up, Build Words, Echo/Find Letters & Words, Dictation (Dry Erase)
      • Day 2 Activities include Warm-Up, Fundations Fluency Drills (from Fundations Teacher’s Kit)
      • Day 3 Activities include Warm-Up, Build Words, Depending on students’ greatest needs: Fundations Fluency Drills or Dictation (Dry Erase)

The suggested amount of time and expectations for maximum student understanding of all foundational skill content (i.e. phonological awareness, print concepts, letters, phonics, HFW, word analysis, decoding) can reasonably be completed in one school year and should not require modifications. Examples include:

  • In Level 2 Fundations Teacher's Manual, Scope and Sequence, pages 25-26, the teacher is provided an overview of the amount of time needed to complete each unit: 
    • Unit 1 (2 weeks)
    • Unit 2 (2 weeks)
    • Unit 3 (1 week)
    • Unit 4 (2 weeks)
    • Unit 5 (2  weeks)
    • Unit 6 (2 weeks)
    • Unit 7 (3 weeks)
    • Unit 8 (1 week)
    • Unit 9 (2 weeks)
    • Unit 10 (2 weeks)
    • Unit 11 (2 weeks)
    • Unit 12 (1 week)
    • Unit 13 (2 weeks)
    • Unit 14 (2 weeks)
    • Unit 15 (2 weeks)
    • Unit 16 (1 week)
    • Unit 17 (2 weeks) 
    • 31 weeks to complete the program.
  • Through the online companion, Prevention/Early Intervention Learning Community (PLC), lesson plan templates are included for any units that need to be retaught. Teachers are directed to use the reteaching lesson plans if students score less than 80% on the unit assessment.
  • In PLC, a Tier 1 pacing guide is included listing dates and units to begin by a particular date/week. 

Indicator 2d

Order of Skills
0/0

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.
4/4
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Indicator Rating Details

The materials reviewed for Grade 2 meet the criteria for the expectation that 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.

The Level 2 Fundations materials include a general scope and sequence. The scope and sequence outlines how phonics will be taught and the progression beginning with closed syllable words from the Level K materials, glued sounds from Level 1 materials,  and move in future levels to words with more complex patterns including glued sound exceptions, long vowels, vowel teams, suffixes, and multisyllabic words. Explanation of the material’s phonics layout is provided on the online companion, the Prevention/ Early Intervention Learning Community (PLC).  

Materials clearly delineate a scope and sequence with a cohesive, intentional sequence of phonics instruction and practice to build toward application of skills. For example:

  • In Level 2 Fundations Teacher's Manual, Skills Taught in Fundations, Phonics, pages 4-5, phonics instruction is explained to the teacher. A routine is established for learning letter names and sounds. The sequence used is to say the letter, keyword, and sound (k-kite-/k/). Fundations teaches sounds in two directions - letter to sound (see letter and identify sound) and sound to letter (hear sound and identify the letter). In addition to sound-symbol instruction, Level 1 Fundations curriculum teaches students how to blend sounds into words. The Level 1 materials progress from the Level K materials that begin with blending CVC words with continuous consonant sounds. Additional levels progress from CVC words to words with 4 then 5 sounds to words with more complex patterns including multisyllabic words and all vowel patterns. Nonsense words are also used. Vowel-consonant-e syllable is introduced in Unit 6.
  • In Level 2 Fundations Teacher's Manual, Fundations Scope and Sequence, page 25, the text details the topics covered in each of the 17 units. Phonics included:
    • Unit 1: Consonant digraphs, consonant blends, digraph blends, closed syllable type
    • Unit 2: Glued sounds, blending and reading words with glued sounds, segmenting and spelling words with bonus letters and glued sounds
    • Unit 3: Closed syllable exceptions, glued sounds
    • Unit 4: Suffixes
    • Unit 5: Reading and spelling two syllable words, syllable division
    • Unit 6: Vowel consonant e syllables, two syllable words with closed and vowel consonant e syllables, compound words
    • Unit 7: Open syllable type, y as vowel
    • Unit 8: R controlled syllables
    • Unit 9: R controlled syllables
    • Unit 10: Double vowel syllable type
    • Unit 11: Vowel teams of ee, ea, ey
    • Unit 12: Vowel teams of oi, oy
    • Unit 13: Long o vowel teams
    • Unit 14: The /ou/ sound of ou and ow
    • Unit 15: The /u/ sound of oo, ou, ue, ew & the /u/ sound of ue
    • Unit 16: The sounds of au and aw
    • Unit 17: Consonant-le syllable type
  • The PLC contains a description of the syllable types taught in the program. Six syllable types are taught in Fundations.

Materials have a clear research-based explanation for the order of the phonics sequence. Examples include:

  • According to the Teacher's Manual, page 3, “Students learn the letter name, its formation, and its sound simultaneously. This creates an important link and uses motor memory learning to associate letters with their sounds. This multi-sensory approach helps to form a tight association with the letter, its sound, and how it is formed. When a student learns how to write a letter, and simultaneously names the letter and says the sound, it helps them to ‘bind the visual, motor, and phonological images of the letter together at once’ (Adams, 1990, p. 355).”
  • According to the Teacher's Manual, page 3, “In Fundations, the sequence of letters presented is based upon these principles (ease of production of the letter, continuity of stroke, similarity of strokes to those letters previously taught, ease of perception and production of the sound associated with the letter) for an integrated and multisensory approach. (Wolf, 2011, p. 191)”

Phonics instruction is based in high utility patterns and/or common phonics generalizations. Examples include:

  • In Level 2 Fundations, the materials include glued sounds.
    • In Unit 2, students learn all - ball - /all/, am - ham - /an/, an - fan - /an/, ang - fang - /ang/, ing - ring - /ing/, ong - song - /ong/, ung - lung - /ung/, ank - bank - /ank/, ink - pink - /ink/, onk - honk - /onk/, unk - junk - /unk/.
    • In Unit 3, students learn ild - wild - /ild/, ind - find - /ind/, old - cold - /old/, olt - colt - /olt/, ost - post - /ost/. 
  • In Level 2, Unit 8, students learn ar - car - /ar/ and or - horn - /or/.
  • In Level 2, Unit 9, students learn er - her - /er/, ir - bird - /ir/, ur - burn - /ur/.
  • In Level 2, Unit 10, students learn ai - bait - long/a/ and ay - play - long/a/.
  • In Level 2, Unit 11, students learn ee - jeep - long/e/, ea -  eat - long/e/, ey - key - long/e/.
  • In Level 2, Unit 12, students learn oi - coin - /oy/ and oy - boy - /oy/.
  • In Level 2, Unit 13, students learn oa - boat - long/o/, oe - toe - long/o/, ow - tow - long/o/.
  • In Level 2, Unit 14, students learn ou - trout - /ou/ and ow - snow - /ow/. 
  • In Level 2, Unit 15, students learn ou - soup - /ou/, oo -  book - /oo/, oo - school - /oo/, ue - blue - /ue/, ue - rescue - long/u/, ew - chew - /ew/
  • In Level 2, Unit 16, students learn au - August - /au/, aw - saw - /au/.

Phonics instruction is based in high utility patterns and/or common phonics generalizations and provides a meaningful and manageable number of phonics patterns and common generalizations for students to learn deeply.

  • In Level 2 Fundations Teacher's Manual, Unit 2, Week 2, Day 1, Introduce New Concepts, Review Other Glued Sounds, page 112, students make the /m/ sound. Students are asked to pinch their nose. The teacher explains that the sound cannot be made with the nose blocked. This process repeats with the /n/ sound. This means the sound comes out of your nose. Because the sounds are nasal sounds, they sometimes distort a vowel sound. Using the Standard Sound Card, the teacher builds the word pat. Students tap out each sound and read the word. The teacher changes t to n. Students tap and read. The teacher tells students it is easier to read and spell words with some combinations if we glue them together and uses the am and an sounds to model. The teacher builds words and practice tapping and blending with students. Students mark words with glued sounds.
  • In Level 2 Fundations Teacher's Manual, Unit 4, Week 2, Day 1, Introduce New Concepts, pages 158-159, additional sounds for -ed are taught. Instruction includes emphasizing /t/ and /d/ as sounds for -ed.  
  • In Level 2 Fundations Teacher's Manual, Unit 5, Week 1, Day 1, Introduce New Concepts, pages 176-178, syllable division is taught by using Standard Sound Cards and instruction explaining where to divide words.
  • In Level 2 Fundations Teacher's Manual, Unit 5, Week 1, Day 3, Introduce New Concepts, Teach Spelling, page 183, the teacher builds the word lick using the standard sound cards. The teacher asks why ck is used for the /k/ sound. The teacher builds the word public and explains that multisyllabic words ending in ic are spelled with ic and ick. Students add the spelling of ic to their spelling rules section in their notebook.  
  • In Level 2 Fundations Teacher's Manual, Unit 8, Week 1, Day 2, Word of the Day, page 274, the teacher builds the word, harm. The teacher reteaches the r-controlled syllable using the Word of the Day. The student marks up the word by scooping syllables and marking the syllable type. The teacher uses Standard Sound Cards and Syllable Frames to make unit words. Students tap and read one-syllable words. The student or teacher scoops multisyllabic words into syllables for students to read. Students add the word of the day to their notebook.
  • In Level 2 Fundations Teacher's Manual, diphthongs are introduced in groups by their common sound:
    • Unit 10 - long a sound - ai (bait), ay (play)
    • Unit 11 - long e sound - ee (jeep), ea (eat), ey (key)
    • Unit 12 - /oi/ - oi (coin), oy (boy)
    • Unit 13 - long o -  oa (boat), oe (toe) 
    • Unit 14 - /ou/ - ou (trout), ow (plow) and ow (snow)
    • Unit 15 - /ü/, ou (soup), ue (blue), ew (chew), oo (as in book), ue (rescue)
    • Unit 16 - au (August) and aw (saw) and spelling generalizations for /ö/

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.
0/0
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Indicator Rating Details

The materials reviewed for Grade 2 meet the criteria for the expectation that the materials contain strategies for informing all stakeholders, including students, parents, or caregivers about the ELA/literacy program and suggestions for how they can help support student progress and achievement. 

The Level 2 Fundations program includes detailed home support packs to inform students, parents, and caregivers about the program and suggestions for how to support student progress and achievement at home. Home support packs are included for overview information, routines and orientation, and each unit of the program. The instructions for home support are detailed in parent-friendly language. Activities and practice pages included in the home pack are available for all units. Through the online companion, Prevention/Early Intervention Learning Community (PLC), support is provided for school administration and school leader stakeholder support for student progress and reading achievement.

Materials contain jargon-free resources and processes to inform all stakeholders about foundational skills taught at school. For example: 

  • In the Level 2 Fundations Home Support Pack, Introductory Letter, page 5, the skills to be taught and explanation of The Six Syllable Types are provided for parents along with the rules, examples, and mark-up examples. 
  • In PLC, Collaboration, Printable Resources, a document is included for Principal Walk-Throughs. The document lists components that should be in place in Fundations classrooms and general implementation components. 

Materials provide stakeholders with strategies and activities for practicing phonics and word recognition and fluency that will support students in progress towards and achievement of grade- level foundational skills standards. For example:

  • In the Level 2 Fundations Home Support Pack, Introductory Letter, Unit 1, page 7, contains a homework guide providing directions for dictation.  
  • In the Level 2 Fundations Home Support pack, Unit 5 letter, the letter informs families about the instructional focus on multisyllabic words. The letter informs families students will learn when there are three consonants together, the blend goes with the second syllable to divide the word with an example word: children.  Parents are informed about using the strategy of scooping the word. The teacher tells families students will be introduced to the suffixes -ful, -ment, -ish, -ness, -able, and -en. It is suggested that students underline the base word and circle the suffix. Finally, the teacher tells parents they will be introducing the au and aw sound.  
  • In the Level 2 Fundations Home Support pack, Unit 17, the Homework Guide outlines the 5 steps to follow each day: 
    • Follow These 5 Steps: 
      • 1. Dictate the word or sentence. 
      • 2. Have your child repeat it. 
      • 3. Have your child write it. 
      • 4. Read the word or sentence again and have your child proofread it carefully. 
      • Check his/her work.

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 Grade 2 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. Materials 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.

Indicator 2f

Aligned Decodable Texts
0/0

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.
2/4
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Indicator Rating Details

The materials reviewed for Grade 2 partially meet the criteria for materials include decodable texts with phonics aligned to the program’s scope and sequence.

The Level 2 Fundations Storytime activities are usually provided once or twice per week beginning in Week 2 of Unit 2. Storytime stories are mainly decodable. Storytime projectable stories are read by the teacher during the first lesson with students following along with their own copy. Each Storytime activity concludes with the students reading the story silently and then orally with phrasing and fluency. Students do not have the opportunity to practice decoding in context because the teacher reads the story to them several times before they read it on their own. Some of the passages contain several words aligned to the unit’s phonics skills, yet some stories do not contain alignment to the unit’s phonics skills.

Examples of materials include decodable texts to address securing phonics include: 

  • In Level 2 Fundations Teacher's Manual, Unit 3, Week 1, Day 4, Storytime, page 137, the teacher projects “The Lost Colt” and distributes copies to students. Students read the title and discuss. The teacher reads the story followed with students reading it chorally, or teachers can choose students to read and alternate readers by paragraph. Students find and mark closed syllable words.
  • In Level 2 Fundations Teacher's Manual, Unit 6, Week 1, Day 3, Storytime, page 211, the teacher projects the story “Babe Ruth” on the whiteboard and distributes copies to students. The students read the title of the story. The teacher reads the story to students.

Decodable texts contain grade-level phonics skills aligned to the program’s scope and sequence.

  • In Level 2 Fundations Teacher's Manual, Unit 13, Week 1, Day 1, Storytime, page 393, the teacher projects the story “Kelly’s Speed Quiz” and distributes copies to students. In Unit 13, the long o sound of oa, oe, and ow are taught. In the story, there are multiple words with ow, two words with oa, and no words with oe
  • In Level 2 Fundations Teacher's Manual, Unit 14, Week 1, Day 1 page 420, the /ou/ sound of /ow/ are introduced. The decodable story, “Ross Gets Help” is introduced on Day 3, page 425, and includes 3 words using one of the new sound patterns: could, would, and frown.

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

  • In Level 2 Fundations Teacher's Manual, Unit 2, Week 1, Day 2, Storytime, page 105, the teacher is to find the passage “Skip is Sick” on the PLC. The teacher projects the passage. The teacher has a student read the title. The teacher reads the passage to the students. The teacher stops at the end of each paragraph and has students share what happened. The teacher asks comprehension questions such as "What is this story about?" It is recommended that students practice reading the phrased story with fluency as homework, guided reading, or during intervention groups.
  • In Level 2 Fundations Teacher's Manual, Unit 10, Week 1, Day 5, Storytime, page 327, the teacher gives students a copy of “Cursive Letters.” The teacher reads the title. The teacher asks students what they remember about the passage. The teacher selects a student to read a paragraph. The teacher rereads the paragraph. Students picture the passage in their heads. The teacher asks text-dependent questions. The teacher draws sketches to represent the main events in the story. 

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.
2/4
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Indicator Rating Details

The materials reviewed for Grade 2 partially meet the criteria for materials include decodable texts with high-frequency words/irregularly spelled words aligned to the program’s scope and sequence.

The Level 2 Fundations Storytime activities are usually provided once or twice per week beginning in Week 2 of Unit 2. There are opportunities to practice Trick Words during Storytime activities, but the opportunities do not align to the Fundations Level 2 high-frequency/irregularly spelled words (Trick Words) Scope and Sequence. Storytime stories are read by the teacher during the first lesson with students following along with their own copy. Each Storytime activity concludes with the students reading the story silently and then orally with phrasing and fluency. Students do not have the opportunity to practice decoding in context and reading high-frequency/irregularly-spelled words independently because the teacher reads the story to them several times before they read it on their own. 

Materials include decodable texts that utilize some irregularly spelled words. For example:

  • In Level 2 Fundations Teacher's Manual, Unit 3, Week 1, Day 4, Storytime, page 137, the projected story “The Lost Colt” does not include Trick Words from Unit 2 or Unit 3. Irregularly spelled words include: their, know, stay, each, day.
  • In Level 2 Fundations Teacher's Manual, Unit 15, Week 1, Day 5, Storytime, page 457, the story “The Rescue Team” does not include the newly introduced Trick Words: January, February, July, December, enough, and special.  Irregularly spelled words include: years, knows.

Decodable texts contain some grade-level irregularly spelled words aligned to the program’s scope and sequence. For example:

  • In Level 2 Fundations Teacher's Manual, Unit 17, Week 1, Day 4, Storytime, page 500, the projected story “Aunts & Uncles” includes three review Trick Words, special, family, and world and one current Trick Word, young.

Materials include detailed lesson plans for repeated readings of decodable texts to address securing reading irregularly spelled words in context. For example:

  • In Level 2 Fundations Teacher's Manual, Unit 16, Week 1, Day 1, Storytime, page 477, the decodable passage, “The Sock Mystery” is read silently by students. The passage includes the following irregularly spelled words: wonder.
  • In Level 2 Fundations Teacher's Manual, Unit 16, Week 1, Day 3, Storytime, page 481, the teacher has a student retell, “The Sock Mystery.” The teacher asks comprehension questions.

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.
11/20
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Criterion Rating Details

The instructional materials do not provide consistent opportunities to measure student progress in phonics, word recognition, and word analysis. Materials do not include opportunities to assess fluency. Teacher supports for reteaching are not consistently available throughout the program. The instructional materials contain notations about standards alignment, however the individual assessments are not labeled with those alignments. Supports are regularly provided for students performing below grade level, though supports for English language learners and students performing above grade level are limited.

Indicator 2g

Regular and Systematic Opportunities for Assessment
0/0

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)
1/2
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Indicator Rating Details

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

The Level 2 Fundations materials include assessments to measure student progress of some phonics skills. Assessment questions for students to write dictated sounds and words are included on the unit tests. Students are asked to identify various sounds or combinations of letters, write words, and identify various phonics patterns. Unit tests do not require students to read (decode) words or sounds to the teacher. The Level 2 Teacher's Manual indicates that any student scoring below 80% on a given skill should meet with the teacher individually for additional support, but the materials do not detail what support should be provided. Each unit test includes the phonics components: dictating sounds, dictating words, marking and scooping, and sentence dictation. Additional Support Activities are located on the Prevention/Early Intervention Learning Community (PLC). Through the online companion, the (PLC), progress monitoring probes are included to address decoding of words

Materials provide resources and tools to collect ongoing data about students’ progress in phonics. Examples include:

  • In the Teacher's Manual, there are Unit Tests, Unit Test Answer Keys, and student testing paper.
  • In PLC, the Fundations Progress Monitoring Tool for Level 2 includes the following components:
    • Teacher Guide: Directions for Progress Monitoring and Guidelines for Instruction (one per teacher)
    • Teacher Record (one per student is needed)
    • Student Probes (one copy re-used for all students)
  • In PLC, Unit Test Assessments, there are Test Recording Forms, Whole Class Test Trackers, and Individual Test Trackers.

Materials offer assessment opportunities to determine students’ progress in phonics that are implemented systematically. Examples include:

  • In Level 2 Fundations Teacher's Manual, Unit 1 Test, page 93, the teacher dictates sounds and students write the letters making those sounds in their composition books (/k/, /w/, /e/, /ch/, /kw/). The teacher dictates words which students write (cloth, bunch, skim, strap, quilt). Students record the dictated sentences (Ken had milk with his snack; They said to pack one bag). 
  • In Level 2 Fundations Teacher's Manual, Unit 4 Test, page 167, the teacher dictates sounds and students write the letters making those sounds in their composition books (/d/, /t/, /ing/, /s/, /z/). The teacher dictates words that students write (bunches, swishing, coldest, spelled, dusted). Students record dictated sentences.
  • In Level 2 Fundations Teacher's Manual, Unit 11 Test, page 365, students are assessed on Sound Dictation (long /e/, long /a/, /or/, /ch/, /y/) Word Dictation (chimney, completely, cheap, speeches, teacher), Sentence Dictation (The hockey team won thirteen games.; The breakfast feast is ready!)

Multiple assessment opportunities are provided regularly for students to demonstrate progress toward mastery and independence with phonics. There are 17 Unit assessments with opportunities for students to write letter sounds and phonetically based words.

Assessment materials provide teachers and students with some information about students’ current skills/level of understanding of phonics. Examples include:

  • In Level 2 Fundations Teacher's Manual, Unit 3 Test, the teacher learns if a student knows the following letter and glued sounds: d, t, ung, s, z.
  • In Level 2 Fundations Teacher's Manual, Unit 8 Test, the teacher learns if a student can encode the following words: reported, explore, scar, garlic, porches.
  • In Level 2 Fundations Teacher's Manual, Unit 17 Test, the teacher learns if a student can encode the following words: stumble, marbles, snuggle, sparkles, cable.

Materials support teachers with limited instructional suggestions for assessment-based steps to help students to progress toward mastery in phonics. Examples include:

  • In Level 2 Fundations Teacher's Manual, Unit 4, Unit Test, page 167, TIP, teachers are instructed to extend instruction time in this unit if 80% of the class does not demonstrate (80%) mastery on the unit test. The teacher is instructed to meet with struggling students to discuss errors and explain areas that need to be further practiced. 
  • In Level 2 Fundations Teacher's Manual, Unit 9, Unit Test, page 309, TIP, teachers are instructed to extend instruction time in this unit if 80% of the class does not demonstrate (80%) mastery on the unit test. The teacher is instructed to meet with struggling students to discuss errors and explain areas that need to be further practiced. 
  • In Level 2 Fundations Teacher's Manual, Unit 12, Unit Test, page 383, TIP, teachers are instructed to extend instruction time in this unit if 80% of the class does not demonstrate (80%) mastery on the unit test. The teacher is instructed to meet with struggling students to discuss errors and explain areas that need to be further practiced.

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)
1/2
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Indicator Rating Details

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

The Level 2 Fundations materials include assessments to measure student progress of word recognition and analysis. Students are asked to write Trick Words in isolation as well as write dictated sentences that include Trick Words. During the unit assessment, the students can reference Student Notebooks for the spelling of Trick Words. For word analysis, students are asked to identify and mark specific aspects of the five dictated words. There are no unit assessments that include students reading irregularly spelled words and applying word analysis skills to decode words. Assessments require students to encode sounds, words, and sentences. Progress monitoring probes are included to address sight word knowledge in the Prevention/Early Intervention Learning Community (PLC) for students needing intervention. Materials offer limited explicit support to teachers in regards to instructional adjustments to help students make progress. 

Examples of 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 include:

  • In Level 2 Fundations Teacher's Manual, Unit 1 Test, page 93, students mark the following in previously written words (cloth, bunch, skim, strap, quilt): closed syllables, circle the buddy letter and his best buddy, underline blends and digraph blends with two separate lines, and underline digraphs with one line.
  • In Level 2 Fundations Teacher's Manual, Unit 8, Unit Test, page 28, the teacher dictates five sounds, five words, two Trick Words, and two sentences. Students record the letters, words, and sentences. Students are asked to scoop and mark syllable types and vowel sounds and circle suffixes.   
  • In Level 2 Fundations Teacher's Manual, Unit 14, Unit Test, page 439, the teacher dictates five sounds and five phonetic words and two Trick Words to students.  Students are asked to scoop and mark syllable types and vowel sounds. Students circle the suffixes. Students are then asked to write two dictated sentences, which contain Trick Words (piece, brought, Wednesday, on, the, a, to, he).

Examples of assessment materials provide teachers and students with information concerning students’ current skills/level of understanding of word recognition and word analysis include:

  • In Level 2 Fundations Teacher's Manual, Unit 3, Unit Test, page 139, the teacher dictates five sounds, five words, two Trick Words, and two sentences. Students record the sounds, words, and sentences. Students box glued sounds, mark closed syllables, and closed syllable exceptions, and mark vowel sounds.
  • In Level 2 Fundations Teacher's Manual, Unit 4 Test, page 167, students mark the previously written words: (bunches, swishing, coldest, spelled, dusted): closed syllables and closed syllable expectations, scoop or underline base words and circle suffixes, and indicate the sound of the suffix -ed with /id/, /d/, or /t/. 
  • In Level 2 Fundations Teacher's Manual, Unit 12, Unit Test, page 382, the teacher dictates five sounds, five words, two Trick Words and three sentences. Students record the letters, words, and sentences. Students scoop and mark syllable types and vowel sounds, and circle suffixes.

Materials support teachers with limited instructional suggestions for assessment-based steps to help students to progress toward mastery in word recognition and word analysis. 

  • In Level 2 Fundations Teacher's Manual, Unit 5, Unit Test, page 197, TIP, teachers are instructed to extend instruction time in this unit if 80% of the class does not demonstrate (80%) mastery on the unit test. The teacher is instructed to meet with struggling students to discuss errors and explain areas that need to be further practiced. 
  • In Level 2 Fundations Teacher's Manual, Unit 10, Unit Test, page 337, TIP, teachers are instructed to extend instruction time in this unit if 80% of the class does not demonstrate (80%) mastery on the unit test. The teacher is instructed to meet with struggling students to discuss errors and explain areas that need to be further practiced. 
  • In Level 2 Fundations Teacher's Manual, Unit 15, Unit Test, page 467, TIP, teachers are instructed to extend instruction time in this unit if 80% of the class does not demonstrate (80%) mastery on the Unit test. The teacher is instructed to meet with struggling students to discuss errors and explain areas that need to be further practiced.

Indicator 2g.v

Materials regularly and systematically offer assessment opportunities that measure student progress in fluency (as indicated by the program scope and sequence). (1-2)
0/2
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Indicator Rating Details

The materials reviewed for Grade 2 do not meet the criteria for materials regularly and systematically offer assessment opportunities that genuinely measure student progress in fluency (as indicated by the program scope and sequence).

The Level 2 Fundations materials include limited opportunities to measure student progress in fluency. The available fluency assessment is in the materials designated for the progress monitoring which is included as part of the online companion, the Prevention/Early Learning Community (PLC) for students receiving intervention. The Level 2 Teacher's Manual does not direct teachers to use the progress monitoring with all students. These materials would provide the only opportunity for teachers to individually measure the students’ ability to read fluently. The Level 2 unit tests do not include opportunities for students to be assessed for oral reading fluency. After teachers are directed to move outside of the whole group materials and use the Fluency Kit as an intervention for students in Tier 2.  Fluency progress monitoring is built in when recording real words, nonsense words (to measure decoding skill fluency), and phrase drills. Students’ fluency progress is otherwise not assessed (including rate). 

Examples of intervention assessment opportunities provided over the course of the year in materials for students to demonstrate progress toward mastery and independence of fluency include:

  • In PLC, Level 2, Intervention tab, progress monitoring materials related to fluency are included with Word Identification, Nonsense words, and oral reading passages. The student is timed for one minute while reading the word list or story. Materials include a student tracking sheet. 
  • In the Fundations Fluency Kit 2, it states the kit is to be used with students who need additional practice. Fluency Drills in the kit include phrases and stories. Word drills are 15 seconds and phrase drills are 60 seconds. Fun Stories are not timed. The stories are to emphasize reading with ease and expression for understanding.

Examples of intervention assessment materials provide teachers and students with information about students in Tier 2 for current skills/level of understanding of fluency include:

  • In the Fundations Fluency Kit 2, timed drill cards for high-frequency/irregular words, nonsense words (to measure decoding skill fluency), and phrases are included. There is one phrase card per unit, two high-frequency/irregular words per unit, and one nonsense word per unit. The kit includes graphs for students to chart their progress.
  • In the Fundations Fluency Kit 2, it suggests a teacher tape record students’ first oral reading and then re-record after practice. The teacher is to have the students listen to both and discuss accuracy and prosody improvement.

Materials support teachers with instructional adjustments to help students in intervention make progress toward mastery in fluency.

  • In the Fundations Fluency Kit 2, it suggests to teach students with reversals hints when they are practicing drills. For example, students can highlight all the b's or all of the d's before reading.
  • In the Fundations Fluency Kit 2, it suggests to pair students up to practice drills. The teacher is to remind students that the goal is to improve both speed and accuracy. “However, most important, remind them to read with expression and meaning so that the listener will understand.”

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.
1/2
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Indicator Rating Details

The materials reviewed for Grade 2 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. 

The Level 2 Fundations curriculum and materials include a publisher-produced alignment document that states the standards and the location of the standards in the materials, including material/unit/page number through the online companion, Prevention/Early Intervention Learning Community (PLC). Standards are not listed in the daily lesson plans or teacher materials. Beyond reference in the Preface, the standards are not identified throughout the Teacher's Manual. The Level 2 Fundations materials do not provide a clear identification of the foundational skills standards featured within the program provided assessments. The unit tests list general topics as part of the assessment with no standards denoted. The teacher must determine which part of each assessment relates to a standard. There is a Common Core Alignment Guide provided with the Publisher’s documents, but the alignment document does not include the assessments. The Level 2 Fundations Teacher's Manual, where the program’s assessments are found, does not include an alignment to the standards. 

Materials do not include denotations of the standards being assessed in the formative assessments.

Materials do not include denotations of standards being assessed in the summative assessments.

  • In Level 2 Teacher's Manual, pages 122-123, the Unit 2 assessment does not contain alignment to the Common Core State Standards.
  • In PLC, Level 2 Unit Test Trackers (Class) do not contain alignment documentation to CCSS.

An alignment documentation is provided for some tasks, questions, and assessment items. For example:

  • In Level 2 Teacher's Manual, Preface, page VI, “Fundations provides specific measurable learning objectives which are aligned to the College and Career Ready Standards (Common Core State Standards CCSS).”

Alignment documentation contains specific standards correlated to specific lessons. For example: 

  • In PLC, Printable Resources, Getting Started, there is a Common Core Standards for English Language Arts Correlations for Levels K-3 document.  The document reviews how Fundations addresses Common Core State Standards and Foundational Skills. Standards are listed, per grade level, with material/unit/page number where the standard is addressed in the program.

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.
2/4
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Indicator Rating Details

The materials reviewed for Grade 2 partially 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 meet or exceed grade-level standards. 

The Level 2 Fundations materials provide some differentiated instructional guidance for teaching students who are English Learners (EL). The introductory Student Success section of the Teacher's Manual provides research, a rationale, and principles appropriate to teaching EL students. Materials provide limited differentiated instruction suggestions described for EL students and less additional materials provided for EL students to be successful. The Teacher's Manual suggests that teachers provide additional supports in vocabulary and background knowledge by showing students pictures or using props and gestures.  It also suggests  to create opportunities for students to practice new vocabulary as well as use open-ended questions which will allow students to recognize instead of having to retrieve. These suggestions are unmet with examples and therefore cannot be guaranteed for consistency nor quality. The text states that EL students benefit from principles of instruction built into Fundations including the teacher modeling and multi-sensory approach. There are missed opportunities for daily plans to identify specific suggestions for English Learners.

Materials provide limited support for ELL students. For example: 

  • In Level 2 Fundations Teacher's Manual, Student Success, Differentiated Instruction, page 12, “ELs, as well as students with language-based learning disabilities, may have more difficulty retrieving the words to express concepts during the lesson. They may need to be given a choice of responses (such as ‘Is this a digraph or a blend?’) instead of asking open-ended questions (such as ‘What is this called?’). 

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

  • In Level 2 Fundations Teacher's Manual, Student Success, Differentiated Instruction, page 12, states that the key principles in Fundations critical for EL students are:
    • Integration of listening, speaking, reading and writing
    • Explicitly modeled skill and strategy instruction
    • Verbal explanation for concepts enhanced by visual, physical and kinesthetic involvement
    • Opportunities for student interaction in supportive groups
    • Procedures that ensure student engagement with hands-on activities
    • Clear and consistent directions and cueing systems
    • Ample opportunities to reinforce skills
    • Scaffolded instruction
    • Repetition of vocabulary, including vocabulary of word structure(such as digraph, short vowel)
    • Assessment of current knowledge that is performance rather than language-based

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.
4/4
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Indicator Rating Details

The materials reviewed for Grade 2 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 Level 2 Fundations materials provide some differentiated instructional principles for students who are below grade level using this program. The Teacher's Manual suggests how Learning Activities can be differentiated to support struggling students at the introduction of each unit. Differentiation ideas are not included in daily lesson plans. The Fluency Kit is provided for students below grade level and provides additional instruction in fluency outside of the core program. Materials from the online companion, the Prevention/Early Intervention Learning Community (PLC), provide additional lesson support activities to be used as interventions or in a small group setting for students identified below grade level outside of the core program. The Teacher's Manual, the PLC, and the Fluency Kit provide instructional scaffolding techniques and additional opportunities for additional practice and/or to reteach below grade-level students to meet or exceed grade-level standards.

Materials provide opportunities for small group reteaching. Examples include:

  • In the PLC, Intervention, Intervention Resources, resources are included to support the instruction of students below grade level including:
    • A list of activities/supports is included indicating additional activities a teacher can do with a struggling student. Activities can be done in a smaller group or one-on-one to work on specific skills. Teachers can look at errors on probes to determine what instruction is needed.
    • Intervention Weekly Planners, a weekly planner for K through Level 3 is included. The weekly planner is blank, and teachers can fill in based on student needs.
    • Intervention Learning Plan Template, a template is included for teachers to plan daily intervention lessons. The template is blank for teachers to fill in based on student need. There is a completed learning plan for teachers to view.

Materials 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. Examples include:

  • In Level 2 Fundations Teacher's Manual, Learning Activity Overview, Dictation/ Sentences, Differentiation, page 38, teachers are directed to allow struggling students use of their Student Notebooks. Teachers are directed to check-in with these students to be sure they recall the sentence correctly and provide reinforcement as needed.
  • In Level 2 Fundations Teacher's Manual, Learning Activity Overview, Word of Day, page 56, teachers are directed to give additional decoding cues for struggling learners, such as giving them the keyword or tap the word out with them. 
  • In Level 2 Fundations Teacher's Manual, Unit 7 Introduction, page 230, teachers are directed to encourage struggling students to use their Student Notebooks to assist with spelling. The Vowels page lists all three syllable types with keywords and can aid students in determining which syllable pattern is needed for long and short vowels.
  • In Level 2 Fundations Teacher's Manual, Unit 9, Introduction, Differentiation, page 286, teachers are directed to guide students to the correct answer with a decoding or encoding task. This is followed by a scaffolded question example for a student who reads “frist” for “first”.
  • In Level 2 Fundations Teacher's Manual, Unit 14, Introduction, Differentiation, it directs teachers to have students repeat the sentences in phrases before writing.  If they have difficulty recalling the whole sentence, have them repeat and write one phrase at a time.
  • In the PLC, Intervention, Intervention Resources, resources are included to support the instruction of students below grade level including:  An intervention inventory report, general lesson guidelines, additional lesson support activities, intervention learning plan template, completed intervention learning plan template, intervention weekly planners, intervention activity strips, and fluency videos/practice templates. 

Indicator 2i.iii

Materials regularly provide extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade-level.
2/4
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Indicator Rating Details

The materials reviewed for Grade 2 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. 

The Level 2 Fundations materials provide some opportunities for extensions and advanced opportunities for students who are working above grade level. The Fundations Teacher's Manual shares brief suggestions for how to differentiate learning activities used throughout the program materials as well as ideas for differentiating each unit. Specifically, differentiation for advanced students sometimes includes the utilization of nonsense words in connection with the foundational skills being taught. The use of three syllable words for reading and spelling instead of two syllable words also provides more depth of foundational skills. For sentence dictation, differentiation for advanced students sometimes includes the teacher instructing students to show “everything they know” by marking up all known concepts as well as dictating an additional sentence for them to write. The instructional suggestions shared are brief and do not involve the student going beyond the material presented. Opportunities are missed for advanced students to dive deeper into grade-level standards. Differentiation ideas for advanced students are not included in daily lesson plans.

Materials provide some opportunities for advanced students to investigate grade-level foundational skills at a greater depth. Examples include:

  • In Level 2 Fundations Teacher's Manual, Learning Activity Overview of Word of the Day-Differentiation, page 56, teachers are directed to challenge advanced students with nonsense words and more challenging vocabulary. The teacher calls on students to provide multiple meanings or give a word that means the opposite. Instruction is given to be sure the advanced students say a sentence for the Word of the Day, which clearly indicates the meaning of the word.
  • In Level 2 Fundations Teacher's Manual, Unit 5, Introduction, page 172, teachers are directed to encourage advanced students to “transfer the skills of syllable division to authentic reading and writing tasks across the curriculum.” Students look and listen for prefixes and suffixes that give cues to the meaning of words.
  • In Level 2 Fundations Teacher's Manual, Unit 7, Introduction-Differentiation, page 230, advanced students use the three syllable words from the unit resources in reading and spelling for open syllable type.

There are some instances of advanced students simply doing more assignments than their classmates. Examples include:

  • In Level 2 Fundations Teacher's Manual, Unit 8, Overview, Differentiation, page 268, students should be challenged to increase the length of their writing samples, encouraged to use new vocabulary, and encouraged to apply other writing processes.
  • In Level 2 Fundations Teacher's Manual, Unit 14, Introduction, Differentiation, page 416, students who finish writing more quickly, can proofread it carefully and then show “everything they know” by marking up all known concepts. The teacher also has the option to dictate an additional sentence for those students to write on a separate piece of paper.

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.
0/0
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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. All digital materials are for teacher use only. The design of the materials is clear and easy to read and do not provide unnecessary visual distraction.

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.
0/0
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Indicator Rating Details

The digital materials (either included as supplementary 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. 

The Levels K through 2 Fundations supplemental teacher materials located on the online companion, the Prevention/Early Intervention Learning Community (PLC), are web-based and compatible with multiple Internet browsers such as Google Chrome, Firefox, Safari, and Microsoft Edge. The PLC follows a universal programming style and allows the use of tablets and mobile devices. The PLC was successfully accessed on Apple Macbook, Windows PC, Microsoft Surface Tablet, Apple iPad, Google Chromebook, Android phone, and iPhone. While the PLC is compatible on mobile devices, the PLC is not responsive to mobile devices. On a mobile device, it continues in full website mode.

Indicator 2k

Materials support effective use of technology to enhance student learning.
0/0
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Indicator Rating Details

The Level 2 Fundations digital materials located on the online companion, Prevention/Early Literacy Intervention Learning Community (PLC), are intended for teacher use only. Students do not have access to this digital resource. The PLC only contains teacher resources or printables for students. Stories for Units 2 through 17 are located on the Prevention/Early Intervention Professional Learning Community for teachers to display during the Storytime lesson activities. The stories are found under My Resources, Printable Resources, Activity Resources, Storytime Resources, Level 2 stories. There is not a student learning technology program within or in addition to the digital platform.

Indicator 2l

Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.
0/0
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Indicator Rating Details

The Level 2 Fundations supplemental teacher materials located on the online companion, the Prevention/Early Intervention Learning Community (PLC), are intended for teacher use only. The PLC provides teacher resources under the Intervention tab, and teachers are able to download an editable lesson plan template for reteaching lesson plans. A completed lesson plan template is available for teachers to review. Other resources that can be personalized include a Unit Test Tracker which student names and dates can be added. There is not a student learning technology program within or in addition to the digital platform to personalize learning for students.

Indicator 2m

Materials can be easily customized for local use.
0/0
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Indicator Rating Details

The Level 2 Fundations digital teacher materials located on the online companion, the Prevention/Early Intervention Learning Community (PLC), provide teacher resources that can be customized. On the PLC under My Resources, Printable Resources, and Planning tabs, for Level 2, a fillable daily plan is provided along with sample learning plans, a blank template for a learning plan for reteaching which includes the amount of time allotted for each activity. The remaining resource materials provided on the PLC are in pdf format and cannot be customized.

Indicator 2n

The visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
0/0
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Indicator Rating Details

The Level 2 Fundations visual design is not distracting or chaotic. The digital teacher materials located on the online companion, the Prevention/Early Intervention Learning Community (PLC), are for teacher use and are user-friendly. Other printable resources on the PLC are simple and engaging. Student print materials are not distracting. Materials, such as Letter Board, Magnetic Letter Tiles, Dry Erase Writing Tablet, Gel Word Board with Magic Pen, Student Notebook, Composition Notebook, My Fundations Journal, Desk Strip, and Echo Pointer are simple, yet engaging and free of distracting graphics or unnecessary information.

abc123

Additional Publication Details

Report Published Date: 11/13/2019

Report Edition: 2012

Title ISBN Edition Publisher Year
Magnetic Strips 978-1-56778-226-4 Wilson Language Training 2012
Magnetic Letter Tiles 2 978-1-56778-227-1 Wilson Language Training 2012
Standard Sound Cards 2 978-1-56778-234-9 Wilson Language Training 2012
Large Sound Cards 2 978-1-56778-264-6 Wilson Language Training 2012
Suffix and Syllable Frames 978-1-56778-274-5 Wilson Language Training 2012
Home Support Pack 2 978-1-56778-306-3 Wilson Language Training 2012
Letter Board 2-3 978-1-56778-364-3 Wilson Language Training 2012
Fluency Kit 2 978-1-56778-416-9 Wilson Language Training 2012
Alphabet Wall Strip 978-1-56778-459-6 Wilson Language Training 2012
Fundations Student Kit 2 978-1-56778-467-1 Wilson Language Training 2012
Fundations Teacher?s Kit 2 Second Edition 978-1-56778-471-8 Wilson Language Training 2012
Desk Strip 978-1-56778-479-4 Wilson Language Training 2012
Dry Erase Writing Tablet 978-1-56778-480-0 Wilson Language Training 2012
Classroom Poster Set 2 (7 posters) 978-1-56778-482-4 Wilson Language Training 2012
Composition Book 2 978-1-56778-507-4 Wilson Language Training 2012
Student Notebook 2 978-1-56778-518-0 Wilson Language Training 2012
Teacher's Manual 2 978-1-56778-522-7 Wilson Language Training 2012
Trick Word Flashcards 2 978-1-56778-529-6 Wilson Language Training 2012
Activity Cue Cards 2 978-1-56778-532-6 Wilson Language Training 2012
Word of the Day Cards 2 978-1-56778-536-4 Wilson Language Training 2012
My Fundations Journal 978-1-56778-538-8 Wilson Language Training 2012
Gel Word Board with Magic Pen 978-1-56778-546-3 Wilson Language Training 2012
Books to Remember Set 2 (5 books) 978-1-56778-551-7 Wilson Language Training 2012
Large Letter Formation Grid 978-1-56778-616-3 Wilson Language Training 2012
Large Dictation Grid 978-1-56778-617-0 Wilson Language Training 2012

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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