2nd Grade - Gateway 1

The phonics scope and sequence in Wilson Fundations meets the expectations for Indicator 1g. The materials provide a clear, evidence-based explanation for the order in which phonics skills are taught, grounded in research on sound mastery, the alphabetic principle, and structured word analysis. Instruction is designed to move beyond isolated letter–sound knowledge and is intentionally organized around the six syllable types in English to support accurate decoding and spelling. The phonics sequence is cohesive, cumulative, and systematically increases in complexity across the year. Instruction begins with reinforcement and expansion of previously taught single-syllable patterns and progresses to advanced vowel patterns, spelling generalizations, and multisyllabic word reading. Students are explicitly taught how to apply phonics knowledge through blending, segmenting, spelling, and decoding words and connected text aligned to the scope and sequence. Across units, phonics instruction integrates high-utility spelling patterns, syllable division principles, and morphological elements, supporting students’ ability to decode and spell increasingly complex words with accuracy and automaticity.

• Materials contain a clear, evidence-based explanation for the expected sequence for teaching phonics skills. 

  • In the Prefatory materials, the Phonics and Word Study: Instruction for Decoding, Word Recognition, and Spelling section provides a rationale for the phonics sequence used in Grade 2. The materials explain that sound mastery is an essential skill for students because it lays the foundation for learning the alphabetic principle, which is fundamental for decoding and spelling words through phonics instruction (Ehri, 2014). The materials further explain that phonics instruction must extend beyond isolated sound–symbol knowledge. In Fundations, students are explicitly taught how to blend sounds and syllables into words, supporting accurate word reading and spelling. This instruction is described as systematic and is intentionally organized around the six basic syllable patterns in English.  The sequence is designed so that students build on previously learned skills from Level K starting with the continuous consonant sounds associated with the letters f, m, n, l, r and progress from decoding simple CVC words to words with four and then five sounds, and eventually to more complex patterns, including multisyllabic words and expanded vowel patterns. 

• Materials provide a cohesive, intentional phonics sequence that progresses from simple to more complex skills and includes ample opportunities to apply skills through decoding in connected text. 

  • The Fundations Level 2 scope and sequence presents a systematic phonics progression that builds on previously taught skills and increases in complexity across the year:

  • Early Units: Reinforcement and expansion of single-syllable patterns

    • Units 1–2

      • Review of letter–keyword–sound for consonants and vowels

      • Consonant digraphs and consonant blends

      • Closed syllable type

      • Spelling of /k/ sound

      • Bonus letter rule (ff, ll, ss, sometimes zz)

      • Glued sounds (all, am, an, ang, ing, ank, ink, onk, unk)

      • Introduction of r-controlled vowels (ar, er, ir, or, ur)

  • Middle Units: Vowel patterns and morphological extensions

    • Units 3–4

      • Closed-syllable exceptions

      • Additional glued sounds (ild, ind, old)

      • Vowel teams (ai, ay, ea, ee, ey, oi, oy)

      • Review and expansion of suffixes (-s, -es, -ed, -ing)

      • Comparative suffixes (-er, -est)

  • Transition to multisyllabic decoding

    • Unit 5

      • Reading and spelling two-syllable words

      • Syllable division rules between closed syllables

      • Introduction of additional suffixes (-ful, -ment, -ness, -less, -able, -en, -ish)

      • Introduction of prefixes (mis-, un-, non-, dis-, trans-)

  • Advanced syllable types and combinations

    • Units 6–9

      • Review of vowel–consonant–e syllable

      • Vowel–consonant–e exception (-ive)

      • Open syllable type and y as a vowel

      • R-controlled syllable types (ar, or, er, ir, ur)

      • Combining multiple syllable types in two- and multisyllabic words

  • Later Units: Complex vowel patterns and spelling generalizations

    • Units 10–16

      • Double vowel syllable type

      • Long vowel spelling patterns (ai/ay, ee/ea/ey, oa/oe/ow)

      • Diphthongs (oi/oy, ou/ow)

      • Long u patterns (oo, ou, ue, ew)

      • Spelling generalizations for /o/ and /ou/ sounds

  • Final Units: Full syllable system

    • Unit 17

      • Consonant –le syllable type

      • Review of all six syllable types

    Across units, students consistently apply newly taught phonics skills through decoding and spelling words that align to the scope and sequence, demonstrating a progression from single-syllable patterns to complex multisyllabic word structures.

• Phonics instruction is based on high utility patterns and/or specific phonics generalizations. 

  • The Fundations Level 2 phonics sequence is anchored in high-utility phonics patterns and explicit generalizations that support decoding and spelling across increasingly complex texts.

    • Instruction emphasizes the six syllable types, providing a generalizable framework students apply to both single- and multisyllabic words.

    • High-frequency spelling generalizations are explicitly taught and applied, including:

      • Bonus letter rule (ff, ll, ss, sometimes zz)

      • /k/ spelling options

      • Spelling generalizations for ck, glued sounds, and closed-syllable exceptions

    • R-controlled vowel patterns (ar, or, er, ir, ur) are taught systematically and combined with other syllable types.

    • Vowel teams and diphthongs are introduced using spelling option procedures, supporting flexible decoding and encoding.

    • Morphological patterns, including prefixes and suffixes (-s, -es, -ed, -ing, -er, -est, -ful, -ment, -ness, -less, -able), are taught as high-utility units that transfer across many words.

    • The consonant –le syllable type completes the full syllable system, supporting accurate decoding of a wide range of multisyllabic words.

    By organizing phonics instruction around these high-utility patterns and generalizations, the materials support transfer, efficiency, and long-term word reading development.

The materials’ exclusion of three-cueing strategies in Wilson Fundations meets expectations for Indicator 1h. Materials do not include instructional language or routines that rely on the three-cueing system. Lessons focus on explicit instruction in phoneme-grapheme correspondences and phonics-based decoding. When students encounter unfamiliar words, instruction emphasizes attention to letter-sound relationships rather than relying on context or visual cues to guess the word. 

• Materials do not contain elements of instruction that are based on the three-cueing system for teaching decoding. 

  • The materials do not contain elements of instruction that are based on the three-cueing system for teaching decoding.

The pacing and practice opportunities of phonics instruction in Wilson Fundations meet the expectations for Indicator 1i. Materials introduce newly taught phonics skills gradually across the school year, with instructional time adjusted based on students’ prior exposure to the program and with sufficient time allotted for review and application before additional concepts are introduced. The scope and sequence prioritize reinforcement of previously taught skills early in the year and progress systematically toward more complex phonics and syllable patterns. Lessons are designed to provide sustained opportunities for student practice with newly introduced patterns through structured routines that support movement from accuracy toward automaticity. Distributed, cumulative, and interleaved practice is embedded across units, requiring students to apply both current and previously taught phonics skills within ongoing decoding and encoding activities.

• Materials include reasonable pacing of newly taught phonics skills. 

  • The Fundations Level 2 unit’s introductions describe a phonics sequence that is paced intentionally across the school year, with instructional time adjusted based on students’ prior exposure to the program and new skills introduced gradually with opportunities for review and application before additional concepts are introduced. 

    • Unit 1 is planned for two weeks for students who completed Fundations in Grade 1 and three to four weeks for students without prior Fundations instruction. This unit focuses on reviewing foundational concepts from Level 1, including digraphs sh, th, ch, ck, wh, the distinction between digraphs and blends, digraph blends, and spelling generalizations for the /k/ sound in one-syllable words.

    • Unit 2 spans two weeks and continues to review previously taught concepts, including the bonus letter rule ff, ll, and ss, while introducing r-controlled vowel keywords and sounds for reference during reading. 

    • Unit 3 is planned for one week and introduces closed-syllable exceptions taught as welded sounds, alongside limited practice with vowel teams presented initially through drills rather than full instruction. 

    • Unit 4 spans two weeks and revisits suffixes taught in Level 1 while adding additional sounds for -ed and introducing -est and -er, with instruction limited to unchanging base words.

    • Unit 5, planned for two weeks, the focus shifts from individual sounds to syllables, including reviewing procedures for dividing words into syllables and introducing a small set of new consonant and vowel suffixes. 

    • Unit 6, also planned for two weeks, revisits the vowel-consonant-e syllable type introduced in Level 1 and adds targeted instruction on spelling options, exceptions, and sound variations. 

    • Unit 7 spans three weeks and introduces the open syllable, including instruction on y functioning as a vowel and vowel suffix.

    • Units 8 and 9, spanning one to two weeks each, focus on r-controlled syllables, first with ar and or and then with er, ir, and ur. 

    • Beginning in Unit 10, the materials shift to in-depth instruction on vowel teams within the double vowel syllable, introducing a limited number of vowel teams per unit over Units 10–16, with each unit planned for one to two weeks. Instruction emphasizes the use of spelling option procedures rather than introducing multiple new patterns at once. 

    • Unit 17, planned for two weeks, introduces the final syllable type, consonant-le, completing the progression of the six syllable types.

• The lesson plan design allots time to include sufficient student practice to work towards automaticity. 

  • In Unit 2, Week 1, Day 1, Introduce New Concepts, the lesson design allots time for students to engage in repeated practice with newly introduced phonics patterns. Students practice reading and analyzing words with the bonus letters ff, ll, ss, and zz by tapping and blending sounds using Standard Sound Cards. Students read words by tapping once per sound and blending the sounds together, while identifying the bonus letter and recognizing that the added letter does not represent an additional sound. Students apply the bonus letter rule across multiple examples by reading and analyzing several words built from unit resources and identifying whether the bonus letter applies based on vowel position and consonant placement. Students further practice distinguishing when bonus letters are not used by reading contrasting examples, such as words containing blends. The lesson also provides sustained student practice with the glued sound all. Students repeat the letter–keyword–sound sequence for all and practice tapping and blending words that combine previously taught consonants with the all sound, using a distinct tapping pattern for the glued sound. Students read multiple words containing all, such as fall, mall, wall, and call, reinforcing accurate production of the new phonics pattern. Additional practice occurs through Student Notebook activities, where students record examples of bonus letters and glued sounds.

  • In Unit 9, Week 1, Day 1, Introduce New Concepts, the lesson design allots time for students to engage in repeated practice with a newly introduced phonics pattern. Students practice producing the /ər/ sound by echoing the sound and identifying its possible spellings using Magnetic Letter Tiles. Students locate the letter combinations er, ir, and ur on their letter boards and name each letter sequence aloud, reinforcing recognition of the spelling options for the target sound. Students apply the new phonics skill through repeated spelling and word analysis using the spelling option procedure. After orally repeating and tapping the sounds in dictated words, students build words using Standard Sound Cards, testing each spelling option for the /ər/ sound. Students check their selections using the spelling options dictionary in their Student Notebooks, reinforcing accurate application of the spelling pattern. Additional practice occurs as students spell multiple dictated words with the /ər/ sound using letter tiles and record examples of one-syllable and multisyllabic er, ir, and ur words in their Student Notebooks.

• Materials contain distributed, cumulative, and intervleaved opportunities for students to practice and review all previously learned grade-level phonics. 

  • ​​In Unit 1, Week 1, Day 2, Word of the Day, the materials provide cumulative and interleaved phonics practice that reviews previously taught phonics skills. Students build and read the word rich using Standard Sound Cards and revisit the concept of consonant digraphs by identifying and underlining the digraph ch within the word. Students tap and read the word aloud, reinforcing previously introduced sound–spelling relationships. Students then practice reading additional unit words using Standard Sound Cards, including rash, such, zip, vet, whack, and path. For each word, students tap the sounds and blend them to read the word aloud, applying a range of previously taught phonics skills within the same routine. The lesson interleaves short vowels, single consonants, and consonant digraphs and provides opportunities for students to mark words in print to identify phonics features. Additional practice occurs as students orally use the word of the day in sentences and reread a teacher-written sentence that includes the target word. The word card is added to an ongoing practice pack for continued review. 

  • In Unit 8, Week 1, Day 3, Dictation, Dry Erase, the materials provide distributed and cumulative opportunities for students to review and apply previously taught phonics skills through encoding. Students repeat each dictated word aloud and identify the base word for any word that includes a suffix. For multisyllabic words, students say and spell each syllable orally before writing the syllables in syllable frames at the top of their dry erase writing tablets and then writing the complete word below. Immediately after writing each word, students scoop the word into syllables and reread it to proofread, reinforcing the connection between spelling and decoding. The materials include a mix of current unit words and review words, including high-frequency words and words representing previously taught phonics patterns such as short vowels, consonant blends, digraphs, closed syllables, r-controlled vowels, and multisyllabic words. Review words include sent, next, bill, string, wind, strap, quilt, crib, muffler, tops, blank, stink, bolt, mild, and fold. By requiring students to apply multiple phonics skills within a single dictation routine, the lesson provides interleaved practice and cumulative review of grade-level phonics skills across units.

The phonics instruction in Wilson Fundations meets the expectations for Indicator 1j. Materials include explicit and systematic teacher modeling of newly taught phonics patterns through clearly sequenced instructional routines. Lessons guide the teacher to model how new patterns function within words and syllables, including vowel–consonant–e syllables and consonant-le syllables, before students apply the same routines. Instruction consistently incorporates teacher-modeled blending, segmenting, and spelling routines aligned to the unit focus. Materials also include structured dictation opportunities that reinforce newly introduced phonics patterns and provide teacher guidance for corrective feedback to support accurate application of phonics skills during decoding and encoding.

Note: This indicator is analyzed at the lesson level to examine the instructional progression within and across lessons. Repeated references to a single week or lesson reflect the structured sequence of explicit instruction and guided practice, which is representative of how the materials support this skill throughout the year. 

• Materials contain explicit instructions for systematic and repeated teacher modeling of newly taught phonics patterns. 

  • In Unit 6, Week 1, Day 1, Introduce New Concepts, materials introduce the concept of vowel-consonant-e (v–e) syllables. First, the teacher builds the word hop with the Standard Sound Cards. The teacher asks students if the syllable is closed or open and then leads students through segmenting the phonemes in the word to /h/ /ŏ/ /p/. Using the Standard Sound Cards, the teacher then adds an e to the end of hop and shares that hope also has three sounds, but in order to get the vowel o to say its name, they have to add an e at the end. The materials direct the teacher to “[e]xplain that e is the busiest letter of the alphabet. It volunteers to help out, but keeps its mouth closed while it works.” The teacher then builds the following v–e words with the students: eve, rope, tune, and time. The materials also advise the teacher to practice the pattern established with transforming hop to hope with the following word pairs: cap and cape; cut and cute; tub and tube; rid and ride; and fin and fine. 

  • In Unit 17, Week 1, Day 1, Introduce New Concepts, materials introduce the concept of consonant-le syllables. First, the teacher reviews all of the other syllable types that students have learned. The teacher then explains that the consonant-le syllable type is the last one they will learn and always comes at the end of a multisyllabic word. The teacher then compares the consonant-le syllable type with the v–e type in that the e at the end does not speak. The teacher takes the students through various forms of the consonant-le type such as -gle, -zle, -ple, -ble, -tle, -dle, -kle, and -fle. The teacher models how to say each syllable type by putting the two consonant sounds together. 

• Lessons include blending and segmenting practice using structured, consistent blending routines with teacher modeling. 

  • In Unit 6, Week 1, Day 2, Teach Spelling of the /k/ Sound in v–e Syllables, the teacher dictates the word lick and has students repeat the word before building it with magnetic letter tiles while the teacher models the process on the board using the Standard Sound Cards. Students segment the word into sounds as the teacher builds l, i, and ck and prompts students to explain why ck is used at the end of lick following a short vowel. The teacher then dictates the word like and directs students to repeat the word and tap out each sound. The teacher models replacing ck with k and e to build like, explaining that k is used for the /k/ sound after a long vowel and that ck is used only after a short vowel. Students tap out like and then orally spell the word while tapping the sounds again, reinforcing coordinated segmenting and blending. The teacher continues dictating additional words ending with the /k/ sound from the unit resources, maintaining the same routine of repeating, tapping, building, and orally spelling. Students then record an example of the spelling of the /k/ sound in a vowel-consonant-e word in the spelling section of their student notebooks.

  • In Unit 17, Week 1, Day 3, Make it Fun, the teacher writes a list of pseudo-words on the board including barteck, stendip, and pruffle. The teacher has the students chorally read (blend) the list of pseudo-words and selects a student to come to the board and circle a pseudo-word of their choosing. The students then build that word using their Magnetic Letter Tiles. For example, if the student circled pruffle, all students would build pruffle with their Magnetic Letter Tiles. Next, the teacher then states a new pseudo-word that changes a phoneme of the selected pseudo-word. For example, the teacher would say bruffle. Finally, the students would exchange the appropriate Magnetic Letter Tiles to create the new pseudo-word. 

• Lessons include dictation of words and sentences using the newly taught phonics pattern(s). 

  • In Unit 6, Week 1, Day 3, Dictation (Dry Erase), students write sounds, words, and sentences that are stated by the teacher. Students write unit words that emphasize the concept of the unit, v–e syllables, such as base, bone, stone, and white. The teacher states the word and has students tap the word prior to writing the word on their dry erase boards. After writing the word, students spell the word chorally, reinforcing the phonics concept of v–e syllables.

  • In Unit 17, Week 1, Day 4, Dictation (Composition Book), students write sounds, words, and sentences that are stated by the teacher. Students write unit words that emphasize the concept of the unit, consonant-le syllables, such as able, apple, cattle, and uncle. The teacher states the word and has students tap the word prior to writing the word in their composition books. After writing the word, students spell the word chorally, reinforcing the phonics concept of the consonant-le syllable type.

• Materials include teacher guidance for corrective feedback when needed for students. 

  • In Unit 13, Week 1, Day 5, the materials provide explicit corrective feedback prompts for students who struggle with double vowel syllables. When a student has difficulty reading or spelling a word such as flow, the teacher is directed to prompt the student to identify the vowel sound in the word and then consider alternate spellings for the /ō/ sound, such as oa and oe. The teacher models marking the word by scooping the syllable and identifying the syllable type by marking it with a d, reinforcing analysis of vowel patterns and syllable structure.

  • In Unit 17, Week 1, Day 5, materials provide guidance for corrective feedback, for example, if a student struggles to mark the syllable types when engaging in word analysis. The teacher is guided through a series of scripted questions such as “What is the word? (pebble). How many syllables do you hear? (peb). What syllable type is it? (closed),” then the materials direct the teacher to scoop and mark it with a ‘c.’ Then continues with questions, “”What is the second syllable? (bl). What type of syllable is it? (consonant-le). The materials direct the teacher to scoop and mark it. 

The decoding and encoding practice opportunities in Wilson Fundations meet the expectations for Indicator 1k. Materials provide frequent and varied opportunities for students to decode and encode words using taught phonics patterns through consistent blending, segmenting, spelling option procedures, and dictation routines. Daily lessons include teacher modeling followed by guided and independent practice that reinforces sound–spelling correspondences, including suffixes, vowel teams, syllable types, and multisyllabic word structures. Students engage in word level decoding. Materials also include cumulative and distributed practice to ensure ongoing application of previously taught phonics skills across units.

Note: This indicator is analyzed at the lesson level to examine the instructional progression within and across lessons. Repeated references to a single week or lesson reflect the structured sequence of explicit instruction and guided practice, which is representative of how the materials support this skill throughout the year.

• Lessons provide students with regular opportunities to decode words with taught phonics patterns. 

  • In Unit 4, Week 2, Day 2, students practice decoding words with taught phonics patterns during Word of the Day and Make Words activities. Students build and read words using Standard Sound Cards and suffix frames, first reading the base word and then the complete word with the suffix -ed. Students decode words such as checked, jumped, crunches, boxes, benches, crashes, glasses, pinches, lunches, wishes, dishes, and rashes. 

  • In Unit 16, Week 1, Day 3, students practice decoding words containing the vowel team -aw and au and previously taught phonics patterns during Word of the Day and Make Words activities. Students tap and read one-syllable words such as law, draw, saw, raw, and straw using Standard Sound Cards. The teacher models scooping multisyllabic words into syllables, and students read syllables in words such as jigsaw, astronaut, launch, fault, and drawn. 

• Lessons provide students with regular opportunities to encode words with taught phonics patterns. 

  • In Unit 4, Week 2, Day 2, students encode words with taught phonics patterns during word building and dictation routines. Students spell words with the suffix -ed by first identifying and spelling the base word and then adding the suffix using yellow suffix tiles. Students encode words such as jumped, checked, and additional dictated words with -ed after determining whether the suffix represents the /t/ or /d/ sound. During Dictation, Dry Erase, students write three sounds, three current words, one review word, two trick words. Students tap and orally spell the base word before adding the suffix, providing repeated opportunities to encode taught spelling patterns.

  • In Unit 16, Week 1, Day 3, students encode words using taught phonics patterns during Dictation, Dry Erase. Students write unit sounds by repeating the sound, naming the corresponding letter or letters, and then writing the sound. Students encode current and review words such as law, draw, saw, straw, paul, jigsaw, fault, launch, raw, astronaut, and drawn. For multisyllabic words, students orally say and spell each syllable before writing the syllables in syllable frames and then writing the full word below. Students also encode words with spelling options by leaving a blank, writing possible spellings, checking the correct option in their Student Notebooks, and completing the word, reinforcing accurate spelling of vowel team patterns.

• Student-guided practice and independent practice of blending sounds using the sound-spelling pattern(s) is varied and frequent. 

  • In Unit 4, Week 2, Day 2, students engage in varied and frequent blending practice across multiple routines. Students blend sounds when reading and building base words and then reread the complete words with suffixes, such as check → checked and jump → jumped. During spelling activities, students independently determine whether a word contains a suffix and orally blend the sounds in the base word before adding -ed. Additional blending practice occurs as students reread unit words such as crunches, benches, glasses, and wishes and blend words during sentence reading and dictation activities, providing repeated student-guided and independent blending practice.

  • In Unit 16, Week 1, Day 3, students engage in varied and frequent blending practice across word- and sentence-level routines. Students blend sounds while tapping and reading one-syllable words such as law, draw, and saw. Students also blend syllables when reading multisyllabic words such as jigsaw, astronaut, and launch after the teacher models scooping. During dictation, students independently blend syllables while spelling and rereading words, and additional blending practice occurs as students reread sentences aloud after scooping them into phrases. These routines provide repeated student-guided and independent blending practice using taught vowel team and syllable patterns.

• Materials provide opportunities for students to engage in word-level decoding practice focused on accuracy and automaticity. 

  • In Unit 4, Week 2, Day 2, students engage in repeated word- and sentence-level decoding practice designed to support accuracy and automaticity. Students reread words with suffixes, including checked, jumped, crashes, pinches, and dishes, during word building and dictation routines. 

  • In Unit 16, Week 1, Day 3, students engage in repeated word- and sentence-level decoding practice designed to support accuracy and automaticity. Students reread unit words containing the vowel team aw, including law, draw, straw, fault, and drawn, during word reading and dictation routines.

The instruction and practice of spelling rules and generalizations in Wilson Fundations meet the expectations for Indicator 1l. Spelling instruction is aligned to the phonics scope and sequence and progresses logically as students expand from previously taught sound–spelling patterns to more complex spelling generalizations, including syllable-based rules and spelling options for vowel teams and long vowel sounds. Materials provide explicit explanations for spelling rules that connect spelling to sound position, syllable structure, and word analysis. Students have regular opportunities to practice spelling rules and generalizations through structured routines that include word building, dictation, and cumulative application of multiple spelling patterns, supporting accurate spelling and increasing automaticity.

• Spelling rules and generalizations are aligned to the phonics scope and sequence. 

  • In Unit 5, Week 1, Day 3, Introduce New Concepts, materials introduce the spelling generalization that in multisyllabic words ending in the /ik/ sound, the /ik/ sound is represented with -ic, not -ick. This builds on the various ways that students have learned to represent the /k/ sound. The teacher demonstrates this new generalization with the word public. After the students and teacher discuss this new spelling of the /k/ sound, students add the -ic examples to the Spelling Rules section of their Student Notebooks. 

  • In Unit 10, Week 1, Day 2, Introduce New Concepts, materials continue with the three ways students have learned to spell the long /ā/ sound: a-consonant-e, ai, and ay. In the Word Play portion of the activity, the teacher is guided to tell the students that ay is almost always used for the /ā/ sound at the end of words. The teacher says: “Even though we have several ways to make the /ā/ sound, remember to use ay at the end of words.”

• Materials include explanations for spelling of specific words or spelling rules. 

  • In Unit 12, Week 1, Day 2, Introduce New Concepts, materials continue with the vowel teams oi and oy which both make the /oi/ sound. The teacher explains that oy is used at the end of syllables, while oi is used at the beginning or middle of syllables to produce the /oi/ sound. The teacher continues by dictating the word boil. Students repeat the word, then orally segment and tap the sounds in the word. The teacher positions the b and l Standard Cards at the beginning and end of the word and asks the students, “Which spelling of /oi/ should be used?” Students should respond, “oi.” When the teacher asks, “Why?”, students should respond, “Because it [the /oi/ sound] is not at the end of the word.”

  • In Unit 11, Week 1, Day 2, Introduce New Concepts, materials continue the exploration of the various spelling patterns that make the long /ē/ sound. At this point in the scope and sequence, students have six spellings for the /ē/ sound: e, e-consonant-e, y, ee, ea, and ey. Using the word feed as the word for discussion, the Teach Spelling portion of the lesson emphasizes that only three of those options would be appropriate to make the /ē/ sound in the middle of a word. The lesson then continues to eliminate options until the class has the correct spelling of the word feed, including encouraging students to use their dictionaries to determine correct spelling. 

• Students have sufficient opportunities to practice spelling rules and generalizations. 

  • In Unit 11, Week 2, Day 2, Word of the Day, students practice using the -ey pattern to produce the long /ē/ sound at the end of the word valley. The word valley gives students an opportunity to review the double vowel syllable, the sound of ey, and the spelling rule for the long /ē/ sound. Current Unit Words are as follows: valley, kidney, and hockey. 

  • In Unit 13, Week 2, Day 2, Echo/Find Letters & Words, students practice building (i.e. spelling) words with the long /ō/ sound. At this point in the scope and sequence, students know that there are five ways to produce the long /ō/ sound: o, o-consonant-e, oa, oe, and ow. The activity begins with the teacher dictating several words with /ō/. These words are pulled from the Unit Resources and include blow, slowly, hoe, window, and boat. Using their Magnetic Letter Tiles and Letter Boards, students build (i.e. spell) words with the long /ō/ sound explored in this unit. 

The decodable texts and instructional routines in Wilson Fundations meet the expectations for Indicator 1m. Decodable texts are systematically aligned to the program’s phonics scope and sequence, with each unit pairing narrative and informational texts to the specific phonics patterns taught, including syllable types, suffixes, vowel teams, and multisyllabic word structures. Lessons include structured routines for initial and repeated readings that support accuracy, automaticity, and confidence through teacher modeling, guided practice, and independent rereading. Texts are phonetically controlled rather than predictable and increase in complexity over the year, enabling students to apply accumulated phonics knowledge to increasingly complex connected text while maintaining alignment to taught patterns.

• Decodable texts reflect grade-level phonics patterns aligned to the program’s scope and sequence. 

  • Across Grade 2, the materials provide decodable texts that consistently align to the phonics patterns introduced in the program’s scope and sequence. Each unit pairs narrative and informational texts with the specific phonics focus taught during that unit, ensuring students apply newly taught and previously learned sound–spelling patterns during reading.

    • Unit 1

      • My Mom Has a Big Secret (Narrative): blends and digraphs

      • Sunfish or Goblin? (Informational): closed syllable type

    • Unit 2

      • Ross Saves the Game (Narrative): bonus letters

      • Who Invented That? (Informational): glued sounds (all, am, an, ing, ong, ink)

    • Unit 3

      • The Mold Test (Narrative): closed syllable exceptions

    • Unit 4

      • Ross and Tess (Narrative): -ed Sounds (/id/, /d/, /t/)

      • Who Hid in the Shrubs? (Informational): Comparison Suffixes: -er, -est

    • Unit 5

      • A Trip to the Dentist (Narrative): two-syllable words ending in -ic

      • Fun Facts to Help You Like the Dentist (Informational): single- and multisyllabic words with closed syllables and suffixes (-en, -ful, -less, -ness)

    • Unit 6

      • A Visit to a Cabin in the Mountains (Narrative): multisyllabic words with vowel–consonant–e syllables

      • The Great Lakes (Informational): multisyllabic words with vowel–consonant–e syllables, vowel–consonant–e exceptions, and suffix -ive

    • Unit 7

      • Fall by the Lake (Narrative): suffixes (-y, -ly, -ty)

      • Vocalno Facts (Informational): open syllables and y as a vowel

    • Unit 9

      • Arts and Crafts at the Park (Narrative): r-controlled syllables (ar, or)

      • Camping in the Everglades (Narrative): r-controlled syllables (er, ir, ur)

      • Inside the Everglades (Informational): multisyllabic words with r-controlled syllables

    • Unit 10

      • On the Set (Informational): double vowel syllables (ai, ay)

      • The Opening Act (Narrative): homophones with double vowel syllables

    • Unit 11

      • Get in the Game (Informational): double vowel syllables (ee, ea, ey)

      • Bailey and Riley Head to the Beach (Narrative): multisyllabic words with double vowel syllables (ee, ea, ey)

    • Unit 12

      • The Maps of Then and Now (Informational): double vowel syllables (oi, oy)

    • Unit 13

      • Do You Love Snow Cones? (Informational): double vowel syllables (oa, ow)

      • The Snow Cake (Narrative): double vowel syllables (oa, oe, ow)

    • Unit 14

      • Saturday in Midtown (Narrative): double vowel syllables (ou, ow)

      • Printer Loading… (Informational): multisyllabic words with double vowel syllables (ou, ow)

    • Unit 15

      • Riley Finds a Clue (Narrative): double vowel syllables (oo, ou, ue, ew)

      • Groundhogs Like Snacks and Other Fun Facts (Informational): multisyllabic words with double vowel syllables (oo, ou, ue, ew)

    • Unit 16

      • Strong Paws Sanctuary (Narrative): double vowel syllables (au, aw)

    • Unit 17

      • A Little Bit About Oceans (Informational): consonant-le syllables

      • Sparkle Earth (Narrative): multisyllabic words with consonant-le syllables

• Lessons include detailed plans for repeated readings of decodable texts to reinforce accuracy, automaticity, and confidence. 

  • According to the Level 2 Fundations Readers Teacher’s Guide, for the initial reading, the teacher is given two options. In Option 1, the teacher reads the text aloud to students, modeling proficient reading behaviors while students follow along by tracking the text. The teacher reads through the story with minimal interruption, pausing only as needed to clarify meaning or support understanding of unfamiliar words. In Option 2, students read the text independently or with a partner during the initial lesson, applying their emerging decoding skills. Prior to student reading, the teacher is directed to briefly review words with untaught concepts and challenging vocabulary using the “Spotlight on Words” section inside the book’s cover.

    • After the initial reading, the materials outline specific next steps to support comprehension and rereading. Students are prompted to “replay the movie” in their minds by closing their eyes and visualizing the story, followed by oral retelling using a narrative framework provided in the appendix. The teacher then rereads the story aloud while students follow along in their own books, touching the text as it is read to reinforce print tracking.

    • Subsequent readings are intentionally planned and include echo reading, choral reading, paired reading, and independent reading across the second through fourth readings. During these rereadings, the teacher is directed to focus on prosody and phrasing to support fluency. Because the student-read pages in the Together Readers and Independent Readers are highly decodable, the materials note that most students should be able to read the text independently after teacher modeling, with rereading encouraged to build accuracy, automaticity, and confidence.

• Reading practice occurs in decodable texts aligned to the taught phonics patterns and reflects an absence of predictable texts. Use of decodable texts decreases over time as students demonstrate decoding proficiency and transition into increasingly complex texts. 

  • Across Grade 2, students engage in reading practice using decodable texts that require active application of taught phonics patterns rather than reliance on predictable or repetitive text structures. Both narrative and informational texts include controlled vocabulary aligned to the phonics focus of each unit, ensuring students must decode multisyllabic words, suffixes, and syllable types using phonics knowledge.

    • As the year progresses, the phonics demands and text complexity increase, moving from closed syllables and glued sounds to multisyllabic words with vowel–consonant–e syllables, r-controlled syllables, double vowel syllables, and consonant-le syllables. Informational texts become more prominent in later units, requiring students to decode increasingly complex academic vocabulary while applying previously learned phonics patterns.

    • Decodable texts continue to be used across all units, including later units that emphasize fluent reading, phrasing, and comprehension. The materials do not show a decrease in the use of decodable texts over time; instead, decodable texts are used to support increasingly complex reading demands. This reflects a shift in instructional purpose—from supporting initial decoding accuracy to supporting fluent application of accumulated phonics skills. Reading practice remains grounded in phonics-aligned decodables throughout the year and does not rely on predictable text features.

The phonics assessment opportunities in Wilson Fundations meet the expectations for this indicator. Materials regularly and systematically assess students’ mastery of taught phonics skills through unit tests administered at the end of each unit across the year. Assessments measure students’ ability to decode and spell words using grade-level phonics patterns, including syllable types, vowel patterns, and suffixes, with clear administration guidance and defined mastery criteria. Assessment materials provide teachers with tools to record, analyze, and monitor student performance over time at the individual and class levels. Materials also include explicit guidance for using assessment results to inform instructional decisions, including reteaching, targeted practice, and pacing adjustments, supporting students’ progress toward mastery and independence in phonics.

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

  • In the Unit 7 test, students engage in a whole-class assessment of spelling and writing words in their Composition Books. The teacher dictates sounds and words. Students repeat those sounds and words and write them independently. In Unit 7, students spell and write a variety of words, including open-syllable words, words with y making either the /ī/ or /ē/ sound, and suffixes. Unit words include: remote, shyness, windy, lobby, and menu.

  • In the Unit 12 test, students engage in a whole-class assessment of spelling and writing words in their Composition Books. The teacher dictates sounds and words. Students repeat those sounds and words and write them independently. In Unit 12, students spell and write words with the double vowel diphthongs of oi and oy that make the /oi/ sound. Unit words include: spoiled, destroy, joining, and joyful.

    Throughout the Level 2 assessment sequence, phonics concepts are formally assessed through unit tests which occur at the end of every unit (approximately every 2-3 weeks). 

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

  • The FUN HUB digital resource provides a Unit Test Tracker for the teacher to measure students’ skill development in phonics over time. Each student in a class is entered into the online system. The assessments for each unit in that level are populated and the teacher adds data that reflects an individual student’s performance. Once all of the data for a class has been entered, a teacher can sort and visualize that data at the student-, class-, and unit-level. This allows a teacher to understand the trends over time, as well as drill down to specific areas for growth for an individual student. The Share Progress feature of the Unit Test Tracker allows a teacher to export a PDF of an individual student’s results, with the option to translate explanations of the results in English, Spanish, French, and Chinese.

    • The directions state that, “students who are significantly below benchmark or who are consistently below benchmark should be considered for additional in-class support to master the unit’s concept. The total score required to reach benchmark is 16 out of 20 items. Before progressing to the next unit, 80% of the class should be at or above benchmark.” 

  • In the Progress Monitoring materials, the teacher has the ability to record student assessment results on individual forms such as the Word Identification Recording Form. This form allows the teacher to mark student understanding of phonics at the phoneme level. The teacher can then visualize student progress over time in the Student Record Chart.

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

  • In the Fundations Teachers Manual Level 2: Recommendations for Next Steps After the Unit Test, the materials provide suggestions for next steps to support students’ progress toward mastery in phonics. For example, if a student struggles with decoding phonetic words with accuracy after Unit 13, the materials recommend that a teacher use Standard Sound Cards to review challenging sounds. If an area for growth for a student is in spelling phonetic words with accuracy after Unit 16, the materials recommend that the teacher plan an additional Echo/Find activity. 

    • In Fundations Level 2, the teacher has the option to assign additional FUN HUB practice for students. This tool provides interactive support through the digital platform on key concepts (e.g. practicing the double vowel syllables with au or aw in them after Unit 16). 

  • The Fundations Teachers Manual Level 2 suggests that a teacher extends the time of a unit if 80% of the class does not demonstrate mastery (a score of 80% or better) on the unit test. The materials provide suggestions on how to develop a reteach lesson plan to target the current unit’s concepts. If only a few students do not score at least 80% after a unit test, the materials suggest that the teacher use the data and diagnostically plan next steps such as grouping students based on common error patterns and focus instruction on trouble spots.

The high-frequency word instruction in Wilson Fundations meets the expectations for Indicator 1o. Materials provide a systematic and explicit instructional routine for introducing and reviewing Trick Words, with consistent teacher modeling that supports identification of regularly spelled and temporarily irregular parts of words and reinforces phoneme–grapheme connections. Instruction follows a predictable multisensory sequence and includes cumulative flashcard review and notebook practice to ensure spiraling reinforcement across lessons and units. High-frequency word instruction is aligned to the phonics scope and sequence and builds cumulatively across the year, with approximately 180 unique high-frequency words introduced across Units 1–17, including both phonetically regular words and irregular Trick Words. This consistent and cumulative approach supports accurate word recognition and increasing automaticity over time.

• Materials include systematic and explicit instruction of high-frequency words with an explicit and consistent instructional routine. 

  • In Unit 4, Week 2, Day 1, Teach Trick Words, the teacher introduces the trick words sure, use, and used using trick word flashcards and prompts students to identify each word before confirming it. Instruction follows a  routine in which each word is written in large print and practiced through a multisensory sequence that includes skywriting, letter naming, writing the word on individual word boards, and erasing the word while orally rehearsing the spelling. Students are directed to say the word, spell the word, and then say the word again, reinforcing a predictable and repeatable practice structure. Instruction includes systematic review of previously taught trick words through rapid reading of flashcards, including review of Level 1 words such as when, where, there, here, and why, as well as Level 2 words such as shall, full, pull, both, talk, walk, done, goes, and pretty. Students record newly introduced trick words in their notebooks, supporting continued practice beyond the lesson. 

  • In Unit 6, Week 2, Day 1, Teach Trick Words, the teacher introduces the trick words right, place, and together using trick word flashcards and prompts students to identify each word before confirming it. Instruction follows a predictable multisensory routine in which each word is written in large print and practiced through skywriting, letter naming, writing the word on individual word boards, and erasing the word while orally rehearsing the spelling. Students are directed to say the word, spell the word, and then say the word again, reinforcing a repeatable instructional sequence for high-frequency word learning. Instruction includes systematic review of previously taught trick words through rapid reading of flashcards, incorporating both Level 1 and Level 2 words identified in the unit resources. Review examples include Level 1 trick words such as some, come, would, could, and should, as well as Level 2 trick words such as shall, full, pull, both, talk, walk, done, goes, pretty, and again. The routine allows for additional review of trick words identified as challenging during other reading and writing activities. Students record newly introduced trick words in their notebooks. 

• Materials include teacher modeling of the spelling and reading of high-frequency words that includes connecting the phonemes to the graphemes. 

  • In Unit 9, Week 1, Day 1, Teach Trick Words, the materials include teacher modeling to support students in understanding the spelling and reading of high-frequency words identified as trick words. The teacher introduces the words picture, learn, and earth using trick word flashcards and identifies each word before confirming it for students. The teacher points out which parts of each word are known and which parts are tricky, supporting students in understanding how the spellings connect to familiar sounds and which letter sequences must be remembered. Each word is written in large print, and the teacher models spelling by saying each letter aloud while skywriting the word with an extended arm and fingers, reinforcing attention to grapheme sequences. The teacher continues modeling by guiding students to skywrite and orally spell each word with eyes open and closed, then models writing the word using a structured sequence that includes writing and erasing the word while naming each letter. Throughout the routine, the teacher models the sequence of saying the word, spelling the word, and then saying the word again, reinforcing connections between phonemes and graphemes.

  • In Unit 11, Week 2, Day 1, Teach Trick Words, the materials include explicit teacher modeling to support students in understanding the spelling and reading of high-frequency words identified as trick words. The teacher introduces the words breakfast, head, and ready using trick word flashcards and identifies each word before confirming it for students. The teacher identifies known and tricky parts of each word, supporting students in understanding how letter sequences connect to familiar sounds and which parts do not follow expected sound-spelling correspondences. Each word is written in large print, and the teacher models spelling by saying each letter aloud while skywriting the word with an extended arm and fingers, reinforcing attention to grapheme sequences. The teacher continues modeling by guiding students to skywrite and orally spell each word with eyes open and closed, then models writing and erasing the word on individual word boards while naming each letter. Throughout the routine, the teacher consistently models the sequence of saying the word, spelling the word, and then saying the word again, reinforcing connections between phonemes and graphemes. Previously taught trick words are revisited through rapid flashcard reading, and students record newly introduced words in their notebooks.

• Materials include a sufficient quantity of high-frequency words for students to make reading progress.

  • According to the Fundations scope and sequence, by the end of Level 2 students are expected to read and spell the first 200 high-frequency words. Across Units 1–17, the materials introduce approximately 180 unique words designated by the program as high-frequency, including both phonetically regular words and irregular words identified as Trick Words, with additional words revisited through cumulative review.

    • Unit 1

      • High-Frequency Words (phonetically regular): soft, just, that, check, milk, kept.

    • Unit 2

      • Trick Words (HFW): shall, pull, full, both, talk, walk.

      • High-Frequency Words (phonetically regular): small, will, off, than, strong, think.

    • Unit 3

      • High-Frequency Words (phonetically regular): child, hold, kind, most, find.

      • Trick Words (HFW): done, goes, pretty.

    • Unit 4

      • Trick Words (HFW): again, please, animal, sure, use, used.

      • High-Frequency Words (phonetically regular): called, branches, filled, jumper, ped, passed, picked.

    • Unit 5

      • Trick Words (HFW): against, knew, know, always, often, once.

      • High-Frequency Words (phonetically regular): cannot, expect, object, visit, finish, until.

    • Unit 6

      • Trick Words (HFW): only, house, move, right, place, together.

      • High-Frequency Words (phonetically regular): use, close, these, entire, give, statement.

    • Unit 7

      • Trick Words (HFW): eight, large, change, city, every, family, night, carry, something.

      • High-Frequency Words (phonetically regular): me, I, why, became, tiny, exactly.

    • Unit 8

      • Trick Words (HFW): world, answer, different.

      • High-Frequency Words (phonetically regular): or, for, sharp, before, report, party.

    • Unit 9

      • Trick Words (HFW): picture, learn, earth, father, brother, mother.

      • High-Frequency Words (phonetically regular): her, number, over, first, turn, surprise.

    • Unit 10

      • Trick Words (HFW): great, country, away, America, school, thought.

      • High-Frequency Words (phonetically regular): say, way, Saturday, Thursday, rain, detail.

    • Unit 11

      • Trick Words (HFW): whose, won, son, breakfast, head, ready.

      • High-Frequency Words (phonetically regular): see, between, each, green, teachers, valley.

    • Unit 12

      • Trick Words (HFW): favorite, early, ocean.

      • High-Frequency Words (phonetically regular): boy, enjoy, joined, oil, point, soil.

    • Unit 13

      • Trick Words (HFW): Monday, Tuesday, cousin, lose, tomorrow, beautiful.

      • High-Frequency Words (phonetically regular): own, coast, hoe, follow, window, yellow.

    • Unit 14

      • Trick Words (HFW): Wednesday, Thursday, Saturday, bought, throughout, piece.

      • High-Frequency Words (phonetically regular): how, now, down, out, our, power, outside.

    • Unit 15

      • Trick Words (HFW): January, February, July, enough, special, December.

      • High-Frequency Words (phonetically regular): look, good, new, you, too, blue.

    • Unit 16

      • Trick Words (HFW): August, laugh, daughter.

      • High-Frequency Words (phonetically regular): draw, drawing, law, saw.

    • Unit 17

      • Trick Words (HFW): trouble, couple, young.

      • High-Frequency Words (phonetically regular): little, apple, example, single, table, middle.

    The Fundations materials define high-frequency words as a programmatic category that includes both words commonly found in written English and phonetically regular words selected to support automatic word recognition aligned to the phonics scope and sequence. In the broader field of literacy, high-frequency words typically refer to words that appear most often in written text, often drawn from established frequency lists.

The instructional opportunities for high-frequency words in Wilson Fundations meet the expectations for Indicator 1p. Materials provide regular opportunities for students to decode high-frequency words in isolation through structured Trick Word routines with cumulative review. Students also practice decoding high-frequency words within connected text and sentence-level reading tasks, reinforcing application in meaningful contexts. Materials include frequent opportunities for students to encode high-frequency words in isolation and within sentence dictation routines. During these routines, students identify, spell, write, and reread Trick Words independently, supporting accuracy and proofreading. This combination of isolated decoding, contextual practice, and sentence-level encoding supports the development of automaticity over time.

Note: This indicator is analyzed at the lesson level to examine the instructional progression within and across lessons. Repeated references to a single week or lesson reflect the structured sequence of explicit instruction and guided practice, which is representative of how the materials support this skill throughout the year.

• Students practice decoding high-frequency words in isolation. 

  • In Unit 2, Week 1, Day 1, Teach Trick Words, students practice decoding the Trick Words shall, full, and pull. The teacher begins by displaying Trick Word Flashcards. The teacher asks if any students know the word. The teacher points out what is known and what is tricky about the word. Then the teacher writes the word in large letters. 

  • In Unit 12, Week 1, Day 1, Teach Trick Words, students practice decoding the Trick Words favorite, early, and ocean. The teacher begins by displaying Trick Word Flashcards. The teacher asks if any students know the word. The teacher points out what is known and what is tricky about the word. Then the teacher writes the word in large letters. 

• Lessons provide students with frequent opportunities to decode high-frequency words in context. 

  • In Unit 2, Week 1, Day 2, Storytime, students read the story “Skip is Sick.” In this story, students practice reading previously learned Trick Words in sentences such as, He had to get up. and Skip went back and got in bed. The trick words for sentences are he, to, up, and, went, back, and in. 

  • In Unit 12, Week 1, Day 1, Storytime, students read the story “Surprise!”  In this story, students practice reading previously learned Trick Words in sentences such as “Mr. and Mrs. Carlo wanted to have a surprise birthday party for their daughter Carly.” and “Carly’s older brother, Jay, said he would enjoy helping to prepare for the party.” The trick words are wanted, to, have, a, for, their, he, and would.

• Lessons provide students with frequent opportunities to encode high-frequency words in tasks, such as sentences, in order to promote automaticity of high-frequency words. 

  • In Unit 2, Week 1, Day 4, Dictation (Composition Book), the teacher dictates 2 Trick Words in isolation and 1 sentence for students to spell and write out. For Trick Words in isolation, students write the words on their desks with two fingers before writing in their Composition Books. For sentences, the teacher begins by dictating a sentence using appropriate phrasing. Students then repeat this sentence. One student places the Sentence Frame for the dictated sentence. The teacher guides the student to circle any frame that has a Trick Word. The teacher selects a student to spell the Trick Word(s) in the sentence. Students then independently write the sentence with the teacher circulating among the classroom for support. After students have finished writing, the teacher dictates the sentence again as students point to the words on their Composition Books. This re-dictation allows the teacher and students to have a conversation about punctuation, capitalization, and otherwise proofreading their work. For both the Trick Words in isolation and the sentences, students are encouraged to reference their Student Notebooks for assistance with spelling Trick Words. The Trick Words and sentences can be found in the unit resources and include the following:

    • Review Trick Words: here, from, do

    • New Trick Words: shall, both, walk

    • Sentences: Both men sang the song.; Their mom can tell when they fib. 

  • In Unit 12, Week 1, Day 3, Dictation (Dry Erase), the teacher dictates 2 Trick Words in isolation and 1 sentence for students to spell and write out. For Trick Words in isolation, students write the words on their desks with two fingers before writing on their Dry Erase Tablet. For sentences, the teacher begins by dictating a sentence using appropriate phrasing. Students then repeat this sentence and write it. The students re-read the sentence with fluency and expression. This re-dictation allows the teacher and students to have a conversation about punctuation, capitalization, and otherwise proofreading their work. For both the Trick Words in isolation and the sentences, students are encouraged to reference their Student Notebooks for assistance with spelling Trick Words. The Trick Words and sentences can be found in the unit resources and include the following:

    • Review Trick Words: night, answer, picture

    • New Trick Words: favorite, early, ocean

    • Sentences: Did the rain spoil your trip to the ocean?; Put this in tinfoil and toss it on the grill.

The instructional opportunities for syllabication and morpheme analysis in Wilson Fundations meet the expectations for Indicator 1q. Materials provide explicit and systematic instruction in syllable types with clear routines and reference tools that support decoding and encoding of multisyllabic words. Students regularly analyze, mark, and apply syllable patterns during reading and spelling tasks. Materials also provide explicit instruction in morpheme analysis through teaching prefixes, suffixes, and base words. Students identify and mark morpheme boundaries and analyze how affixes affect pronunciation and meaning. Multiple and varied opportunities are provided across the year for students to practice and apply syllable and morpheme analysis strategies in both decoding and encoding activities.

Note: This indicator is analyzed at the lesson level to examine the instructional progression within and across lessons. Repeated references to a single week or lesson reflect the structured sequence of explicit instruction and guided practice, which is representative of how the materials support this skill throughout the year.

• Materials contain explicit instruction of syllable types and syllable division that promote decoding and encoding of words. 

  • In Unit 7, Week 2, Day 1, Introduce New Concept, the teacher models how to read and analyze two-syllable words ending in y, explaining that when a word ends with a long /ē/ sound, the vowel y represents that sound in the final syllable. Using words such as candy and pony, the teacher builds each word with sound cards and explicitly separates the words into syllables (for example, po | ny), supporting students in identifying syllable boundaries. Instruction further explains how syllable structure affects vowel sounds, including guidance that a short vowel in the first syllable may require doubling the consonant to keep the syllable closed, demonstrated with words such as penny, silly, and taffy.

  • In Unit 8, Week 1, Day 1, Teach Marking R-Controlled Syllables, the teacher explicitly introduces the r-controlled syllable type by building the word barn and asking students to identify the syllable type, guiding them to recognize it as r-controlled. The teacher then models how to mark an r-controlled syllable by underlining the syllable, labeling it with an r, and circling the vowel and r to show how the vowel sound is affected. Students apply this learning by identifying and marking r-controlled syllables in additional words. Instruction extends to combining r-controlled syllables with other syllable types in multisyllabic words, such as army, with students identifying and marking each syllable. The teacher explicitly models syllable division by explaining that when the first syllable is r-controlled, the word is typically divided after the r, demonstrating this with words such as party. Students then practice dividing and reading additional multisyllabic words, reinforcing application of syllable types and division patterns for decoding.

• Materials contain explicit instruction in morpheme analysis to decode unfamiliar words. 

  • In Unit 5, Week 2, Day 3, Make It Fun, the teacher defines prefixes and explains that, unlike suffixes, prefixes are added to the beginning of a word. Instruction explicitly introduces multiple prefixes, including mis meaning wrong or bad, un meaning not, non meaning not, dis meaning not, and trans meaning across. The teacher models how prefixes affect word meaning using examples such as misunderstood, unhappy, and disobey. Students engage in guided application by matching words containing prefixes with their corresponding definitions using prepared word and definition strips. As part of the activity, students circle the prefix within each word, scoop and mark the syllables, and circle any suffixes when present, reinforcing analysis of multiple morphemes within a word. Students then read the word and its definition aloud and explain how the prefix contributes to the meaning of the word. Optional sentence generation further reinforces understanding of how prefixes change word meaning.

  • In Unit 6, Week 2, Day 2, materials provide explicit instruction in morpheme analysis by teaching the suffix -ive and distinguishing when ive functions as a suffix versus when it appears as part of a word. The teacher explains that -ive is used as a suffix to form words that describe something or someone and explicitly identifies -ive as a vowel suffix. Using Standard Sound Cards, the teacher builds the base word act and then adds the yellow suffix frame -ive to form act-ive, directing students to read the base word first and then the complete word. Instruction includes guided practice in identifying whether the /ĭv/ sound represents a suffix or part of the base word. During dictation, students listen for the /ĭv/ sound and determine whether a base word is present. If -ive functions as a suffix, students represent it using a yellow suffix tile; if not, students use the green ive tile. This routine explicitly requires students to analyze word structure to determine morpheme boundaries rather than relying on sound alone. Students use syllable and suffix frames to build and read multiple words with -ive, consistently naming the base word before reading the whole word. Students also record -ive in their Student Notebooks, including coloring the keyword picture in the Sound section and adding examples of -ive words under appropriate spelling and syllable categories.

• Multiple and varied opportunities are provided over the course of the year for students to learn, practice, and apply word analysis strategies. 

  • In Unit 6, Week 2, Day 5, Word Talk, materials provide students with varied opportunities to apply previously taught word analysis strategies using accumulated words from the Word of the Day practice pack. Students decode words built with Standard Sound Cards, syllable frames, and suffix frames and engage in discussion of both the meaning and structure of each word. Instruction prompts students to analyze words by identifying syllable types, including closed syllables and vowel-consonant-e syllables, as well as vowel-consonant-e exceptions and multisyllabic words. Students further apply word analysis strategies by examining sound–spelling relationships, such as identifying words in which s represents the /z/ sound and distinguishing between long vowel spellings across different syllable types. Activities include rereading words without tapping to support automaticity, marking word features directly on word cards using dry erase markers, and responding to questions that require analysis of word structure and meaning. Optional extensions, such as generating synonyms, antonyms, or sentences, reinforce application of word analysis strategies across multiple modalities. This routine demonstrates ongoing and varied opportunities for students to practice and apply syllable and morpheme analysis over time.

  • In Unit 14, Week 2, Day 1, Echo/Find Words, materials provide students with repeated opportunities to apply word analysis strategies through structured decoding and encoding routines. Students repeat each dictated word and identify the base word when a suffix is present before building the word. For words with suffixes, students build the base word first and then add the appropriate consonant or vowel suffix using yellow suffix tiles, reinforcing attention to morpheme structure during word building. For multisyllabic words, students apply syllable analysis by repeating the word in syllables and representing each syllable with a separate line on their letter boards. For example, when the word mascot is dictated, students repeat the word as mas–cot, draw two lines to represent the syllables, spell mas on the first line and cot on the second line, and then scoop and reread the word aloud as mascot. Students orally say and spell each syllable before rereading the complete word. When words include spelling options, students use a blank tile to represent the target sound, test possible spellings, and consult the spelling options section of their Student Notebooks to confirm the correct spelling before rereading the word aloud. Across these routines, students engage in ongoing and varied practice that requires them to analyze word structure by identifying base words, suffixes, syllable boundaries, and spelling options, demonstrating repeated application of word analysis strategies over time.

The assessment opportunities for word recognition and analysis in Wilson Fundations meet the expectations for Indicator 1r. Materials provide regular and systematic assessment opportunities across the year through unit tests, progress monitoring, and fluency measures that evaluate students’ ability to apply syllable types, vowel patterns, and morphological analysis in words and sentences. Assessment tasks require students to analyze word structure, including marking syllables, identifying base words and suffixes, and applying phonics patterns. Assessment tools provide clear mastery criteria and reporting structures that allow the teacher to monitor class and individual progress over time. Materials also include guidance for using assessment results to inform instruction, including targeted reteaching, additional fluency practice, and word analysis activities to support progress toward mastery and independence.

• 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 and analysis. 

  • In the Unit 4, Week 2, Day 5, Unit Test, students engage in a whole-class assessment of spelling and writing words and sentences in their Composition Books. The teacher dictates sounds and words. Students repeat those sounds and words and write them independently. In Unit 7, students spell and write words with suffixes, including newly taught suffixes -est, -er, and -ed as /t/ and /d/. Students first write the following words: bunches, swishing, coldest, spelled, and dusted. Then, students analyze the words by marking the closed syllables and closed-syllable exceptions. Next, students scoop or underline the base words and circle the suffixes. Then, the students indicate the sound of the suffix -ed with /id/, /d/, or /t/. Finally, students write the following sentences: The fastest foxes sprinted there by the hills.; Please use the blocks.  

  • In Unit 11, Week 2, Day 5, Unit Test, students engage in assessment tasks that measure word recognition and analysis skills. After writing dictated regularly spelled words such as chimney, completely, cheap, speeches, and teacher, students analyze each word by scooping and marking syllable types and vowel sounds and circling suffixes. Students also read and write high-frequency (trick) words such as who and son and apply their skills within dictated sentences. These tasks require students to identify syllable patterns, vowel correspondences, and morphological elements within words, demonstrating their understanding of word structure and analysis aligned to taught phonics patterns.

  • According to the Unit 12 Overview, Formative Assessment guidance, materials provide ongoing assessment opportunities to measure student mastery of word recognition and analysis. The materials direct the teacher to assess students’ understanding of the double vowel syllable type (oi and oy) and related spelling generalizations through unit tests, fluency assessments, and check-ups. Assessment materials include regularly spelled words such as boy, soil, enjoy, point, toy, spoil, boil, joy, moist, broil, tomboy, and joint, as well as high-frequency (trick) words such as favorite, early, and ocean. The materials also state that the teacher should “use the Fundations Fluency Kit as a measure of oral reading fluency and as an additional assessment for word recognition and word-level analysis,”

    Throughout the Level 2 assessment sequence, word recognition and word analysis skills are formally assessed through the following measures:

    • Fundations Progress Monitoring, bi-weekly as needed; and

    • Unit Tests, every 2-3 weeks. 

• Assessment materials provide the teacher and students with information concerning students’ current skills/level of understanding of word recognition and word analysis. 

  • The FUN HUB digital resource provides a Unit Test Tracker for the teacher to measure students’ skill development in phonics over time. The Unit Test Tracker platform also allows the teacher to create skill reports for their class based on their ability to mark up words. The teacher can see progress over time to determine if a class is Above Benchmark (e.g. scored at 80% or higher), is At Risk and needs some review (e.g. scored between 60% and 79%) or is Below Benchmark and needs significant intervention (e.g. scored at 59% or lower). The Skill Report also allows the teacher to see where each individual student is within those three categories (Above Benchmark, At Risk, Below Benchmark). 

  • In Unit 11, Week 2, Day 5, Data-Driven Decision Making guidance, materials provide information to the teacher about students’ current levels of understanding in word recognition and word analysis. The materials direct the teacher to extend the unit if 80 percent of the class does not demonstrate mastery, defined as scoring at least 80 percent on the unit test. For individual students who do not meet this threshold on specific items, the teacher is guided to provide additional support targeted to the assessed skill. Materials also direct the teacher to meet with students individually to review errors and identify areas for further practice. 

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

  • In the Fundations Teacher Manual Level 2: Recommendations for Next Steps After the Unit Test, the materials provide suggestions for next steps to support students’ progress toward mastery in word recognition and analysis. For example, if a student struggles with mastering new word structures after the Unit 4 test, the materials recommend that the teacher copy the Fluency Kit Drills and have students mark the words with a base word and suffix. The materials also recommend that the teacher plan additional Dictation/Sentences activities to mark concepts.  

  • In the Progress Monitoring Teacher Guide, Level 2 and 3: Additional Support Activities, the materials provide suggestions for next steps to support students’ progress toward mastery in word recognition and word analysis. If a student has difficulty with identifying phonetic words, the materials suggest that the teacher assign Fluency Drills with phonetically-regular words and nonsense words. The materials also suggest that the teacher use the online template to make lists to practice reading without tapping and to include nonsense words in this list.

The instructional opportunities for oral reading fluency in Wilson Fundations meet the expectations for Indicator 1s. Materials provide regular and varied opportunities for explicit, systematic instruction in rate, accuracy, and prosody using grade-level decodable connected text. Instruction includes teacher modeling, repeated readings, choral and echo reading, partner practice, and independent rereading, with explicit attention to phrasing, pacing, and expression as decoding skills develop. Students consistently hear fluent reading modeled during initial readings, and structured fluency routines connected to taught phonics and word analysis patterns reinforce accuracy and automaticity over time. Across the year, students engage in multiple formats of supported rereading that promote steady progression toward fluent oral reading.

Note: This indicator is analyzed at the lesson level to examine the instructional progression within and across lessons. Repeated references to a single week or lesson reflect the structured sequence of explicit instruction and guided practice, which is representative of how the materials support this skill throughout the year.  

• Materials include regular and varied opportunities for explicit, systematic instruction in rate, accuracy, and prosody using grade-level decodable connected text. 

  • In the Fundations Reading Teacher Guide, materials provide structured opportunities for students to develop oral reading fluency through repeated, supported reading of grade-level decodable connected text. For example, in Unit 1 “My Mom Has a Big Secret” (narrative), “Sunfish or Goblin” (informational)  and Unit 9 “Camping in the Everglades” (narrative), “Inside the Everglades” (informational), students engage in multiple readings of fully decodable texts designed to support accurate and increasingly fluent reading.

    • During initial and subsequent readings, students apply emerging decoding skills while reading independently, in pairs, or through teacher-directed routines. The teacher supports accuracy by previewing potentially challenging words, including words with untaught concepts and trick words, and by guiding students to focus on familiar sound–spelling patterns when they encounter difficulty. When students are unable to decode a word, the teacher provides the word so that reading remains continuous and focused on meaning.

    • Materials support rate and automaticity by encouraging repeated readings of the same decodable text across lessons. Students reread texts using a variety of formats, including independent reading, paired reading, choral reading, and echo reading. The teacher monitors students’ pacing and prompt rereading to support smoother, more efficient reading of connected text rather than slow or labored decoding.

    • Instruction addresses prosody during the second through fourth readings. The teacher directs students to focus on reading with expression and phrasing for understanding and reminds students to “make a movie” in their minds while reading. Students reread decodable texts with attention to phrasing and expression, supported by teacher feedback during oral reading. 

• Materials provide opportunities for students to hear fluent reading of grade-level text by a model reader. 

  • In Unit 14, Week 1, Day 3, Story Time Part 1, the teacher introduces the story “Ross Gets Help” by projecting the phrased text on an interactive whiteboard or overhead and distributing copies to students. After a brief discussion of the title, the teacher reads the story aloud to students and directs them to picture or “make a movie” in their minds as they listen. During the read-aloud, the teacher models fluent reading with appropriate phrasing and expression. The teacher stops at the end of each paragraph to discuss what has happened in the text and briefly explains challenging vocabulary by referring back to the wording of the story. 

  • In the Fundations Reading Teacher Guide, materials provide explicit opportunities for students to hear fluent reading of grade-level decodable text through teacher modeling during initial readings. In Unit 1 “My Mom Has a Big Secret” (narrative), “Sunfish or Goblin” (informational)  and Unit 9 “Camping in the Everglades” (narrative), “Inside the Everglades” (informational), the teaching plan directs the teacher to read the decodable text aloud to students during the first reading of the text. During this reading, the teacher explicitly models fluent oral reading, including appropriate rate, phrasing, expression, and prosody.

    • The teacher is instructed to read through the story while students follow along in their own copies of the text, touching the words as they listen. This modeled reading is designed to demonstrate how proficient readers read connected text fluently and expressively to support comprehension. The teacher pauses only as needed to briefly clarify unfamiliar vocabulary, maintaining the flow of the text and preserving the fluency model.

    • Materials further emphasize that this modeled reading provides students with an auditory example of how to read with expression and phrasing, promotes enjoyment of the text, and supports understanding of meaning. The teacher also models concepts of print, such as left-to-right tracking and return sweep, as students visually follow the text during fluent oral reading.

• Materials include a variety of resources for explicit instruction in oral reading fluency, supporting skill development across the year. 

  • According to the Fundations Readers Teacher  Guide, materials provide a range of instructional routines designed to support ongoing development of oral reading fluency, including accuracy, word-level automaticity, and prosody, using decodable connected text. The teacher is directed to select words from the text that align to the phonics patterns students need to practice, ensuring that fluency work remains connected to taught word structures.

    • For accuracy and word-level automaticity, materials include multiple practice options tied directly to the text. 

      • In Word Hunt activities, students read a list of words and trick words that appear in the reader and locate each word in the text, reinforcing accurate word recognition within connected reading. 

      • Buddy Word Hunt extends this routine by pairing students to take turns reading target words and collaboratively locating them in the text. 

      • Phonics Bingo provides an additional format in which students read the text and identify words from the story on a bingo card, offering repeated exposure to target words in a game-based context. 

      • Word Building activities require students to read phonetically regular words from the text and then build them using letter boards and magnetic letter tiles, reinforcing accurate decoding and automatic recognition.

    • For fluency and prosody, materials include explicit routines that use decodable readers for repeated and supported oral reading. 

    The teacher is directed to prepare pre-scooped readers to guide phrasing and expression. Echo Reading routines pair a stronger reader with a student needing additional support, with the stronger reader modeling phrasing and prosody while the partner echoes the reading. Materials also encourage rereading previously read Fundations readers to focus on phrasing and prosody rather than decoding accuracy alone. 

The instructional opportunities for supported fluency practice in Wilson Fundations meet the expectations for Indicator 1t. Materials provide varied and frequent opportunities for students to build automaticity and prosody through repeated readings of grade-level decodable text aligned to taught phonics and word analysis patterns. Instruction includes teacher modeling and a continuum of supported practice formats, including choral, echo, partner, teacher-directed, and independent reading. Fluency routines are revisited across units and instructional settings, reinforcing rate, phrasing, and expression over time. Materials also include teacher-facing guidance for modeling fluent reading and providing corrective feedback, along with additional fluency resources for targeted support. Across the year, these consistent practices support sustained and developmentally appropriate growth in fluent oral reading.

Note: This indicator is analyzed at the lesson level to examine the instructional progression within and across lessons. Repeated references to a single week or lesson reflect the structured sequence of explicit instruction and guided practice, which is representative of how the materials support this skill throughout the year.

• Varied, frequent opportunities are provided over the course of the year for students to gain automaticity and prosody in connected text, aligned to program expectations and developmental readiness. 

  • In Unit 7, Week 1, Day 3, Storytime, students practice gaining automaticity and prosody in connected text by reading the story Adjectives Are Handy. The teacher can find this story on the Fundations Learning Community digital resource. The teacher projects the phrased story (i.e. the story with scoops underneath phrases to support reading with a conversational tone) on an interactive whiteboard or overhead and distributes individual copies to students. The teacher begins by asking a student to read the title of the story. The teacher then leads students through a brief discussion of the title where students make predictions and share background knowledge as appropriate. Then, the teacher reads the story to the students modeling phrasing and fluency. Comprehension activities are integrated throughout this reading. 

    • Unit 7 focuses on combining open syllables with closed and vowel-consonant-e syllables, as well as suffixes that emphasize y as either making an /ī/ sound or an /ē/ sound. Adjectives Are Handy emphasizes these concepts through sentences like the following: “We are lucky to have lots of words when we write.”; With adjectives we can let others know if our lunch was yummy or yucky.”; and “Adjectives are words like funny, silly, ugly, messy and chunky.”

  • In Unit 14, Week 2, Day 3, Part 4, Reading Fluently, the materials direct the teacher to ensure students have a copy of Ross Gets Help and explain that students will practice reading the story fluently, emphasizing that fluent reading includes reading in meaningful phrases. Students first read the story silently, with the option to read paragraph by paragraph. Students then reread the same text orally with attention to phrasing and fluency. The materials provide specific directions for multiple readings of the same connected text within the lesson. The class reads each paragraph chorally, or the teacher selects individual students to read aloud and alternates readers by sentence or paragraph. Students also work in pairs to read the story chorally. These routines require students to reread the same text several times in different formats, supporting the development of accuracy, automaticity, and phrasing in connected text.

• Materials provide practice opportunities for word reading fluency in a variety of settings (e.g., repeated readings, dyad or partner reading, continuous reading), with sufficient frequency to support progress towards mastery. 

  • In Unit 7, Week 2, Day 1, Storytime, students revisit the story Adjectives Are Handy that was introduced in Unit 7, Week 1, Day 3. In this rereading, the teacher selects a student to read each paragraph at a time, integrating comprehension questions into the activity. 

  • In Unit 15, Week 1, Day 5, Storytime, students revisit the story The Rescue Team that was introduced in Unit 15, Week 1, Day 3. In this rereading, the teacher selects a student to read each paragraph at a time, integrating comprehension questions into the activity. 

    After students have been introduced to a text and had opportunities to hear expressive reading multiple times, they are then encouraged to practice that reading in more independent settings. In Fundations Teacher’s Manual Level 2, Ways to Engage with Decodable Readers, the materials provide guidance on how to engage in readings of decodable texts. On a continuum of support, the materials provide the following examples of how to engage with decodable readers:

    • Teacher reads, students follow along

    • Echo reading

    • Choral reading

    • Teacher-directed oral reading

    • Paired reading

    • Student independent reading

• Materials include teacher-facing guidance on modeling fluent reading and delivering corrective feedback that supports students’ growth in rate, expression, and phrasing. 

  • In Unit 7, Week 1, Day 3, Storytime, the materials provide a Teacher Tip that encourages the teacher to use the Fundations Fluency Kit for additional automaticity and fluency practice with echo, choral, and independent reading of connected text. The Fluency Kit is meant for use with students who need additional practice in fluent reading and should be used in small groups or with individual students. The Fluency Kit includes materials related to conducting automaticity and fluency drills with Sound Charts, Word Charts (including real words, nonsense words, and trick words), as well as phrases and stories (for practice with fluency). 

  • In Unit 15, Week 1, Day 4, the materials guide the teacher to give support to a student that struggles to read with prosody. In this situation, the teacher should say, “Listen to how I group these words into phrases by using scoops. Then, repeat how I read it.”

The assessment materials for oral reading fluency in Wilson Fundations meet the expectations for Indicator 1u. Materials provide regular and systematic fluency assessments, including timed word- and passage-level measures and ongoing unit-based monitoring to evaluate rate, accuracy, and prosody across the year. Structured recording tools allow the teacher to document growth, track benchmarks, and identify instructional needs. Guidance supports interpretation of results and outlines targeted instructional adjustments, including additional fluency practice and small-group support. These consistent routines provide actionable information to inform ongoing fluency development.

• Multiple assessment opportunities are provided regularly and systematically over the course of the year for students to demonstrate progress toward mastery and independence of oral reading fluency. 

  • According to the Fundations Progress Monitoring Teacher Guide, materials provide multiple, scheduled Benchmark assessment opportunities across the Grade 2 instructional year to monitor students’ oral reading fluency. The assessment system is divided into two assessment windows aligned to the program scope and sequence.

    • Beginning-to-mid-year measures cover the first 17 weeks of instruction, Units 1–9, 

    • Mid-to-end-year measures cover the remaining 14 weeks of instruction, Units 10–17.

    • Oral Reading Fluency assesses students’ ability to accurately and fluently read connected text that is approximately 90 % decodable, with a mid-year benchmark of 72 words read correctly at 90 percent accuracy

      • For Units 10–17, the same measures are administered with end-of-year benchmarks for 89 words read correctly at 90 percent accuracy for Oral Reading Fluency.

    • In addition, Assessment probes provide student testing material for Beginning to Mid-Year and Mid- to End-Year measures are aligned to specific units and weeks within the scope and sequence, with multiple probes available across both halves of the year. For example:

      • Beginning to mid-year

        • Probe 1: Unit 2 Week 1

        • Probe 2: Unit 4 Week 1 

        • Probe 6: Unit 9 Week 2

      • Mid-year to end-of-year

        • Probe 1: Unit 11 Week 1

        • Probe 4 Unit 16 Week 1

        • Probe 6: Unit 17 Week 2

      • Guidance is provided to determine the appropriate probe based on the most recent unit and week completed in Tier 1 instruction. This structure establishes regular, planned opportunities across the year for students to demonstrate progress toward oral reading fluency. 

  • In the Fundation’s Teacher Manual, unit introductions reference assessment of students’ mastery of unit-level phonics and fluency-related skills through formative assessments. For example, in Unit 3, materials direct the teacher to assess students’ mastery of the closed-syllable exception and glued sounds using encoding and decoding assessments including Fluency Kit activities amongst others. 

• Assessment materials provide the teacher and students with information about students’ current skills/level of understanding of oral reading fluency. 

  • According to the Fundations Progress Monitoring Teacher Guide, assessment materials provide detailed information about students’ current oral reading fluency skills through structured administration and scoring procedures. 

    • For Oral Reading Fluency assessments, the teacher records miscues, including omissions, substitutions, and mispronunciations, and calculates words read correctly and accuracy rates. Students are timed for one minute, with clear procedures for marking the final word read and documenting errors. After the timed reading, students retell the passage, and the teacher uses a rubric to evaluate comprehension. While the retell score does not affect the fluency score, it provides additional information about whether the student comprehended the text, supporting interpretation of fluency results.

    • Student scores are plotted on progress monitoring charts within student records, allowing the teacher to track performance over time. 

      • Beginning-to-Mid-Year Benchmarks (Units 1–9):

        • Oral Reading Fluency: Benchmark: 72 words read correctly (WRC): Accuracy requirement: 90 percent accuracy

      • Mid-to-End-Year Benchmarks (Units 10–17):

        • Oral Reading Fluency: Benchmark: 89 words read correctly (WRC): Accuracy requirement: 90 percent accuracy

• Materials support the teacher with instructional adjustments to help students make progress toward mastery in oral reading fluency. 

  • ​​According to the Fundations Progress Monitoring Teacher Guide, materials support the teacher in using assessment data to inform instructional adjustments and provide additional support for students’ oral reading fluency development. 

    • For Oral Reading Fluency assessments, materials direct the teacher to consider both accuracy and automaticity when interpreting results. The teacher is guided to use error patterns from fluency probes to inform subsequent instruction while emphasizing that practice should focus only on skills that have been directly introduced according to the Fundations scope and sequence. Recording forms and scoring procedures support analysis of miscues, hesitations, and self-corrections to inform targeted instructional responses.

    • Materials also provide explicit guidance for reviewing overall student progress after three completed probes, approximately nine weeks of instruction.

      •  The teacher is directed to examine students’ progress relative to the aim line. If a student is improving along the aim line, Tier 2 intervention continues. If a student’s performance is below the aim line but parallel to it, the teacher is  instructed to monitor progress closely and add additional activities as needed. If progress does not accelerate after additional activities, the teacher is  directed to convene a meeting to determine a new instructional strategy or plan.

    • Lastly, materials provide instructional guidance based on fluency outcomes. Students who meet or exceed Oral Reading Fluency benchmarks for words read correctly but do not meet accuracy benchmarks may require additional instruction in fluency control or comprehension. Students who meet or exceed accuracy benchmarks but do not meet words-read-correctly benchmarks may require additional practice to increase automaticity.