The materials reviewed for Grade 1 meet the criteria for materials provide explicit instruction to print and to practice the 26 letters (uppercase and lowercase).

From Phonics to Reading Teacher’s Edition Level A provides instruction on the formation of upper or lowercase letter forms. There are words and sentences that students write incorporating letters. There are direct lessons in the Letter Formation: Letter Formation Guide. Students receive minimal practice in multimodal instruction by completing a word ladder and the read-spell-write routine where students read a word, spell the word, and then write the word.

Materials include directions for the teacher concerning how to explain and model how to correctly form each of the 26 letters (uppercase and lowercase). Examples include but are not limited to the following:

• In Teacher’s Edition, Letter Formation, Letter Formation Instruction, there is a guide for explicitly teaching students to form uppercase and lowercase letters. For example, to form uppercase F, “1. pull down, lift 2. Top, slide right, lift 3. Middle, slide right”. To form lowercase f, “1. Curve back from the top, lift 2. Cross in the middle”.

Materials include opportunities for students to practice forming all of the 26 letters (uppercase and lowercase). Examples include but are not limited to the following:

• In Teacher’s Edition, Letter Formation, Letter Formation Instruction, there is a handwriting scope and sequence for Level A. For example:
• In Lesson 4, the handwriting focus is “Letters with circles: Oo, Aa, Cc, Ss Model pencil grip and posture. Discuss proper spacing of letters, words, and sentences.”
• In 19, the handwriting focus is “Letters with circles and straight lines: Qq, Jj.”
• The Teacher's Edition Level A provides daily activities to practice forming uppercase and lowercase letters through "Sound-Spelling/Blending" routines, writing high-frequency words, dictation exercises, and word building and word study routines that are included throughout the 150 lessons of the program.
• In Level A Student Book, Lesson 8, pages 110-111, there is a “High-Frequency Words” Exercise, and students write words multiple times while saying the letters as the letters are written.
• In Level A Student Book, Lesson 16, pages 229-237, there is a “Read-Spell-Write” activity with high-frequency words, and students say the letter names while writing each letter.

Materials include limited opportunities for students to practice forming letters using multimodal and/or multisensory methods. Examples include but are not limited to the following:

• In Teacher's Edition Level A, Unit 3, Lesson 12, Day 2, page 172, students make new words using the word ladder and then write the words on a page, which includes multiple letters, including the letters T, A, K, E, C, and L.
• In Teacher's Edition Level A, Unit 4, Lesson 19, Day 1, page 268, students complete the read-write-spell activity with multiple letters in the words.

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

From Phonics to Reading Teacher's Edition Level A provides instruction in Grade 1 print concepts. However, some of the initial instruction on a print concept skill is provided after the students have already been expected to use the skill in reading connected text, such as in left-to-right progression, return sweep, and reading from the top to the bottom of the page. The Teacher's Edition Level A materials provide frequent instructional support for general concepts of print, and instruction is connected to the weekly Take-Home Books. Cumulative review of previously learned print concepts and printing letters is absent. There is no explicit instruction or teacher modeling of skills of print concepts within the books in the Student Book. Review of letters, both upper- and lower-case, is continuous throughout the program.

Materials include sufficient and explicit instruction for all students about the organization of print concepts (e.g., recognize features of a sentence). Examples include but are not limited to the following:

• Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
• In Teacher's Edition Level A, Unit 1, Lesson 1, Day 3, introduce the Print Concepts segment of the lesson by reviewing that sentences begin with capital letters and have an ending mark.
• In Teacher's Edition Level A, Unit 1, Lesson 5, Day 3, the teacher writes the sentence, “This nest is in mud,” and the students are asked what they notice about the word This. Then the teacher points out that T is capitalized because it is the first word in the sentence.
• In Teacher's Edition Level A, Unit 2, Lesson 9, Day 3, the teacher completes the sentence with a period and quotation marks.

Materials include frequent, adequate lessons, tasks, and questions for all students about the organization of print concepts (e.g., recognize features of a sentence). Examples include but are not limited to the following:

• In Teacher's Edition Level A, Unit 2, Lesson 11, Day 3, students point out the capital letter at the start of each sentence and end marks in the story.
• In Teacher's Edition Level A, Unit 4, Lesson 18, Day 3, the teacher writes the sentence, When will day turn into night? on the board. The teacher asks students what end mark they use in the sentence.

Materials include a variety of physical books, such as big books and teacher guided books, that are suitable for the teaching of print concepts. Examples include but are not limited to the following:

• Each of the thirty lessons in the Student Book, Level A, provides a student book to practice connected reading and teach print concepts. These books are cut out and constructed by the student and reread multiple times both at home and in class. They are initially introduced in a teacher guided reading and then incorporated into independent practice.

Materials do not include explicit instruction about the organization of print concepts (e.g., recognize features of a sentence) in the context of a book. Examples include but are not limited to the following:

• Each lesson includes a Print Concepts portion of the lesson plan where the teacher uses sentences from the Student Book story for that week to write on the board; however, these are not directly practiced in the Student Book story.

Materials include limited opportunities for students to engage in authentic practice using print concepts in the context of student books. Examples include but are not limited to the following:

• Each lesson contains a Print Concepts lesson that frequently concludes with students practicing the target print concepts skill in the context of the Take-Home Book.

Materials contain periodic cumulative review opportunities during which the teacher reminds students about previously learned grade level print concepts, letter identification, and letter formation. Examples include but are not limited to the following:

• In Teacher's Edition Level A, Unit 1, Lesson 3, Day 3, the teacher writes the telling sentence on the board and talks to students about the purpose of ending punctuation. In Unit 4, Lesson 15, Day 3, students are reminded of ending punctuation and what punctuation is used for the sentence, Last May, I went to Spain.
• In Teacher's Edition Level A, Unit 2, Lesson 11, Day 3, the teacher writes a sentence on the board and guides children to notice which letter is capitalized. In Unit 5, Lesson 20, Day 3, students are reminded that the first word in a sentence is capitalized.

Materials do not include students’ practice of previously learned print concepts, letter identification, and letter formation.

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

The Teacher's Edition for Level A provides daily activities for students to practice phonemic and phonological awareness skills. These skills are addressed in the first exercise of the day and then reinforced through various activities that are woven into the lessons and in activities found in the Student Book. Lessons assume that students are familiar with skills such as blending and segmenting. Lessons do not provide explicit teacher modeling unless students need corrective feedback.

Materials include a variety of activities for phonological awareness. Examples include but are not limited to the following:

• In Teacher's Edition Level A, phonological awareness exercises include the following skills: recognizing and producing rhyme, oral blending, oral segmentation, alliteration, categorizing sounds, phonemic manipulation, and distinguishing long and short vowel sounds.
• In Teacher's Edition Level A, Unit 1, Lesson 1, Day 1, during the oral blending, the students say the following sound sequences, /a/t/, /k/a/t/, /a/n/, /p/a/n/, /n/a/p/, /m/a/n/, /t/a/p/, /f/a/n/, and /f/a/n/z/.
• In Teacher's Edition Level A, Unit 2, Lesson 9, Days 1-5, there are activities to practice oral blending (with /th/ and /sh/ sounds), oral segmentation (with words containing /sh/ and /th/ sounds), and phonemic manipulation involving addition of sounds (/th/ and /sh/) to form new words.
• In Teacher’s Edition Level A, Unit 5, Lesson 22, Day 1-5, there are activities to practice the following: oral blending of words with r-controlled vowels, phonemic manipulation involving adding sounds and syllables to words containing r-controlled vowels, phonemic manipulation involving substituting sounds in words containing r-controlled vowels, and categorizing sounds in words containing r-controlled vowels.

There are frequent opportunities for students to practice phonological awareness. Examples include, but are not limited to the following:

• In Teacher's Edition Level A, there are thirty lessons which include activities that focus on one or more of the following skills: identifying that words are made up of sound units, clapping and counting syllables, blending phonemes into syllables and words, and identifying beginning and ending sounds in a word or syllable. In all thirty lessons, every day of instruction includes instruction and/or practice in phonological awareness.
• In Teacher's Edition Level A, Unit 2, Lesson 6, Day 1, students practice oral blending words with /f/ /l/ and /s/ /l/. Students listen and join in during: “fl...fl...fl… Flip, flop, flip. When it’s wet you might slip.”
• In Teacher's Edition Level A, Unit 4, Lesson 14, Day 3, students complete substitute sound activity after the teacher models the students practice by replacing the final sound in these words: he, my, got, hit, sob.

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

From Phonics to Reading Level A materials provide daily instruction in phonological awareness skills, including distinguishing short from long vowel sounds in spoken words, orally producing words by blending phonemes, categorizing words based on initial and ending sounds, and orally segmenting words into phonemes. The Teacher's Edition Level A provides examples for teaching each of the skills included in the scope and sequence chart. Students orally blend words during the Phonemic Awareness portion of the lesson and then connect the sound-spelling pattern during the Learn and Blend portion of the lesson. The Instructional Guide for Phonological Awareness Scope and Sequence Rationale contains additional routines.

Materials provide the teacher with some systematic, explicit modeling for instruction in syllables, sounds (phonemes), and spoken words. Examples include but are not limited to the following:

• Distinguish long from short vowel sounds in spoken single-syllable words.
• In Teacher’s Edition Level A, Unit 4, Lesson 15, Day 1, students distinguish long orally blend words that contain long a and short a vowel sounds. Words include: at, gate, ran, pan, may, man, bake, paint.
• In Teacher’s Edition Level A, Unit 4, Lesson 15, Day 3, students distinguish long a from short a vowel sounds. The teacher calls out words and students stand tall if they hear a long a vowel sound and stay seated if they hear a short a vowel sound.
• In Teacher’s Edition Level A, Unit 4, Lesson 16, Day 1, students orally blend words using the Learn and Blend Routine that contain short e and long e vowel sounds.
• In Teacher’s Edition Level A, Unit 4, Lesson 17, Day 1, students orally blend words that contain short o and long o vowel sounds.
• In Teacher’s Edition Level A, Unit 4, Lesson 18, Day 1, students orally blend words that contain short i and long i vowel sounds.
• In Teacher’s Edition Level A, Unit 4, Lesson 19, Day 1, students orally blend words that contain short u and long u vowel sounds.
• Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
• In Teacher’s Edition Level A, Unit 2, Lesson 10, Day 1, page 137, Students practice blending the sounds /ch/, /tch/, and /wh/. Then the teacher is to, “Provide corrective feedback by modeling how to stretch together (or sing) the sounds.”
• In Teacher’s Edition Level A, Unit 4, Lesson 16, Day 1, page 225, the teacher says sound sequences for: /ē/ /t/; /h/ /ē/ /t/; /k/ /ē/ /p/; /f/ /r/ /ē/; /ch/ /ē/ /p/; /ch/ /ē/ /z/; /s/ /p/ /ē/ /k/; /s/ /p/ /ē/ /d/. Students are to blend the sounds together. The teacher is to “provide corrective feedback by modeling how to stretch together (or sing) the sounds.”
• In Teacher’s Edition Level A, Unit 6, Lesson 28, Day 1, page 397, the teacher says sound sequences for: /m/ /ī/ /l/ /d/; /m/ /ī/ /n/ /d/; /f/ /ī/ /n/ /d/; /f/ /ō/ /l/ /d/; /ch/ /ī/ /l/ /d/; /k/ /ō/ /l/ /d/; /s/ /k/ /ō/ /l/ /d/. The teacher is to “provide corrective feedback by modeling how to stretch together (or sing) the sounds.”
• In Instructional Guide: Phonological Awareness Scope and Sequence Rationale, pages 4-5, there is the Oral Blending Routine. It includes the following steps: Introduce, Model (I Do), Guided Practice/Practice (We Do/You Do).
• Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
• In Teacher’s Edition Level A, Unit 2, Lesson 9, Day 1, page 123, the teacher says the sound sequences for: /sh/ /u/ /t/; /sh/ /e/ /l/; /th/ /e/ /m/; /d/ /i/ /sh/; /w/ /i/ /th/; /k/ /l/ /o/ /th/.
• In Teacher’s Edition Level A, Unit 6, Lesson 29, Day 1, page 411, the teacher says the sound sequences for: /p/ /ī/; /g/ /ō/; /g/ /ō/ /z/; /l/ /ī/ /z/; /d/ /ō/; /f/ /l/ /ī/; /f/ /r/ /ī/ /d/; /s/ /k/ /ī/ /z/.
• Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
• In Teacher’s Edition Level A, Unit 3, Lesson 12, Day 2, page 171, the teacher says the words: cake, gate, hide, ride, brave, slide, shaves, and brakes. The students identify the number of sounds, and the teacher adds a counter in each box based on the sound.
• In Teacher Edition Level A, Unit 4, Lesson 17, Day 2, page 243, the teacher is provided with examples of words (coat, toads, float, grows) to have students segment into sounds. Students orally segment three- to five-letter words into their sounds and then count the number of sounds heard.
• In Instructional Guide: Phonological Awareness Scope and Sequence Rationale, page 6, there is the Oral Segmentation Routine (Sound by Sound). It includes the following steps: Introduce, Model (I Do), Guided Practice/Practice (We Do/You Do).

Materials provide the teacher with examples for instruction in syllables, sounds (phonemes), and spoken words called for in grade level standards. Examples include but are not limited to the following:

• In Teacher’s Edition Level A, Unit 1, Lesson 5, Day 2, page 69, there are six words that students and the teacher segment sound by sound and count the number of sounds. Then the teacher shows students how to practice segmenting words using boxes and counters.
• In Teacher’s Edition Level A, Unit 4, Lesson 14, Day 3, page 203, there is one example for the teacher to model replacing the ending sound. There are five other examples for the teacher to do with the students.
• In Teacher’s Edition Level A, Unit 6, Day 4, page 420, students blend long /i/ and long /o/ words. There are eight examples that the teacher completes with the students.

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

From Phonics to Reading Level A materials provide daily practice in phonological awareness that matches the new sound or sound pattern taught in the lesson. Exercises in distinguishing long from short vowel sounds, blending and segmenting phonemes, categorizing sounds, or manipulating phonemes provide daily oral practice with the target sound or sound pattern of each lesson. Students have opportunities to practice each of the grade level standards. However, the program does not incorporate a variety of multimodal/multisensory activities for the students to practice phonological awareness skills. Materials include an online component where students can hear the words read to them.

Materials provide opportunities for students to practice each new sound and sound pattern called for in grade level standards. Examples include but are not limited to the following:

• Distinguish long from short vowel sounds in spoken single-syllable words.
• In Teacher's Edition Level A, Unit 3, Lesson 12, Day 3, students practice identifying words that are long and short vowels, by standing up tall if the word they hear is long vowel /a/ or /i/.
• In Teacher's Edition Level A, Unit 3, Lesson 13, Day 3, students distinguish between long and short vowel sounds /o/ and/e/.
• In Teacher's Edition Level A, Unit 3, Lesson 13, Day 3, students practice identifying short and long vowel sounds with the words not, note, cut, cute, men, mean, met, bug, eve, hop, pup, rope, fuse, and ten.
• In Teacher's Edition, Level A, Unit 4, Lesson 15, Day 1, students practice blending long /a/ words ate, gate, rain, pain, may, man, bake, and paint.
• Orally produce single-syllable words by blending sounds,or phonemes, including consonant blends.
• In Teacher’s Edition Level A, Unit 1, Lesson 3, Day 1, students practice blending /o/ /n/; /p/ /o/ /t/; /r/ /o/ /k/; /n/ /o/ /t/; /t/ /o/ /s/; /d/ /o/ /t/; and /d/ /o/ /t/ /s/.
• In Teacher's Edition Level A, Unit 5, Lesson 30, Day 4, students practice by blending sounds together to make words. There are eight words the students practice blending: /k/ /ē/; /n/ /ē/ /s/; /h/ /o/ /k/ /ē/; /b/ /r/ /ē/ /f/; /ch/ /ē/ /f/ /s/; /v/ /a/ /l/ /ē/; /m/ /i/ /s/ /t/ /ē/; and /s/ /a/ /n/ /d/ /ē/.
• Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
• In Teacher's Edition Level A, Unit 2, Lesson 6, Day 3, students practice finding the word that has the same initial sound from the word bank: slip, sled, and flap; plan, pan, and plot; slam, slow, and sit; flat, clap, and clip; fly, five, and flap; blue, glad, and globe.
• In Teacher's Edition Level A, Unit 4, Lesson 16, Day 3, Students practice deleting the first sound to make a new word using beat, peel, reach, feet, jeep, and team.
• In Teacher's Edition Level A, Unit 4, Lesson 17, Day 3, students replace the middle sound in words.
• Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
• In Teacher's Edition Level A, Unit 2, Lesson 6, Day 5, students segment words flag, clap, plus, slip, clock, glass, black, and plan sound by sound.
• In Teacher's Edition Level A, Unit 2, Lesson 7, Day 2, students segment scan, smell, snap, spun, swim, steps, and slams. The students practice using sound boxes and counters.
• In Teacher's Edition Level A, Unit 4, Lesson 17, Day 5, students practice segmenting each of the following words sound by sound: go, goat, grows, soy, soak, row, road, and roads.

Materials include multimodal/multisensory activities for student practice of phonological awareness. Examples include but are not limited to the following:

• In Teacher's Edition Level A, Unit 4, Lesson 15, Day 2, oral segmentation exercise includes multimodal instruction, as students use visual, auditory and tactile cues to segment the words save, may, make, pain, paint, rain, and train using sound boxes and counters.
• In Teacher's Edition Level A, phonological awareness exercises are choral oral practice. Some exercises include clapping, “stand up/sit down if. . .” responses.
• In Teacher's Edition Level A, Unit 3, Lesson 12, Day 3, students stand up if the teacher says a short vowel word.

The materials reviewed for Grade 1 meet the criteria for materials emphasize explicit phonics instruction through systematic and repeated modeling.

From Phonics to Reading Level A materials use instructional routines that provide students with daily phonics instruction. These routines provide students with opportunities to hear, say, encode and read newly taught grade level phonics patterns, including consonant digraphs, long vowel patterns, and words containing one and two syllables. The materials provide teachers with some explicit examples, instructional routines, and systematic and repeated instruction for students to hear, say, encode, and read each newly taught grade level phonics pattern. According to the High-Impact Routine: Dictation, a teacher can model encoding a word using the Think and Write tool. According to the High-Impact Routine: Word Building, a teacher can model building a word with the Make New Words tool.

Materials contain some explicit instructions for systematic and repeated teacher modeling of all grade level phonics standards. Examples include but are not limited to the following:

• Know the spelling-sound correspondences for common consonant digraphs.
• In Teacher's Edition Level A, Unit 2, Lesson 9, Day 1 introduces two digraphs, sh and th . The teacher explains that digraphs are groups of letters that make one sound. The teacher writes wish and ship. The teacher underlines sh in each word and models blending.
• In Teacher's Edition Level A, Unit 2, Lesson 10, Days 1-5, teaches the consonant digraphs/trigraphs /ch/ and /tch/, and /wh/.
• Day 1, the teacher writes chop and catching, underlines the digraph/trigraph and models blending.
• In Teacher's Edition Level A, Unit 2, Lesson 11, Days 1-5, , teaches the consonant digraphs /ng/ and /nk/.
• Day 1, the teacher models how to sort words with /ng/ and /nk/.
• Decode regularly spelled one-syllable words.
• In Teacher's Edition Level A, Unit 1, Lesson 1, Day 1, the teacher displays the following word cards: bat, can, cat, fan, fat hat, man, pan, ran, and sat. The teacher is prompted to read each word with the students to make sure they know the words. During the closed sort, the teacher is prompted to model sorting the first words. During the check and discuss the teacher reviews the words in each sort category. The teacher guides students to understand that the letter a can stand for /a/ sound and that -an and -at are two common short /a/ spelling patterns.
• In Teacher's Edition Level A, Lesson 13, Day 1, the teacher displays the following word cards: bone, cube, cute, home, hope, Steve, these, those, use, vote. The teacher reads each word to students. The teacher models sorting the words based on o_e, e_e, or u_e.
• In Teacher's Edition Level A, Unit 5, Lesson 22, Day 1, the teacher writes corn and store, underlines the r-controlled vowel spelling in each word, and models blending.
• Know final e and common vowel team conventions for representing long vowel sounds.
• In Teacher's Edition Level A, Unit 5, Lesson 26, Day 1, the teacher models blending the words in line 1 :saw, raw, law, paws, cause, and because. The teacher compares the vowel sounds, pointing out the complex vowel /o/ sound.
• In Teacher's Edition Level A, Unit 3, Lesson 12, Days 1-5, teaches the final e rule with /a/ and /i/.
• Day 1, the teacher writes skate, ice, time, nice and underlines the a_e or i_e. The teacher models blending the words.
• In Teacher's Edition Level A, Unit 3, Lesson 13, Days 1-5, teaches the final -e rule with /e/, /o/, and /u/.
• Day 1, the teacher writes cone, Pete, use and underlines the o_e, e_e, or u_e. The teacher models blending.
• In Teacher's Edition Level A, Unit 4, Lessons 15-19, the teacher teaches long vowel sounds that do not involve the final -e rule (e.g., /ai/, /ee/, /oa/, /igh/).
• Lesson 15, Day 1, the teacher writes train and late and underlines the long a spelling in each word. The teacher models blending.
• Lesson 17, Day 1, the teacher writes row and goat and underlines the long o spelling in each word. The teacher models blending.
• Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
• In Teacher's Edition Level A, Unit 5, Lesson 25, Day 4, the teacher writes the word pointing on the board. The students examine the word before dividing it into syllables. The teacher draws a line between the syllables, and the teacher calls attention to the vowel sound in each syllable. Students read the word. This is repeated with the words shouting, graceful, joining, and hidden.
• In Teacher's Edition Level A, Unit 6, Lesson 30, Day 3, the teacher uses the words bunny and turkey to guide children to identify the syllables. The teacher draws attention to the long e sound in the syllable ny, the r-controlled vowel sound in the syllable tur and the long e sound in the syllable key.
• Decode two-syllable words following basic patterns by breaking the words into syllables.
• In Teacher's Edition Level A, Unit 5, Lesson 20, Day 3, the teacher writes the word wagon and models dividing it into syllables. The teacher explains that every syllable in a word has only one vowel sound. Students practice with elbow, using the Word Study page in the Student Book.
• Read words with inflectional endings.
• In Teacher's Edition Level A, Unit 2, Lesson 9, Day 3, the teacher writes dashed. The teacher guides students to separate dash and -ed. Then the teacher guides students to blend dash and -ed to read dashed.
• In Teacher's Edition Level A, Unit 3, Lesson 13, Day 3, the teacher writes vote. The teacher states, “Vote ends in a final e. Then I add -ed. In words that end with e, you drop the e before adding -ed.” The teacher models drawing a line through the final e. The teacher writes the word vote with -ed.
• In Teacher's Edition Level A, Unit 5, Lesson 26, Day 4, the teacher writes the words draws, loves, loved, and loving. Students read the words, and the teacher calls attention to the inflectional ending in each word and discuss any spelling changes made to the base word before the ending was added. The teacher repeats the process with the following words: care, cared, caring; crawls, crawled, and crawling.

Lessons provide teachers with systematic and repeated instruction for students to hear, say, encode, and read each newly taught grade level phonics pattern. Examples include but are not limited to the following:

• In Teacher's Edition Level A, each lesson includes some recurring instructional routines that provide teachers with systematic and repeated instruction.
• Students hear the newly taught sound in the Learn and Blend, Make New Words, and Say and Write routines.
• Students say the newly taught sound in the Learn and Say, Say and Write, Sort it Out, and Cumulative Review routines.
• Students encode the newly taught sound in the Retell and Write, Listen and Spell, Make New Words, and Think and Write routines.
• Students decode the newly taught sound in the Blend It and Reading Connected Text routines.
• In Teacher's Edition Level A, Unit 2, Lesson 8, Day 2, students practice re-reading blending lines from student book with r-blend words they were taught and practiced in Days 1 and 2.
• In Teacher's Edition Level A, Unit 4, Lesson 16, Day 3, the students read each word, circle the words with short /e/ sound, and complete each sentence with the correct word.
• In Teacher's Edition Level A, Unit 5, Lesson 24, Day 5, students complete a word ladder. The teacher gives the clue and students change letters to change the word.

The materials reviewed for Grade 1 meet the criteria for materials include frequent practice opportunities for students to decode words that consist of common and newly-taught sound and spelling patterns and provide opportunities for students to review previously taught phonics skills.

From Phonics to Reading Level A materials provide frequent opportunities for students to practice reading words containing new and review phonics elements through decoding by phoneme and reading complete words. Opportunities for practice are built into daily instructional time. Teacher's Edition Level A is structured so that, in each of its thirty lessons, students are introduced to a phonics skill in the Sound-Spelling/Blending exercises and are provided daily opportunities to cumulatively review previously taught phonics skills with a quick review on Days 2-5 of each lesson. Phonic elements are practiced when reading words in isolation, in short sentences, and in connected text selections that are a part of each lesson. Additional decoding practice is provided through Connected Text selections incorporated in each lesson, along with word building, word sorting, and writing exercises.

Lessons provide students with frequent opportunities to decode (e.g., phonemes, onset and rime, and/or syllables) phonetically spelled words. Examples include but are not limited to the following:

• In Teacher's Edition, Level A, Unit 2, Lesson 9, Days 1-5, there are practice opportunities for the phoneme/grapheme for digraphs /sh/ and /th/.
• Day 1, Introduce Sound-Spelling, students blend and read words containing the /sh/ and /th/ sounds using the Learn and Blend activity in Student Book. Students read the Read Connected Text sentences containing the focus elements.
• Day 2, Sound-Spelling/Blending, students review sound-spelling cards for all previously taught phonics skills and reread the Blend It lines in Student Book to a partner. Students read the /sh/ and /th/ sound in Connected Text in Student Book, and complete Word Building exercises with the sounds.
• Day 3, Sound-Spelling/Blending, students review all previously taught phonics skills and reread the Blend It activity from Student Book before reading a Read Connected Text selection from Student Book.
• Day 4, students complete Independent Practice decoding and selecting the correct word to associate with a picture in Student Book. A Cumulative Review exercise has students read and complete the Sound Spelling/Blending sentences in Student Book, and students then complete a second reading of the connected text in Student Book.
• Day 5, Writing Extension, students reread the connected text selection from Student Book.
• In Teacher's Edition Level A, Unit 4, Lesson 16, Day 4, students read /ea/ words (meal, thread, reach, clean, breath, spread).
• In Teacher's Edition Level A, Unit 5, Lesson 22, Day 2, students complete the blending activity where they decode one syllable and r-controlled vowel sounds in words such as or, for, fork, oar, roar, soar.

Lessons provide students with frequent opportunities to read complete words by saying the entire word as a unit using newly taught phonics skills. Examples include but are not limited to the following:

• In Student Book Level A, Unit 4, Lesson 14, students complete the Read and Write activity. Students read each word and circle the word that has a long vowel sound. The words are be, bed, bet, net, no, not, so, sock, stop, set, she, shell, hi, hill, hit, he, help, and hen.
• In Student Book Level A, Unit 4, Lesson 17, students chorally blend and read the following words: cot, coat, bat, boat, go, grow, road, toad, goat, throat, coast, toast, low, flow, glow, grow, snow, slow, foam, show, loaf, float, blow, and row.
• In Student Book Level A,, Unit 5, Lesson 24, students read /ou/ and /ow/ words in the Blend It activity.

Materials contain opportunities for students to review previously learned grade level phonics. Examples include but are not limited to the following:

• In Teacher's Edition Level A, Unit 1, Lesson 4, Day 4, students complete the cumulative quick check, where the teacher displays the sound-spelling cards for all previously taught phonics skills one at a time. The students say each sound and then the teacher mixes them up and the students read the sounds again.
• In Teacher's Edition Level A, Unit 3, Lesson 12, Day 1, students read connected text, "The Plane Ride." The text has long /a/ and long /i/ words in it, which is taught in Unit 4, Lesson 14 and Unit 4, Lesson 15.
• In Teacher's Edition Level A, Unit 5, Lesson 25, Day 2, students complete the Blend It activity, which reviews diphthong /oi/ words.

Materials contain a variety of methods to promote students’ practice of previously taught grade level phonics. Examples include but are not limited to the following:

• In Teacher's Edition Level A, Unit 2, Lesson 6, Day 2, students complete the word building activity by replacing the beginning sound of the word with another after students have used the letter cards to build or make words in a sequence.
• In Teacher's Edition Level A, Unit 3, Lesson 12, Day 3, students complete a Blend It activity, where there is a list of words that students practice reading by blending the sounds together and reading the words
• In Teacher's Edition Level A, Unit 5, Lesson 25, Day 1, students read the text, "How to Make a Royal Meal." There are /oy/ words in the text.

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

From Phonics to Reading Level A materials provide frequent and systematic practice decoding phonetically regular words in the context of a sentence. Opportunities for practice of decoding words in sentences occurs once or twice daily. Both the Blend It and the Read Connected Text exercises provide students opportunities to decode words that contain targeted, as well as previously taught sound-spelling patterns.

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

• In Student Book Level A, the Blend It exercise in each lesson includes two context sentences. Students use these sentences to practice decoding words that contain the current or past target sound-spellings and/or high frequency words. Students read the sentences chorally on Day 1, then practice independently or with a partner on Days 2-5.
• In Teacher's Edition Level A, Unit 1, Lesson 1, Day 1, students read the connected text, "My Cat." During the reading, if students have difficulty reading any word, the teacher stops and provides corrective feedback by modeling how to sound the word out. The teacher has the students read the sentence again. The teacher confirms that the word is correct by asking students to use other cues.
• In Teacher's Edition Level A, Unit 4, Lesson 1, Day 1, Blend It, students read sentences in lines 4-5. This practice happens on Days 1-3.

Lessons provide students with frequent opportunities to decode words in a sentence. Examples include, but are not limited to the following:

• In Student Book Level A, each lesson contains a Read Connected Text exercise on Day 1, where the teacher guides students in a choral reading of words in sentences with the connected text selection.
• In Student Book Level A, each lesson contains a Take-Home Book that students use in class and at home to practice decoding words in sentences. The teacher guides students in a choral reading of the book on Day 3 and Day 4. Students read the book independently on Day 5 of each lesson.
• In Teacher's Edition Level A, Unit 2, Lesson 6, Day 1, students read the text, "The Plan for the Play," which targets decoding skills for l-blend words.
• In Teacher's Edition Level A, Unit 4, Lesson 14, Day 3, Blend It, students read lines 3 - 4 which contain decodable words in sentences.
• In Teacher's Edition Level A, Unit 6, Lesson 29, Day 1, Blend It, students read lines 4-5, which contains the following sentences:
• I could eat a whole pie!
• Do you eat a lot of fried food?

The materials reviewed for Grade 1 meet the criteria for materials include daily practice opportunities for students to build/manipulate/spell and encode grade level phonics, including common and newly taught sound and spelling patterns.

From Phonics to Reading Level A materials include some recurring instructional routines that give students frequent practice building and encoding words, both in isolation and in written responses to text. There are practice opportunities for students to build, manipulate, and spell words. There is encoding practice that students complete included in the Dictation activities, Think-Write-Spell activities, and Sort It Out activities. According to the High-Impact Routine: Dictation, a teacher can model encoding a word using the Think and Write tool. According to the High-Impact Routine: Word Building, a teacher can model building a word with the Make New Words tool.

The materials contain teacher-level instruction/modeling for building/manipulating/spelling and encoding words using common and newly-taught sound and spelling patterns of phonics. Examples include but are not limited to the following:

• In Teacher's Edition Level A, Unit 2, Lesson 11, Day 5, students complete a word ladder, where they write different words based on clues by the side of the word ladder. The teacher instructions say, “Guide children to complete the word ladder. Say each clue and the number of letters that must change. Prompt children to write the new word.”
• In Teacher's Edition Level A, Unit 4, Lesson 15, Day 2, during Dictation, the teacher explicitly models segmenting a word and encoding its sounds. The teacher says the word may and models segmenting the word with left to right hand motions, then guides children to connect each sound to a spelling. Children complete Think and Write independently, encoding chain, gray, and train.
• In Teacher's Edition Level A, Unit 4, Lesson 18, Day 2, during Word Building, the teacher is guided to have children use letter cards to build or make the following words: me, my, fly, cry, try and shy. The teacher is prompted to tell children to replace a letter with a new letter to make a new word. The students write the new words in Student Book.

Lessons provide students with frequent opportunities to build/manipulate/spell and encode words in isolation based in common and newly-taught phonics patterns. Examples include but are not limited to the following:

• In Teacher's Edition Level A, Unit 4, Lesson 18, Day 4, during Read and Write, students write words with long /i/ and /igh/ words.
• In Teacher's Edition Level A, Unit 5, Lesson 26, Day 3, the teacher writes the words walks, walked, and walking. The teacher reviews the inflectional endings -s, -ing, and -ed. The teacher guides children to write the new words with these inflectional endings.
• In Teacher's Edition Level A, Unit 6, Lesson 30, Day 5, students complete the Word Ladder activity where they have different clues, and students write words to meet those clues. The words are long /e/, /ey/, and /ie/ words.

The materials reviewed for Grade 1 partially meet the criteria for materials promote application and encoding of phonics in activities and tasks. (mid Kindergarten-Grade 2)

From Phonics to Reading Level A materials provide frequent student practice applying and encoding phonics in the weekly dictation, cumulative review, and writing about connected text routines. While the student practice is frequent, there are missed opportunities for teacher instruction and modeling of encoding. The teacher directions ask the teacher to have students complete the encoding tasks, however the task is without further explanation or modeling. According to the High-Impact Routine: Dictation, a teacher can model encoding a word using the Think and Write tool.

Materials include limited explicit, systematic teacher-level instruction of teacher modeling that demonstrates the use of phonics to encode sounds to letters and words in writing tasks. Examples include but are not limited to the following:

• In Teacher's Edition Level A, Unit 1, Lesson 1, Day 4, the first time students complete the Listen and Spell routine, the teacher asks the students to write the words fat, nap, ran, and cap in isolation, then write the sentence “The man sat.” The teacher instructions ask the teacher to say the word/sentence, “have children write” the word/sentence, and “write the answers for children to self-correct their work.” Explicit instruction and teacher modeling are not provided. These teacher instructions remain the same for this exercise in each lesson.
• In Teacher's Edition Level A, Unit 1, Lesson 1, Day 5, the first time students complete Write About It, the Teacher's Edition asks teachers to “guide children to complete the Write About It activity. Tell children to write what they learned about someone in the story. Children can share their responses with partners, get feedback, and revise as needed.” Explicit instruction and teacher modeling are not provided. These teacher instructions remain the same for this exercise in each lesson.
• In Teacher's Edition Level A, Unit 1, Lesson 2, Day 4, Dictation, the teacher tells the students what words to write. The manual says, “Analyze spelling errors and provide corrective feedback and additional instruction at the teacher’s table.”
• In Teacher's Edition Level A, Unit 2, Lesson 10, Day 2, Dictation, teachers are directed to say, “What is the first sound in rich? That’s right, /r/. What letter do we write for the sound /r/? What is the next sound in rich? Yes, that’s /i/. What spelling do we write for that sound? What is the last sound in rich? That’s right, /ch/. This sound is spelled with two letters. What letters do we write for that sound?” The students are prompted to complete the Think and Write. The teacher writes the answers to self-correct their work.
• In Teacher's Edition Level A, Unit 4, Lesson 18, Day 3, Word Study, the teacher writes the word tall. The teacher says, “The ladder is tall. But a tree is… “ The Teacher’s Edition says to have children chorally respond with the word taller. The teacher writes tall again and adds the suffix -er. The teacher says, “That’s right, the tree is taller.” The teacher writes tall for a third time and says, “The skyscraper is the tallest,” and adds -est to tall. The teacher is directed to say, “When we compare all three things, the skyscraper is the tallest. We add -er and -est to describing words such as tall, clean, and deep, when we compare things.”

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

• In Teacher's Edition Level A, in each lesson, the Listen and Spell routine provides students practice encoding words in sentences. The exercise includes four words in isolation and one sentence, all of which practice the lesson’s newly taught phonics pattern. The teacher dictates the words and the sentence and asks students to write the words and the sentence in their Student Books. This practice occurs on Day 4 of each lesson.
• In Teacher's Edition Level A, in each lesson, the Cumulative Review routine asks students to complete a sentence using an existing sentence stem and at least one word that contains the lesson’s targeted phonics pattern. The students are given a set of two words that contain the targeted pattern, and students compose and write a sentence that uses both words.
• In Teacher's Edition Level A, Unit 1, Lesson 4, Day 4, Dictation, the teacher says a sentence and the students write, “The cup is not hot.” The phonics skill students are working on is short /u/.
• In Teacher's Edition Level A, Unit 5, Lesson 21, Day 1, students interact with the text by writing a sentence to answer the question, “What do you stir in the pail?” from the text they read. The phonics skill that week is to sort words by common spelling patterns.
• In Teacher's Edition Level A, Unit 6, Lesson 28, Day 2, students write the sentence, “A child finds the old map.” The phonics skill students are working on is /ō/.

The materials reviewed for Grade 1 meet the criteria for materials include systematic instruction of high-frequency words and practice opportunities of high-frequency words to develop automaticity.

In From Phonics to Reading Level A, recurring instructional routines explicitly model and teach both reading and spelling of high-frequency words, primarily using the Read-Spell-Write routine. High-frequency words are read and written in isolation and in context. An appropriate number of high-frequency words are taught over the course of the curriculum, and materials provide explicit examples for teacher modeling. The teacher completes explicit teaching of high-frequency words every day in the Read-Write-Spell routine which is completed in the lessons. The students learn four words in each lesson across the year. There is practice in two different routines the Read-Write-Spell routine and Extend activity where students practice reading the high-frequency words in isolation.

Materials include systematic and explicit instruction of irregularly spelled words. Examples include but are not limited to the following:

• Recognize and read grade-appropriate irregularly spelled words.
• In Teacher's Edition Level A, each lesson introduces four high-frequency words. The high-frequency words are taught and practiced using recurring instructional routines every day of each lesson including the Read-Spell-Write routine, the Use in Context routine, and the Cumulative Review routine.
• In Teacher's Edition Level A, Unit 1, Lesson 4, Day 1, the teacher uses the Read-Spell-Write routine for irregularly spelled words. The teacher writes the words in context, underlines the word and points to the word to have students read. The teacher spells the word out loud and points out any word spellings or letter spellings that the students already know. The teacher spells the word little. The teacher asks students if they know any other words with double letters.
• In Teacher's Edition Level A, Unit 3, Lesson 12, Day 2, the teacher reteaches the high-frequency words water, that, of, and carry using the Read-Spell-Write routine.

Materials include frequent opportunities for the teacher to model the spelling and reading of irregularly spelled words in isolation. Examples include but are not limited to the following:

• In Teacher's Edition Level A, high-frequency words are introduced using the same Read-Spell-Write routine for each word. Materials ask the teacher to first write the word in a context sentence, read the sentence to the students, underline the word and tell students what the word is, and have students chorally read the word. The teacher spells the word aloud and studies the spelling with students, noticing sounds of letters and familiar spelling patterns. Finally, students write the high-frequency word twice in the Student Book with the help of a print model.
• In Teacher's Edition Level A, Unit 2, Lesson 8, Day 1, the teacher spells aloud the following high-frequency words: said, when, there, where. The teacher models spelling the word as the teacher writes the word.
• In Teacher's Edition Level A, Unit 4, Lesson 19, Day 1, during the Spell section of the Read-Spell-Write routine, the teacher spells the word aloud and has children repeat it. The students spell it with the teacher.

Students practice identifying and reading irregularly spelled words in isolation. Examples include but are not limited to the following:

• In Teacher's Edition Level A, Day Five of each lesson reviews high-frequency words by having the teacher write the lesson’s four target words in isolation, then having students chorally read each word.
• In Teacher's Edition Level A, Unit 1, Lesson 3, Day 5, the teacher writes the words and, stop, see, and jump on chart paper, and the students chorally read them.
• In Teacher's Edition Level A, Unit 4, Lesson 18, Day 5, the teacher writes the words full, different, into, and through on chart paper and students read them chorally.
• In Teacher's Edition Level A, Unit 1, Lesson 3, Day 1, in the Read section, teachers are instructed to “write the word in a context sentence and underline the word. Point to the word and have children chorally read it.” There is one model provided for the teacher prior to asking the students to chorally read the words.

Materials include a sufficient quantity of new grade-appropriate irregularly spelled words for students to make reading progress. Examples include but are not limited to the following:

• In Teacher's Edition Unit 1 planner, students learn twenty words for Lessons 1-5. They learn four words in each lesson.
• In Teacher's Edition Unit 2 planner, students learn twenty words for Lessons 1-5. They learn four words in each lesson.
• In Teacher's Edition Unit 3 planner, in Lessons 12 and 13, students learn eight high-frequency words. There are four words in each lesson.
• In Teacher's Edition Unit 4 planner, in Lessons 14-19, students learn four words in each lesson. They learn twenty-four high-frequency words by the end of the lessons.
• In Teacher's Edition Unit 5 planner, in Lessons 20-27, students learn four words per lesson in eight lessons, for a total of thirty-two words.
• In Teacher's Edition Unit 6 planner, in Lessons 28-30, students learn four words in each lesson, for a total of twelve words.

The materials reviewed for Grade 1 meet the criteria for materials provide frequent practice opportunities to read and write high-frequency words in context (sentences).

In From Phonics to Reading Level A materials, recurring instructional routines provide students with frequent practice both reading and writing high-frequency words in context. Practice occurs in frame sentences, student-generated sentences, and connected text. Practice opportunities are systematic and frequent, and there are lessons that provide students with opportunities to read words in sentences and to write grade-level words. The students complete pages in their Student Book that would allow them to go back and look at words when they are writing other activities.

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

• In Teacher's Edition Level A, each lesson has an Use in Context exercise in which students write high-frequency words in the context of a frame sentence. The teacher asks students to read the sentences to a partner.
• In Student Book Level A, each lesson has a Connected Text passage and a Take-Home Book in which students read connected text that includes targeted high-frequency words.
• In Teacher's Edition Level A, Unit 2, Lesson 8, Day 1, during the Write portion of the routine, students write the high-frequency words in a sentence and read the sentence to a partner.
• In Teacher's Edition Level A, Unit 3, Lesson 12, Day 2, during the Extend part of the lesson, a student creates an oral sentence using high-frequency words and reads the sentence to a partner.
• In Teacher's Edition Level A, Unit 6, Lesson 28, Day 3, students complete the Use in Context routine in Student Book. After creating sentences using their high-frequency words from the lesson, the student reads the sentence to a partner.

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

• In Teacher's Edition Level A, each lesson has a Use in Context exercise that asks students to write the targeted high frequency word in a frame sentence.
• In Teacher's Edition Level A, Unit 4, Lesson 18, Day 3, students write the high-frequency words in sentences.
• In Teacher's Edition Level A, Day 2 of each lesson has an Extend exercise in which teachers ask students to create an oral sentence for each high-frequency word and to write those sentences.
• In Teacher's Edition, Level A, Unit 6, Lesson 29, Day 2, students create oral sentences with each high-frequency word, read the sentences to a partner, and then write the sentences. The students are encouraged to build upon sentences and add descriptions.
• In Teacher's Edition Level A, Unit 2, Lesson 7, Day 1, during the Write activity, students write the high-frequency words in sentences in Student Book.

Materials provide repeated, explicit instruction in how to use student-friendly reference materials and resources and reading high-frequency words (e.g., word cards, word lists, word ladders, student dictionaries).

• Students complete pages in their Student Books that can be used as a reference to look back on and review. Students complete Read-Spell-Write lessons in their Student Books on Day 1 and on Day 3 the teacher reteaches the words and students use their work from Day 1 to apply the high-frequency words in context of a sentence.

The materials reviewed for Grade 1 meet the criteria for materials explicitly teach word analysis strategies (e.g., phoneme/grapheme recognition, syllabication, morpheme analysis) based on the requirements of the standards and provide frequent practice opportunities for students to apply word analysis strategies.

From Phonics to Reading Level A materials provide explicit instruction in phoneme/grapheme recognition, syllabication and morpheme analysis using the Word Study routines and when introducing new sound-spelling patterns in the Blend It exercises. Opportunities for students to practice word analysis strategies are present during various activities.

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

• In Teacher's Edition Level A, Unit 2, Lesson 9, Day 2, during the Dictation routine, the teacher demonstrates how to segment a word sound by sound.
• In Teacher's Edition Level A, Unit 4, Lesson 14, Day 3, the teacher uses the Word Study exercise to teach the prefixes re- and un-. The teacher models adding the prefix un- to the base word well and the prefix re- to the base word do, then discusses the change in meaning with students. Students practice using the Word Study page in Student Book.
• In Teacher's Edition Level A, Unit 5, Lesson 20, Day 2, during the Dictation routine, the teacher says the word back. The teacher models segmenting the word sound by sound. The teacher does this with the word barn and then asks students how many sounds are in barn.
• In Teacher's Edition Level A, Unit 5, Lesson 20, Day 3, the teacher uses the Word Study exercises to introduce the transition to reading longer words. The teacher writes the word wagon and models dividing the word into syllables, explaining that every syllable has only one vowel sound. The teacher models blending the syllables to read the word. Students practice building words from syllables using the Word Study page in Student Book.

Materials contain explicit instruction of word solving strategies to decode unfamiliar words. Examples include but are not limited to the following:

• In Teacher's Edition Level A, Read Connected Text, teachers are instructed to provide corrective feedback if children have difficulty with a word, then have students reread the sentence with the corrected word, confirming the word is correct using syntax and context cues.
• In Teacher's Edition Level A, Unit 4, Lesson 18, Day 1, the teacher introduces /ī/ patterns. The teacher tells students that the /ī/ sound can also be spelled with y and igh. The teacher writes the words fly and sigh, underlines the /ī/ spelling, and chorally reads the words with students.
• In Teacher's Edition Level A, Unit 5, Lesson 21, Day 1,the teacher introduces the r-controlled vowel sound /ur/ spelled er, ir, ur. The teacher writes bird and purse and underlines the r-controlled vowel spelling in each word.

Multiple and varied opportunities are provided over the course of the year for students to learn, practice, and apply word analysis strategies. Examples include but are not limited to the following:

• In Teacher's Edition Level A, Unit 1, Lesson 3, Day 1, Connected Text, students begin by circling short /o/ words.
• In Teacher's Edition Level A, Unit 4, Lesson 18, Day 5, Word Building, students complete a word building activity by using a Word Ladder. There are clues on the side of the page to help students practice word analysis skills. For example, one clue says, “The word rhymes with try.” Students change one or two letters to change the word.
• In Teacher's Edition Level A, Unit 5, Lesson 22, Day 2, Word Building, students make new words by replacing different letters.

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

From Phonics to Reading Level A materials offer frequent opportunities for students to engage in decoding practice. Students repeat the Blend It words and sentences daily, and decodable Take-Home Books and Connected Text passages are reread multiple times per lesson as part of recurring instructional routines. Explicit instruction and teacher modeling of fluent reading focused on accuracy and automaticity are included in every lesson. Students are exposed to fluent reading through teacher modeling, echo reading and audiobook modeling.

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

• In Teacher's Edition Level A, Unit 2, Lesson 9, Day 3, the teacher is prompted to have the students to point to each word as they read chorally. If they have trouble with a word, the teacher uses a corrective feedback procedure. The teacher has the students reread the sentence with the correct word. The teacher asks the students questions about the word by asking if the word makes sense in the sentence.
• In From Fluency to Comprehension: Routines and Minilessons, Lesson 14, the teacher models intonation using end punctuation. The teacher models reading sentences that end in a period, a question mark, and an exclamation mark. The teacher models intonation, then points out that you read a sentence with an exclamation mark with “great enthusiasm or excitement,” and you raise your voice at the end of a sentence with a question mark.
• In From Fluency to Comprehension: Routines and Minilessons, Lesson 17, the teacher uses an Oral Reading Model routine. The teacher explains the elements of fluent reading, then models reading a passage with expression. Students practice reading the passage with partners while the teacher makes notes on student fluency.

Materials provide opportunities for students in Kindergarten and Grade 1 to engage in decoding practice focused on accuracy and automaticity. Examples include but are not limited to the following:

• In Level A Student Book, Blend It, the exercise asks students to “read the words each day by yourself and to a partner.” Students read both words in isolation and in sentences.
• In Teacher's Edition Level A, Unit 6, Lesson 29, Day 2, students reread the Blend It lines to a partner to build fluency. The teacher circulates and provides corrective feedback.
• In Teacher's Edition Level A, each lesson contains a decodable Take-Home Book. This book is used for two readings. The second read is designed to build fluency as students whisper-read the text.
• In Teacher's Edition Level A, on Day 1, Day 2 and Day 5 of each lesson, during Independent/Partner Work, students are asked to reread the Connected Text passage and Take-Home Books from the current lesson and previous lessons.
• In Teacher's Edition Level A, Unit 4, Lesson, 15, Day 5, the teacher writes the words away, one, doesn’t and something on chart paper. Students chorally read each word.

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

From Phonics to Reading Level A materials include explicit instruction in fluency. Materials contain opportunities for students to hear a fluent reading modeled by a teacher or fluent reader. Explicit instruction in and modeling of phrasing, expression, intonation, rate, and accuracy is included in the From Fluency to Comprehension: Routines and Minilessons guide. There are opportunities for students to practice fluency through the use of the Blend It activities, high-frequency activities, connected texts, and take-home texts, and minilessons include explicit, systematic instruction on fluency elements using grade level text.

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

• In From Fluency to Comprehension: Routines and Minilessons, Level A, Lesson 1, the teacher explains and models rate and accuracy. The teacher says, “A strong reader reads at a good pace and can pronounce all of the words correctly,” then models appropriate rate and accuracy using the passage in Student Book.
• In From Fluency to Comprehension: Routines and Minilessons, Level A, Lesson 12, the teacher models intonation. The teacher selects one “prosodic element” in the lesson’s connected text to explain and model. Students practice the element using the same text independently and with support. Then students read sections of the text aloud to the class.
• In From Fluency to Comprehension: Routines and Minilessons, Level A, Lesson 7, the teacher explains and models phrasing. The teacher models reading a passage without pauses between the words, then again with appropriate pauses and phrasing. The teacher discusses the differences with the students, then explains that repeated readings help them learn to read with appropriate phrasing.
• In Teacher’s Guide to Fluency, instructional routines are included for phrasing, expression and intonation, punctuation, rate, and accuracy.

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

• In From Fluency to Comprehension: Routines and Minilessons, Level A, Lesson 4, the teacher engages students in an Echo Read lesson. The teacher reads the Connected Text , modeling appropriate rate and intonation. The students repeat each phrase or sentence, “mimicking” the teacher’s rate and intonation. The teacher uses this routine to introduce new texts in all future lessons.
• In From Fluency to Comprehension: Routines and Minilessons, Level A, Lesson 13, the teacher uses an Audiobook Modeling routine. The teacher explains that students will listen to how a “good reader” reads aloud to try to improve their own fluency. Students listen to an audio recording of text, stopping at the end of each page to reread the page, matching the pace, phrasing, and expression of the audiobook reader.
• In Teacher's Edition Level A, Unit 3, Lesson 12, Day 4, students reread the text to a partner.

Materials include a variety of resources for explicit instruction in fluency. Examples include but are not limited to the following:

• In Student Book, Level A, Digital Resources, the Interactive Instructional Resources for each lesson include an audio version of the lesson’s Take-Home Book, modeling fluent reading of the text. This audio version can be used with the Audiobook Modeling minilesson routine.
• In Student Book, Level A, Digital Resources, the Interactive Instructional Resources for each lesson include an audio version of the Blend It activity. The audio version models fluent reading of words and sentences for daily Blend It practice in fluency.
• In Teacher's Edition Level A, Unit 2, Lesson 7, Day 3, students read the take-home book, "The Best Snack." The teacher uses the Echo Reading routine to introduce the text and model fluent reading.
• In Teacher's Edition Level A, Unit 5, Lesson 20, Day 1, the students are prompted to reread the Blend It lines every day to themselves or a partner to build fluency.

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

From Phonics to Reading Level A materials offer frequent opportunities for students to engage in supported practice of fluent reading in grade-level texts. Guidance for teacher support of student growth in fluency is general instructions to provide corrective feedback. Students have access to Blend It activities, connected texts, and take-home books that they practice reading throughout the week.

Varied, frequent opportunities are provided over the course of the year in core materials for students to gain oral reading fluency. Examples include but are not limited to the following:

• In Teacher's Edition Level A, materials ask students to engage in repeated choral reading and whisper-reading of grade-level text in the Read Connected Text instructional routines.
• In Teacher's Edition Level A, Unit 2, Lesson 8, Day 1, students chorally read the connected text, "What is it?".
• In Teacher's Edition Level A, Unit 5 Planner, students have two connected texts that they read that week. In Lesson 21, for example, the two texts are "How to Make a Sandcastle" and "Gets Hurt." Students have a home/school connected text that they read each week. For example, in Lesson 23, the home/school connected text is, "Books, Books, Books."
• In Teacher's Edition Level A, Unit 3 Lesson 13, Day 1, students are introduced to the Blend It activity, which has words and sentences. This activity occurs every week, and students read the lines and the sentences every day either to themselves or to a partner.

Materials contain opportunities for students to participate in repeated readings of a grade-level text to practice oral reading fluency. Examples include but are not limited to the following:

• In From Fluency to Comprehension: Routines and Minilessons, Level A, Lesson 2, the teacher introduces a repeated reading fluency routine that students use in all subsequent lessons. This routine includes structured daily repeated reading of connected text and take-home books from each lesson.
• In Student Book Level A, each lesson contains a Connected Text passage and a Take-Home Book. These grade-level texts are used in recurring instructional routines that include repeat readings on Days 1, 2 and 5 of every lesson.
• In Teacher's Edition Level A, Unit 4, Lesson 17, Day 4, students reread the text, "The Boat," through whisper reading or reading to a partner.
• In Teacher's Edition Level A, Unit 6, Lesson 28, Day 4, students read the connected text, "Kind Child, Wild Child," for a second read before taking the book home.
• In Teacher's Edition Level A, Unit 5, Lesson 22, Day 3, students are prompted to whisper read the Blend It lines and sentences to themselves or to a partner to build fluency. Student previously read the Blend It lines and sentences.

Materials include guidance and feedback suggestions to the teacher for supporting students’ gains in oral reading fluency. Examples include but are not limited to the following:

• In Teacher’s Guide to Fluency, the materials recommend a gradual release process to improve student fluency. At the beginning of the year, the teacher models fluent reading and helps students follow along in the text by gliding a finger under the words while reading. Then students move to choral or echo reading. Finally, the students move to independent practice, reading with a partner or whisper reading alone, with the teacher making observations and providing corrective feedback.
• In Teacher’s Guide to Fluency, the materials suggest supports for each area of fluency. For example, for phrasing, the teacher uses markers to underline words that go together in phrases, or draw lines between phrases to show students where phrases begin and end.
• In Teacher's Edition Level A, in the Read Connected Text instructional routines, teachers are instructed to provide corrective feedback if children have difficulty with a word. Teachers are instructed to have children reread the sentence with the correct word.
• In Teacher's Edition Level A, Unit 1, Lesson 4, Day 4, students reread the text, "Little Bugs, Big Bugs." The teacher circulates, and provides corrective feedback as needed.
• In Teacher's Edition Level A, Unit 4, Lesson 19, Day 1, students read the student book, "Where Could I Find?" If students have any problem reading a word, the teacher stops students and provides corrective feedback, such as modeling sounding out the word. Students reread the sentence with the correct word. The teacher asks questions to be sure they have the right word such as, “Is it the right word?”
• In Teacher's Edition Level A, Unit 3, Lesson 12, Day 3, the students reread the Blend It lines, and the teacher circulates to listen and provide corrective feedback as needed.

The materials reviewed for Grade 1 partially meet the criteria for materials provide teacher guidance to support students as they confirm or self-correct errors and emphasize reading for purpose and understanding.

From Phonics to Reading Level A materials contain connected, grade-level texts that students use for both decoding and comprehension. Materials provide teacher support and guidance for helping students read with purpose and understanding, including a variety of comprehension questions for each text and opportunities to write about the text. Teacher guidance for self-corrections is limited to occasions when students require corrective feedback rather than providing guidance on monitoring comprehension and promoting self-corrections. There are some directions for the teacher on self-correcting errors for the students. There is teacher guidance for providing feedback when the teacher uses the Reading Observation Form. There is information concerning setting the purpose of reading the text in the Differentiation: Above Level Students and English Language Learners during small group time for decodable texts.

Materials provide some explicit lessons for the teacher in confirming and self-correcting errors in fluency. Examples include but are not limited to the following:

• Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
• In Teacher's Edition Level A, the Read Connected Text routine includes explicit directions for teachers to provide corrective feedback. The teacher is instructed to “Confirm that the word is correct by asking children to use other cues. For example, ask: Does the word make sense in the sentence? Is it the kind of word that would fit? Is it the right word?”
• In Teacher's Edition Level A, Unit 1, Lesson 4, Day 1, teacher instructions state, “If children have difficulty with any word, stop and provide corrective feedback (e.g., model how to sound it out). Then have children reread the sentence with the correct word. Confirm that the word is correct by asking children to use other cues. For example, ask, ‘Does the word make sense in the sentence? Is it the kind of word that would fit (e.g., noun, verb)? Is it the right word?’”
• In Teacher's Edition Level A, Unit 6, Lesson 28, Day 1, the Teacher’s Edition instructs the teacher, “If children have difficulty with any word, stop and provide corrective feedback (e.g., model how to sound it out). Then have children reread the sentence with the correct word. Confirm that the word is correct by asking children to use other cues. For example, ask, ‘Does the word make sense in the sentence? Is it the kind of word that would fit (e.g., noun, verb)? Is it the right word?’”
• In Teacher's Edition Level A, Unit 2, Lesson 10, Day 3, students read the text, "Will We Win?" If the students have difficulty with a word, the teacher provides corrective feedback. Once the students hear the correct word, the teacher prompts by asking, “Does that word make sense?” or “Is it the correct word?”

Materials provide opportunities for students to practice using confirmation or self-correction of errors, but with teacher prompting. Examples include but are not limited to the following:

• In Teacher's Edition Level A, Unit 2, Lesson 8, Day 3 instructs the teacher, “If children have difficulty with any word, stop and provide corrective feedback (e.g., model how to sound it out). Then have children reread the sentence with the correct word. Confirm that the word is correct by asking children to use other cues. For example, ask, ‘Does the word make sense in the sentence? Is it the kind of word that would fit (e.g., noun, verb)? Is it the right word?’”
• In Teacher's Edition Level A, Unit 4, Lesson 18, Day 3 instructs the teacher, “If children have difficulty with any word, stop and provide corrective feedback (e.g., model how to sound it out). Then have children reread the sentence with the correct word. Confirm that the word is correct by asking children to use other cues. For example, ask, ‘Does the word make sense in the sentence? Is it the kind of word that would fit (e.g., noun, verb)? Is it the right word?’”

Multiple opportunities are provided over the course of the year for students to read on-level texts (Grades 1-2) for purpose and understanding. Examples include but are not limited to the following:

• In Teacher's Edition Level A, each lesson contains a Connected Text passage and a Take-Home Book used in a recurring Read Connected Text instructional routine. This routine engages students in a Preview and Predict, First Read, and Check Comprehension routine. These routines include explicit instructions for teachers and model prompts to promote understanding of the text.
• In Teacher's Edition Level A, Unit 2, Lesson 7, Day 3, students read the take-home book, "The Best Snack." The teacher asks the following comprehension questions:
• What is Scott doing at the beginning of the story?
• What does Scott do when he comes into the house for a snack?
• Why do you think Mom tells Scott to go play?
• In Teacher's Edition Level A, Unit 3, Lesson 12, Day 1, students read the connected text, "The Plane Ride." The teacher asks the following comprehension questions:
• Why does Kate smile at the beginning of the story?
• What game do Kate and Dad play?
• Why do they play this game?
• In Teacher's Edition Level A, Unit 5, Lesson 26, Day 4, students read the Take-Home book, "The Three Bears: A Retelling." Students retell the text to a partner in their own words.

Materials contain some explicit directions and/or think-alouds for the teacher to model how to engage with a text to emphasize reading for purpose and understanding.

• In Teacher's Edition Level A, the Read Connected Text routine includes explicit directions for teachers to provide corrective feedback. The teacher is instructed: “Confirm that the word is correct by asking children to use other cues. For example, ask: ‘Does the word make sense in the sentence? Is it the kind of word that would fit? Is it the right word?’”
• In Teacher's Edition Level A, during the Read Connected Text routine, the teacher is directed to describe the first page picture and use key words to frontload vocabulary. For example:
• Unit 2, Lesson 9, Day 3, the teacher is to “Describe the picture on the first page using key words to frontload vocabulary.”
• Unit 5, Lesson 29, Day 3, the teacher is to “Describe the picture on the first page using key words to frontload vocabulary.”

The materials reviewed for Grade 1 meet the criteria for materials contain a teacher edition with ample and useful annotations and suggestions on how to present the content in the student materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.

The front material of the Teacher's Edition Level A contains an overview and scope and sequence of the program, an implementation guide, guidance on assessment, intervention, and pacing. The Teacher's Edition Level A contains six units, and each unit provides a Unit Planner with an overview of each lesson. The instructional routines are incorporated into each lesson. The instructional routines address phonemic awareness, high-frequency words, connected text for decoding practice, word analysis skills and spelling-sound/blending exercises. With each of these routines, teachers are explicitly instructed on how to present the skill. The routines are used consistently throughout the program. Online resources are matched to print resources.

Materials provide a well-defined, teacher resource (teacher edition, manual) for content presentation. Examples include but are not limited to the following:

• In Teacher's Edition Level A, the front matter contains a scope and sequence for all concepts taught, and what level the skills are taught. The page is split into the categories of Main Skill and Word Study across all 30 lessons.
• In Teacher's Edition Level A, introductory materials provide an overview of each unit and how each lesson within a unit is structured for the ease of presentation.
• In Teacher's Edition Level A, the front matter contains an implementation guide explaining the recurring instructional sequence of Days 1-5 of each Lesson.
• In Teacher's Edition Level A, Unit 2, the unit planner lists the targeted skill and the lesson where the skills are taught.

The teacher resource contains detailed information and instructional routines that help the teacher to effectively implement all foundational skills content (i.e., phonological awareness, phonics, irregularly spelled words, word analysis, fluency). Examples include but are not limited to the following:

• In Teacher Edition Level A, lessons are divided into six Units: Short Vowels with Single Consonants, Short Vowels with Blends and Digraphs, Final e, Long Vowels, r-Controlled Vowels, Complex Vowels, and Diphthongs, and More Long Vowel Spellings. Each Unit begins with a Unit Planner that outlines the instructional routines for skills in the following areas: phonemic awareness, high-frequency words, connected text, dictation, word building, word study.
• In Teacher Edition Level A, the introductory material outlines the high-frequency word routine. It states that students complete the Read-Spell-Write-Extend routine. On Day 1, it states that students should complete the top section of the Student Book and on Day 3, students complete the bottom section.
• In Teacher Edition Level A, Unit 2, page 101, Lesson 7, Day 3, in the sound-spelling/blending cumulative quick check, the routine is to display the sound-spelling cards for previously taught phonics skills. The students say the sound chorally then the teacher mixes them up and students do it again.
• In Teacher Edition Level A, Unit 5, Lesson 25, Day 4, the dictation routine is the Listen-Spell routine. The students say the sounds and then students use the dictation to analyze spelling errors and provide corrective feedback.
• The Teacher Edition Level A, provides a Unit 1 Planner which outlines the five lessons contained in the unit and when each of the instructional routines is utilized for instruction (i.e., phonemic awareness, high-frequency words, connected text for decoding practice, dictation, word building and word study). For example:
• The phonemic awareness instructional routine is taught in Lessons 1-5, along with high-frequency words. The Word Study routine introduces plurals, inflectional endings and practice on doubling final consonants, before returning to plurals in Lesson 5.

Any technology pieces included providing support and guidance for the teacher and do not create an additional layer of complication around the materials. The online Teacher’s Edition Level A mirrors the printed Teacher’s Edition. Examples include but are not limited to the following:

• In online Teacher Edition Level A, Unit 4, Lesson 14, there is a lesson planning page for high-frequency words that are the same as in the printed Teacher’s Edition.
• The Teacher Edition Level A is provided as a stand-alone e-book that can be used to teach the lesson using a tablet or iPad. This is designed to take the place of the printed Teacher’s Edition.
• In online Teacher Edition Level A, the blue SadlierConnect.com symbol identifies opportunities for online instructional resources and interactive student activities.
• In online Teacher’s Edition Level A, the user is provided with access to one page at a time, and the lesson plans do not allow you to move forward or backwards. Online materials do not contain a search option.
• Materials include videos to help students/parents use the Interactive Instructional Resources.

The materials reviewed for Grade 1 meet the criteria for materials contain full, adult-level explanations and examples of the foundational skills concepts included in the program so teachers can improve their own knowledge of the subject, as necessary.

From Phonics to Reading provides brief descriptions of the foundational skills that are incorporated into the daily program instruction. There are adult level explanations for foundational skills, high-frequency words, and blending. There are detailed explanations for print concepts, alphabetic knowledge, in the Teacher’s Guide to Print Concepts. There are examples of foundational skills embedded within the lesson plans and in the Wiley Blevins Professional Development videos. The front material of the Teacher's Edition Level 1 features an overview of the “Seven Characteristics of Strong Phonics Instruction” and of the Daily Instructional Routines. These two resources provide adult-level explanations of the foundational skills concepts.

Examples of detailed adult-level explanations are provided for each foundational skill taught at the grade level include but are not limited to the following:

• In Teacher's Edition Level A, in “Seven Characteristics of Strong Phonics Instruction,” materials state that blending is the main strategy for teaching students to sound out words and transitions students from reading one-syllable words to multisyllabic words.
• In Teacher's Edition Level A, in “Seven Characteristics of Strong Phonics Instruction,” it explains that high frequency words do not have common English sound-spellings. Teacher's Edition states that other high-frequency words are regular and are needed by students during reading before they have the phonics skills to sound them out. Teacher's Edition further states that students need to continue to practice so they have mastery of these words; otherwise, it may impact their comprehension.
• In Teacher's Edition Level A, , introductory materials contain a brief description of phonemic awareness but do not provide a description of phonological awareness. Teacher's Edition states that a “range of subskills is taught to develop [it] with oral blending and oral segmentation having the most positive impact on reading and writing development.” No explanation of oral blending or segmentation is given.
• In Teacher's Edition Level A, “Seven Characteristics of Strong Phonics Instruction” states, “To best transition students’ growing reading skills to writing, dictation, guided spelling with teacher Think-Alouds, is critical and should begin as early as Kindergarten. While not a spelling test, this activity can accelerate students’ spelling abilities and understanding of common English spelling patterns and assist them in transferring their phonics skills to writing.”

Examples of the grade level foundational skill concepts that are provided for the teacher include but are not limited to the following:

• In Teacher's Edition's Level A, the program overview contains brief descriptions of skills included in each daily lesson and how they progress throughout the week.
• In Teacher's Edition Level A, the overview of how to implement the program, Phonemic Awareness lists skills that students will learn: rhyme and alliteration, phoneme organization, oral blending, oral segmentation, and phonemic manipulation.
• In Teacher's Edition Level A, Lesson 5, Day 3, Phonemic Awareness, Recognizing and Producing Rhyme, teachers are instructed, “Say three words: met, mat, pet. Ask: Which two words rhyme? Point out that met and pet rhyme because they both end in /et/. Say: Listen. /m/ /et/, met; /p/ /et/, pet. The word mat ends in /at/, so it does not rhyme. Then ask children to name other words that rhyme with met and pet. Continue with these word sets: den, pen, pan; fed, rid, red; beg, leg, log; hen, hot, ten; jet, yet, jot; shed, sled, shop.
• In Teacher's Edition Level A, Lesson 18, Day 1, Sound-Spelling, Learn and Blend, teachers are instructed, “Review long i spelled i_e. Point out that the long i sound can also be spelled with y and igh. Write fly and sigh, underline the long i spelling in each word, and model blending. Then read aloud the rhyme several times. Prompt children to join in, emphasizing the [long i sound. Point out that letter i has two sounds - the long i sound. . .and the short i sound.”
• In Wiley Blevins Videos: High-Impact Routine: High-Frequency Words, it provides examples of high-frequency words that are not so irregular such as there and where.

The materials reviewed for Grade 1 meet the criteria for foundational skills lessons are well-designed and take into account effective lesson structure and pacing. Content can reasonably be completed within a regular school year, and the pacing allows for maximum student understanding.
The From Phonics to Reading Level A materials include one hundred-fifty days of lessons to be taught over the course of the year. These lessons are arranged around thirty topics and organized into six units. The materials can adequately be taught during the course of the school year, leaving additional days for repeated lessons or missed instructional days. Lesson formats present objectives to be taught in the day’s lesson and are consistently structured for both teachers and students. Pacing guides are provided for routines used in each lesson, as well as day-to-day lesson requirements. There is research-based information supplied to users that supports the literacy instruction that was conducted by Wiley Blevins and other research that supports the scope and sequence of the lessons. There are whole-group and small-group activities, and a planning sheet is provided to assist teachers in planning activities for teacher-table interventions.

Lesson plans utilize effective, research-based lesson plan design for early literacy instruction. Examples include but are not limited to the following:

• In Teacher's Edition Level A, there is a letter to teachers about the seven characteristics of strong phonics instruction that explains the methodology behind the program.
• In Teacher's Edition's Level A, there is a pacing guide for Days 1-5 which states that phonics lessons should be fast-paced, rigorous and fun.
• In Teacher's Edition Level A, there is a consistent structure for daily sequencing of skills within the lessons. In addition, there is an estimation of how much time should be spent on that portion of the lesson.

The effective lesson design structure includes both whole group and small group instruction. Examples include but are not limited to the following:

• In Teacher's Edition Level A, Unit 1, Lesson 3, Day 3 provides opportunities for both whole-group and small-group instruction throughout the lesson. The Phonemic Awareness routine provides group instruction on rhyming words, while the Sound-Spelling/Blending routine has student chorally identify sounds then independently practice blending to build fluency. The Intervention Section recommends that teachers meet daily with children who are not at mastery and repeat the word building activity from Day 2.
• In Teacher's Edition Level A, Unit 3, Lesson 13, Day 1 provides group instruction on oral blending and sound-spelling, peer partner work on writing sentences, and an Intervention strategy for working with students struggling with the blending, dictation, and connected text reading pages.
• In Teacher's Edition Level A, Instructional Routines for Days 1-5 include a variety of recurring whole-group instructional elements including: instruction in phonemic awareness, sound-spelling/blending, high-frequency words, reading connected text, word study, dictation, word building, and writing.
• In Unit 4, Lesson 18, Day 3, in the area of Sound-Spelling/Blending, with the whole group, teachers “Display sound-spelling cards for previously taught phonics skills. Have children chorally say the sound. Mix the card set, then repeat.”
• In Teacher Edition's Level A, the “Teacher Table” boxes provide guidance for teacher-led small groups to support English learners and intervention groups.
• In Unit 2, Lesson 7, Day 1, the “Teacher Table: Intervention” instructs the teacher in the area of Addressing Learning Gaps, “Based on your weekly cumulative assessments, meet each day with children who have not mastered previously taught skills. Repeat the blending, dictation, and connected text reading pages. Focus on application of the skills to authentic reading and writing experiences, rather than skill-and-drill exercises.”
• In Teacher's Edition Level A, there is a small group planner so the teacher can analyze the skills students need to work on and organize small groups.
• In Unit 5, Lesson 29, at the Teacher Table, students use sound boxes and counters to stretch the sounds in a first word. Students orally segment each remaining word.

The pacing of each component of daily lesson plans is clear and appropriate. Examples include but are not limited to the following:

• In Teacher's Edition Level A, the Pacing Guide delineates pacing per day as well as per component. Suggested pacing for Day One routines includes Phonemic Awareness (five minutes), Sound Spelling (ten minutes), High-Frequency Words (five minutes), Read Connected Text (ten minutes), and Word Sort (five minutes). The Teacher's Edition Level A also provides a time indicator for each portion of each day’s lesson (e.g., phonemic awareness-five minutes, sound-spelling/blending-five minutes). The online Teacher’s Edition Level A features an alternative pacing guide for shorter work blocks.
• In Teacher's Edition Level A, the Pacing Guide suggests daily routines ranging from thirty to forty minutes per day, with a reminder for teachers that states, “Teacher Table Small-Group Instruction and Independent Partner Work time should also be factored into each lesson.”
• In Teacher's Edition Level A, Unit 2, Lesson 6, Day 1, students complete a learn and blend activity that, in turn, introduces a sound-spelling learn and blend activity. The activity lasts for ten minutes on Day 1.
• In Teacher's Edition Level A, Unit 4, Lesson 16, Day 3, students complete a phonemic manipulation-delete sounds activity for five minutes.

The suggested amount of time and expectations for maximum student understanding of all foundational skill content (i.e., phonological awareness, phonics, irregularly spelled words, word analysis, fluency.) can reasonably be completed in one school year and should not require modifications. Examples include but are not limited to the following:

• In Teacher's Edition Level A, there is a "Scope and Sequence Chart" which indicates that the program is made up of thirty lessons. Teacher's Edition illustrates how these lessons are taught over a five-day period.
• In Teacher's Edition Level A, the Table of Contents shows how lessons are organized into six units. The "Scope and Sequence and Implementation Guide" outlines thirty Lessons consisting of five instructional days per lesson, for a total of one hundred-fifty days of instruction. The program provides a total of one hundred-fifty lessons, varying in length from twenty to forty minutes daily, and the content could easily be covered within the one hundred-eighty day school year.
• In Teacher's Edition Level A, Pacing Guide, Days 1, 3 and 4 includes thirty-five minutes of phonics instruction. On Day 2, there are thirty minutes of phonics activities that are completed, and on Day 5, there are forty minutes of activities.
• In Teacher's Edition Level A, Pacing Guide, there are four days of high-frequency activities for five minutes per day, according to the regular pacing guide. There are a total of thirty lessons.
• In Teacher's Edition Level A, Units 1-6, the lessons include a print concept activity that occurs every third day. Each activity is five minutes long.
• In Unit 6, Lesson 30, Day 3, the teacher writes sentences on the board and reads them. Students identify which one is a complete sentence.

The materials reviewed for Grade 1 meet the criteria for scope and sequence clearly delineate the sequence in which phonological awareness skills are to be taught, with a clear, evidence-based explanation for the expected hierarchy of phonemic awareness competence.

From Phonics to Reading Level A materials feature a scope and sequence that delineates the sequence of phonological awareness skills. Within these phonological awareness skills are following phonemic awareness skills: blending, segmenting, and manipulating phonemes. Teachers are provided with regular exercises of increasing complexity to help children learn, practice, and apply phonemic awareness skills. There is a clear hierarchical sequence that is delineated and supported by an evidence-based explanation in an Instructional Guide: Phonological Awareness Scope and Sequence Rationale.

Materials contain an explanation for the expected hierarchy for teaching phonological awareness skills. Examples include but are not limited to the following:

• In Teacher's Edition Level A, page ix, the materials state that phonological awareness skills are taught based on the Seven Characteristics of Strong Phonics Instruction. It states that subskills of oral blending and segmentation to have the most positive impact on reading and writing.
• In Teacher's Edition Level A, in the author’s notes on the Seven Characteristics of Strong Phonics Instruction, phonemic awareness is highlighted as a critical skill for developing early literacy skills.
• In Instructional Guide: Phonological Awareness Scope and Sequence Rationale, it explains “There is a progression from easier to more complex across phonological awareness task types within each grade”, and “There is a progression from larger word parts to smaller words parts within each phonological awareness task type through the grade.”

Materials contain a phonemic awareness sequence of instruction and practice based on the expected hierarchy. Examples include but are not limited to the following:

• In Teacher's Edition Level A, page xiv, each day features a specific phonemic awareness activity that is practiced during class. On Day 1, the phonemic awareness practice is oral blending. On Day 2, page xvi, the practice is oral segmentation, where students engage in alliteration, recognize and produce rhyme, engage in phonemic manipulation, or categorize sounds. On Day 4, page xx, students work on oral blending again, and on Day 5, page xxii, students complete an oral segmentation activity again.
• In Teacher’s Edition Level A, page xii, a full scope and sequence delineates the phonological awareness skills taught in each of the 30 lessons under the heading “Phonemic Awareness.” While not all of the skills listed pertain to phonemic awareness, phonemic awareness skills are present in the scope and sequence. Twenty-five of the 30 lessons follow the same instructional sequence over the five days of the lesson. Two of the five days practice blending phonemes, and two days practice segmenting phonemes. The complexity of the segmenting and blending increases over the course of the year. The third day of each lesson practices one of the following skills: identifying and producing rhyme, categorizing sounds, and distinguishing long and short vowel sounds.
• In Instructional Guide: Phonological Awareness Scope and Sequence Rationale, there are five activity types listed in a progression from easiest to most complex. It lists Activity Type 1: Rhyme and Alliteration, Activity Type 2: Oddity Tasks (phoneme categorization), Activity Type 3: Oral Blending, Activity Type 4: Oral Segmentation (including counting sounds), and Activity Type 5: Phoneme Manipulation (substitution, deletion, addition).

Materials have a cohesive sequence of phonemic awareness instruction based on the expected hierarchy to build toward students’ application of the skills. Examples include but are not limited to the following:

• In Teacher's Edition Level A, a skill is introduced on one day and not usually practiced again until approximately five instructional days later (e.g, recognizing and producing rhyme, phonemic manipulation by adding or deleting sounds, categorizing sounds, distinguishing long and short vowel sounds, etc.). This pattern is repeated frequently with a skill introduced on one day of the five-day lesson and then not practiced until the following lesson. For example:
• In Teacher Edition, Level A, Unit 1, Lesson 1, the program practices the following phonemic awareness skills: oral blending, oral segmentation, and recognizing and producing rhymes. Each one of these skills is practiced on a different day within the five day lesson. Oral blending and oral segmentation are each practiced on two separate days with rhymes being practiced on the fifth day.
• In Teacher Edition, Level A, Unit 1, Lesson 2, the program practices: oral blending, oral segmentation, and alliteration according to the scope and sequence chart. Oral blending and oral segmentation are each practiced on two separate days with alliteration being practiced on the fifth day.
• In Teacher Edition, Level A, Unit 1, Lesson 5, the program practices oral blending, oral segmentation, and recognizing and producing rhymes. Oral blending and oral segmentation are each practiced on two separate days, with alliteration being practiced on the fifth day.
• In Teacher's Edition Level A, Unit 2, Lesson 9, Day 1, page 123, students complete an oral blending activity. On Day 2, students complete an oral segmentation activity with the words shop, shell, that, this, cash, and path. On Day 3, page 129, students complete an add sounds activity with /sh/ and /th/. On Day 4, page 132, students complete another blending activity, and on Day 5, page 134, students complete an oral segmentation activity with hen, then, that, hop, shop, shut, bad, bath, rush, and brush.

The materials reviewed for Grade 1 meet the criteria for scope and sequence clearly delineate an intentional sequence in which phonics skills are to be taught, with a clear explanation for the order of the sequence.

From Phonics to Reading Level A materials are organized to introduce one new phonics pattern per lesson with some recurring instructional routines for each new pattern. The scope and sequence of phonics instruction is laid out in the materials with an overview of the benefits of explicit instruction in phonics with a research-based rationale for the instructional sequence. The document “From Phonics to Reading Scope and Sequence Rationale” cites Blevin’s 2017 research to support the sequence of phonics instruction.

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

• In "From Phonics to Reading Scope and Sequence Rationale," materials introduce consonant and short vowel sounds in combination to increase possibility of application of learning.
• In Teacher's Edition Level A, the "Scope and Sequence Chart" provided delineates the sequence of phonics instruction.
• In Teacher's Edition Level A, the materials contain a scope and sequence that consists of a main skill. The main skill progresses from short vowel review to consonant blends and digraphs, long vowel spellings, r-controlled vowels, diphthongs and complex vowel patterns.
• In Teacher's Edition Level A, Table of Contents provides the following information:
• Unit 1 phonics skills focus on short vowels with single consonants.
• Unit 2 focuses on short vowels with blends and digraphs.
• Unit 3 focuses on final -e.
• Unit 4 concentrates on long vowels.
• Unit 5 covers r-controlled vowels, complex vowels, and diphthongs.
• Unit 6 continues long vowel spellings.

Materials have a research-based explanation for the order of the phonics sequence. Examples include but are not limited to the following:

• In "From Phonics to Reading Scope and Sequence Rationale," materials move from simple to complex, with basic phonics skills introduced in Kindergarten and Grade 1, then reinforced and applied in Grade 2.
• In Teacher's Edition Level A, the materials state that phonics instruction is based on strong phonics instruction research. The materials further state that this program builds from simple to complex phonics instruction.
• In Teacher's Edition Level A, in the introduction to "Seven Characteristics of Strong Phonics Instruction" , the author, Blevins, refers to his work with schools, districts and publishers as general support for what he identifies as important to phonics instruction.
• In Teacher's Edition Level A, "Seven Characteristics of Strong Phonics Instruction" provides an overview of how phonics skills are taught and practiced.
• In Teacher's Edition Level A, the "Assessing Phonics Instruction" explanation provides an overview of how phonics instruction develops strong reading skills, tracing the development from sound-symbol correspondence to automaticity.

Phonics instruction is based in high utility patterns and/or common phonics generalizations. Examples include but are not limited to the following:

• In "From Phonics to Reading Scope and Sequence Rationale," materials introduce higher-utility letters early to increase the number of words students can read and write earlier.
• In Teacher's Edition Level A, the sequence of phonics instruction reflects a focus on high utility patterns that increase in complexity over the course of the instructional year. These patterns include consonant blends and digraphs, long vowel spellings, r-controlled vowels, diphthongs and complex vowel patterns.
• In Teacher's Edition Level A, Unit 3, Lesson 12, Contents Page, phonics instruction is focused on final -e lessons. In Lesson 12, the target skill is a_e and i_e, and in Lesson 13, the target skill is o_e, u_e, and e_e.
• In Teacher's Edition Level A, Unit 4, Contents page, Unit 4 focuses on long vowels. Lesson 14 begins with single letter long vowels /e/, /i/, and /o/. The rest of the lessons are focused on long vowels /a/, /e/, /i/, /o/, and /u/.
• Teacher’s Edition Level A reviews all short vowel sounds for the first five weeks of instruction and provides limited practice and instruction on other phonics skills, some of which receive only one day of instruction due to the number of skills being introduced:
• Digraphs /sh/ and /th/ are given one week of instruction on Lesson 9, Days 1-5.
• Prefixes re- and un- are given one day of instruction in a word study format on Lesson 14, Day 3,
• Contractions are given one day of instruction in a word study format on Lesson 8, Day 3.

Patterns and generalizations are carefully selected to provide a meaningful and manageable number of phonics patterns and common generalizations for students to learn deeply. Examples include but are not limited to the following:

• In Teacher’s Edition Level A, Unit 1, Contents section, students focus on short vowel skills. Each lesson focuses on one short vowel sound.
• In Teacher's Edition Level A, Unit 2, Contents section, students’ target skill is l-blends, s-blends and r-blends. In Lessons 9-11, the target skill is digraphs /sh/, /th/, /ch/, /tch/, /wh/, /ng/, and /nk/.
• In Teacher's Edition Level A, Unit 5, Contents section, students learn about r-controlled vowels, complex vowels, and diphthongs as follows:
• In Lesson 20-22 the teacher instructs on r-controlled sounds /ar/, /er/, /ir/, /ur/, /or/, /ore/, and /oar/.
• In Lessons 23, students work on short and long /oo/ sounds.
• In Lessons 24 and 25, students work on diphthongs /ou/, /ow/, /oi/, /oy/, /au/, /aw/, -alk, -alt, and -all.
• Lesson 26 is complex vowels /o/.
• Lesson 27 is r-controlled /are/, /air/, and /ear/.

The materials reviewed for Grade 1 meet the criteria for materials contain strategies for informing all stakeholders, including students, parents, or caregivers about the English Language Arts (ELA)/literacy program and suggestions for how they can help support student progress and achievement.

In each From Phonics to Reading Level A unit, there is a “Home Connection” family letter. The letter informs families about the skills students will be learning, and the letter suggests learning extensions for home. There is a list of the Take-Home Books provided for students to extend their practice by reading at home. Recommendations are included for related children’s books that parents might find in the local library or bookstore to be used for expanding their child’s opportunity to develop reading skills. The letters reference additional student and family resources that can be accessed through SadlierConnect.com. The “Home-School Connection” letters are provided in Spanish.

Each lesson contains a “Home-School Connection” box for teachers that outlines instructional routines focused on building fluency to extend learning at home. There are activities that go home with students to help them develop fluency and phonics skills through connected text, as well as a suggested activity for students to complete at home.

Materials contain jargon-free resources and processes to inform all stakeholders about foundational skills taught at school. Examples include but are not limited to the following:

• In Student Book, Level A, the materials provide a letter to enhance the home-school connection for students. These letters outline objectives to be studied in the unit, practice activities, the names of the Take-Home Books related to the unit, extended learning opportunities, etc. Letters are presented in both English and Spanish.
• In Teacher’s Edition Level A, Unit 2, there is an explanation of the home connection letter that can be sent to families. There is an English and Spanish version. It is broken up into 4 sections :connected text, practice with the take-home book, lesson skills and take home books skills ,and extend the learning activity.
• In Teacher’s Edition Level A, Unit 3, it explains that in the unit of study, students will learn long vowels spelled with a final e. Students will learn the words with the spelling pattern a_e, i_e, o_e, u_e, and e_e. There are examples of words with long vowels.
• In Teacher’s Edition Level A, Unit 5 , the home connection letter states, “In this unit, your child will learn about words that contain long vowels spelled with r-controlled vowels /ar/, /er/, /ir/, /ur/, /ore/, /are/, /air/, and /ear/, such as jar, fern, stir, burn, for, store, share, pair, and pare.”

Materials provide stakeholders with strategies and activities for practicing phonological awareness, phonics and word recognition, fluency, and print concepts that will support students in progress towards and achievement of grade level foundational skills standards. Examples include but are not limited to the following:

• In Teacher’s Edition Level A, Unit 1, Extend the Learning section of home connection letter suggests that parents should have their children look for words with short vowels with single consonants in books, signs, magazine covers, etc., and keep a journal of the words.
• In Teacher’s Edition Level A, Unit 2, Lesson 9, lesson skills and take-home books focus on digraphs /sh/ and /th/.
• Each of the Home-School Connection letters provided in the program reference student and family resources available through SadlierConnect.com.
• Weekly cumulative assessments on lists of sounds or words are also sent home for students to practice reading with their families.
• In Teacher’s Edition Level A, Unit 2, Lesson 7, Day 5, Cumulative Assessment, students take home the week’s assessment and practice reading the words with their families.
• In Teacher’s Edition Level A, Unit 4, Lesson 16, Day 5, Cumulative Assessment, students take home the week’s assessment and practice reading the words with their families.
• In Teacher’s Edition Level A, Unit 6, Lesson 28, Day 5, Cumulative Assessment, students take home the week’s assessment and practice reading the words with their families.
• In Teacher’s Edition Level A, Lesson 18, Day 3,“Home-School Connection” box instructs teachers to “. . . write five sentences each week containing words with the target skill. Have children record these sentences in their journals and practice rereading them to build fluency:
• The sky is different at night.
• My cat is shy of people.
• I shine a light into the box.
• Planes fly through the sky.
• My kite is high in a tree.

The materials reviewed for Grade 1 meet the criteria for materials include decodable texts with phonics aligned to the program’s scope and sequence.

From Phonics to Reading Level A materials include a decodable Connected Text passage and Take Home Book in each lesson. The decodable passage and book feature words with the lesson’s targeted sound-spelling. Recurring Read Connected Text instructional routines provide the teacher with detailed lesson plans that call for repeated readings of the decodable book. The materials include decodable text in the form of stories and connected text. Students interact with decodable text on Day 1 and Days 3-5 of each lesson. The texts are aligned to the scope and sequence.

Materials include decodable texts to address securing phonics. Examples include but are not limited to the following:

• In Student Book Level A, each lesson includes a decodable Take Home Book. This book is used in recurring Read Connected Text instructional routines.
• In Teacher’s Edition Level A, Unit 2, Lesson 9, Day 3, students read the decodable text, "The Big Wish," which contains words with digraphs /sh/ and /th/.
• In Teacher's Edition Level A, Unit 4, Lesson 16, Day 3, students read the decodable text, "The Seaside," which contains words reinforcing phonics skill long e.
• In Teacher’s Edition Level A, Unit 5, Lesson 26, Day 3, students read the decodable text, "A Walk In The Park," which works on sound-spellings for complex vowel /o/.

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

• In Student Book Level A, each lesson’s Take Home Book and Connected Text passage include words that introduce practice with the lesson’s targeted sound-spelling.
• In Teacher’s Edition Level A, Unit 1, Lesson 2, Day 3, students read the decodable text, "What Is It," which is aligned to the lesson-planning document in the connected text.
• In Teacher’s Edition Level A, Unit 3, Lesson 13, Day 3, students read the decodable text "Let’s Bake A Cake," which is aligned to the lesson-planning document in the connected text.
• In Teacher’s Edition Level A, Unit 6, Lesson 29, Day 3, students read the text, "Moe’s Diner," aligned to scope and sequence.

Materials include detailed lesson plans for repeated readings of decodable texts to address securing phonics skills. Examples include but are not limited to the following:

• In Teacher’s Edition Level A, each lesson contains four days of practice reading the lesson’s decodable text On Day 1, the teacher guides students through a reading of the Connected Text passage. On Day 3, teachers guide students through a first read of the Take-Home Book. On Day 4, teachers guide students through a second read of the Take-Home Book. On Day 5, students read the book independently. For the Connected Text passage and the first and second read of the Take-Home Book, the materials provide detailed lesson plans that guide the teacher through the process.
• In Teacher’s Edition Level A, Unit 2, Lesson 6, Day 3, students read the text, "What Are These Things?". On Day 4, students are prompted to read the text again. They whisper-read the text to a partner. The teacher circulates and provides corrective feedback.
• In Teacher’s Edition Level A, Unit 4, Lesson 15, Day 4, during the Read Connected Text activity, students reread the text, "My Big Trip." Students whisper-read the text to a partner. The teacher circulates and provides corrective feedback.
• In Teacher’s Edition Level A, Unit 5, Lesson 25, Day 3, students are introduced to the text, "Join a Club!". On Day 4, students reread the text. Students whisper-read the text to a partner. The teacher circulates and provides corrective feedback.

The materials reviewed for Grade 1 meet the criteria for materials include decodable texts with high-frequency words aligned to the program’s scope and sequence.

From Phonics to Reading Level A materials reviewed meet the expectation that materials include decodable texts with high-frequency words aligned to the program’s scope and sequence and opportunities for students to use decodables for multiple readings. Students access to two different types of decodable text: the Take-Home Books and the Connected Text passage. Students read text more than one time, and the text is aligned to the scope and sequence. Instruction and learning focuses on specific high-frequency words each week. Most of the high-frequency words are found in the texts.

Materials include decodable texts that utilize high-frequency/irregularly spelled words. Examples include but are not limited to the following:

• In Student Book Level A, each lesson includes a Connected Text passage and a Take-Home Book. Each passage and book contains high-frequency words.
• In Teacher’s Edition Level A, Unit 2, Lesson 10, Day 1, students read the connected text, "Our Dog Butch." The high-frequency words in the text are too and our.
• In Teacher’s Edition Level A, Unit 5, Lesson 21, Day 1, students read the decodable text, "How to Make a Sandcastle." The high-frequency words for that week are: always, because, want and your.
• In Teacher’s Edition Level A, Unit 6, Lesson 30, Day 3, students read the text, "My Super Silly Story." It contains the high-frequency words: also, myself and seven.

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

• In Teacher’s Edition Level A, Unit 2 planner, Lesson 9, students learn the words: were, gave, go and first. The connected text in Unit 2, Lesson 9, Day 1, is "This and That". The high-frequency words included in the text are: go, gave, and first. In Lesson 9, Day 3, students read the text "The Big Wish." The text includes the high-frequency word were.
• In Teacher’s Edition Level A, Unit 4 planner, Lesson 19, students learn the high-frequency words: could, would, their, and together. The connected text for Day 1 contains high-frequency words could and together. On Day 3, students are introduced to the text "Let’s Make Music." The text contains the high-frequency words would and together.
• In Teacher’s Edition Level A, Unit 6, Lesson 29, students learn the high-frequency words: today, special, number, and over. On Day 1, students read the connected text "Moe’s Diner." The text contains the high-frequency words: special, number, and today.

Materials include detailed lesson plans for repeated readings of decodable texts to address securing high-frequency words/irregularly spelled words in context. Examples include but are not limited to the following:

• In Teacher’s Edition Level A, each lesson contains four days of practice reading the lesson’s decodable texts:
• Day 1, the teacher guides students through a reading of the Connected Text passage.
• Day 3, the teacher guides students through a first read of the Take-Home Book.
• Day 4, the teacher guides students through a second read of the Take-Home Book.
• Day 5, students read the book independently.
• In Teacher’s Edition Level A, Unit 1, Lesson 4, Day 4, students complete a reread of the book, "Little Bugs, Big Bugs," which contains all four of the high-frequency words studied that week: with, little, are, and have.
• In Teacher’s Edition Level A, Unit 4, Lesson 14, Day 4, students reread the text "The New School," which contains the high-frequency words: new, why, school, and friend.
• In Teacher’s Edition Level A, Unit 5, Lesson 20, Day 4, students reread the text, "On The Farm," which has the high-frequency words: work, again, and eight.

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

From Phonics to Reading Assessments address the mastery of print concepts that are taught throughout the program. Assessments include writing of letters or words, nor do they evaluate a student’s ability to accurately and fluently form letters in both the uppercase and lowercase forms.

From Phonics to Reading Grade 1 assessments include a print concepts assessment and a letter formation assessment.

• In Teacher's Edition Level A, Digital Resources, the Print Concepts section includes a Print Concepts Assessment that formally measures students' mastery of basic print concepts. The assessment includes teacher prompts, a checklist of mastery and a column to record teacher observations.
• In Teacher's Edition Level A, Digital Resources, the Letter Formation section includes a Letter Formation Assessment. The assessment instructs teachers to use student writing samples to assess upper and lower case formation of all twenty-six letters.

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

Materials include regular and systematic assessment opportunities for letter formation. However, regular and systematic opportunities for print concept assessment are not explicitly outlined in assessment instructions.

• In Teacher’s Edition Level A, Digital Resources, the print concept assessment does not provide teacher guidance on timing or frequency of the assessment.
• In Teacher’s Edition Level A, Digital Resources, the letter formation assessment instructs teachers to administer the assessment at the beginning, middle, and end of year.

Assessment materials provide teachers with information concerning students’ current skills/level of understanding of print concepts. However, the assessment materials do not provide this information in the area of letter formation.

• In Teacher's Edition Level A, Digital Resources, the Print Concepts section includes a "Teacher's Guide to Print Concepts." This guide provides information about expected student understanding of print concepts including alphabet recognition, words and spaces, sentences, and basic features of print.
• In Teacher’s Edition Level A, Digital Resources, the Letter Formation section includes assessment and practice opportunities, but does not provide information on how to use student writing samples to determine students’ current levels.

Materials support teachers with instructional suggestions for assessment-based steps to help students to progress toward mastery in print concepts and letter formation.

• In Teacher’s Edition Level A, Digital Resources, the print concept assessment includes a reference page for teachers that provides instructional strategies correlated to assessment results. Instructional strategies are provided for each of ten print concepts skills.
• In Teacher’s Edition Level A, Digital Resources, the letter formation assessment instructs teachers to use the assessment results to form small handwriting groups to address issues with letter formation.
• In Teacher’s Edition Level A, Digital Resources, the Letter Formation section includes instructional resources for teachers to use in assessment-based small handwriting groups.

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

The From Phonics to Reading Teacher’s Edition Level A Digital Materials includes a Phonemic Awareness Assessment. The materials suggest administering the assessment three times; at the beginning, middle, and end of the school year. However, there is no reference included that provides assessment-based instructional suggestions to help students progress toward mastery. There is an assessment protocol to be used on Day 5 of that lesson’s instruction. However, this assessment only measures accuracy and fluency with identifying and reading sounds and words that have been introduced and practiced in the lessons. There are no data recording recommendations that would guide a teacher to collect informal assessment data on individual phonological awareness skills taught within the program. In the phonemic awareness practice, there is a section that tells the teacher to provide corrective feedback if the student has the concept incorrect.

Materials regularly and systematically provide assessment opportunities over the course of the year to demonstrate students’ progress toward mastery and independence in phonological awareness. Examples include but are not limited to the following:

• In Teacher’s Edition Level A, digital resources provide a Phonemic Awareness Assessment. It is recommended that the assessment be administered at the beginning, middle and end of the school year.
• In Teacher’s Edition Level A, Unit 2, Lesson 7, Day 2, the teacher provides corrective feedback to students when they are completing the blending activity by modeling how to segment the word using sound boxes and counters.
• In Teacher’s Edition Level A, each of the thirty lessons provides an assessment protocol to be used on Day 5 of that lesson’s instruction. It is recommended that the teacher assess about 25% of the class each week, thereby assessing everyone at least once every four weeks.

Assessment materials provide teachers and students with information concerning students’ current skills/level of understanding of phonological awareness. Examples include but are not limited to the following:

• In Teacher’s Edition Level A, the Phonemic Awareness Assessment provides the following information about each student’s skill level:
• Beginning of year: rhyme, syllables, initial sounds, final sounds, medial sounds, segmentation, blending, and phonemic manipulation.
• Middle of year: medial sounds, segmentation, blending, and phonemic manipulation.
• End of year (only if issues suspected ): segmentation, blending, and phonemic manipulation.

Assessment materials provide teachers and students with information concerning students’ current skills/level of understanding of phonological awareness. Examples include but are not limited to the following:

• In Teacher’s Edition Level A, Digital Resources, the Phonemic Awareness Assessment recommends assessing all students’ mastery of the following skills in the beginning of grade one: rhyme, syllables, initial sounds, final sounds, medial sounds, segmentation, blending, and phonemic manipulation.
• In Teacher’s Edition Level A, Digital Resources, the Phonemic Awareness Assessment recommends assessing all students’ mastery of the following skills in the middle of grade one: medial sounds, segmentation, blending, and phonemic manipulation.
• In Teacher’s Edition Level A, Digital Resources, the Phonemic Awareness Assessment recommends administering the assessment at the end of grade one “only if issues [are] suspected.” It is recommended the assessment be given to individual students at any point deemed appropriate to inform instruction and/or intervention.

Materials provide limited support to teachers with instructional suggestions for assessment-based steps to help students to progress toward mastery in phonological awareness. Examples include but are not limited to the following:

• In Teacher’s Edition Level A, intervention boxes address instructional strategies for students struggling with phonological awareness skills, but these interventions are not assessment-based.
• In Teacher’s Edition Level A, Phonemic Awareness Assessment, Preparation and Directions, Step 3 states, “Use the Class Record Sheet to gather and record all children’s scores for each testing period to determine small-group differentiated instructional needs.” There are no directions on the assessment as to how to determine small-group differentiated instructional needs.
• In Phonics Instructional Guide: Multiple Tiers for Support, page 7, it states, “Students who are further behind must be given the Comprehensive Phonics Survey and Phonemic Awareness Assessment...to determine their skill deficits and to identify the Tier 2 and Tier 3 intervention needed.” Examples provided do not give specific additional support for phonemic awareness small group instruction.

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

From Phonics to Reading Level A materials offer multiple, systematic assessment opportunities of both decoding and encoding skills. The teacher is instructed to administer both formal and informal assessments. The materials offer some instructional adjustments based on assessment data. These suggestions are limited in specificity and concrete correlation of current student levels to specific interventions or instructional adjustments. The Comprehensive Phonics Survey provides some data on current student performance in different categories, but teacher instructions for scoring and usage are limited. The program suggests that the teacher reteach, through small group activities, the students who are not successful on the assessments. However, the teacher resources do not provide the teacher with remediation activities or support for small group remediation. The suggested activities are not necessarily different from the initial teaching practice.

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

• In Teacher’s Edition Level A, each lesson ends with a Cumulative Assessment. This assessment asks students to read words. The teacher records a check for accuracy and a separate check for fluency.
• In Teacher’s Edition Level A, each unit directs the teacher to administer the Comprehensive Phonics Survey. This assessment measures students’ ability to decode fifty nonsense words.
• In Teacher’s Edition Level A, Unit 3 Planner, there is a “Comprehensive Phonics Survey” scoring sheet.
• In Teacher’s Edition Level A, Unit 2, when administrating the Cumulative Assessment Fluency Check, there is a sheet where the teacher marks down one point for accuracy and one point for fluency.
• In Teacher’s Edition Level A, Unit 6, there is a Progress Check Report that the teacher can use to track progress. The report notes the current lesson, the current skills being taught, the number correct, the number read accurately, the date of the assessment, and the words that the student misread.

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

• In Teacher’s Edition Level A, each lesson ends with the Cumulative Assessment. The teacher directions read, “Select a small group of children to assess this week. Note that the goal is to cycle through all the children every three to four weeks.”
• In Teacher’s Edition Level A, the Comprehensive Phonics Survey is administered as part of the first lesson of each unit.
• In Teacher’s Edition Level A, Unit 3 planner, there is a Comprehensive Phonics Survey with nonsense word reading. It assesses students’ ability to read: short vowel words, consonant blends, digraphs, long vowels, complex vowels, and multisyllabic words. The Teacher’s Edition states that this survey should be administered three times a year, at the beginning, middle and end of the year.
• In Teacher’s Edition Level A, Unit 4, Lesson 16, Day 3, students complete the Cumulative Quick Check, where the teacher displays the sound-spelling cards for previously taught phonics skills. Students chorally read each sound and then the teacher mixes them up.
• In Teacher’s Edition Level A, Unit 5, Lesson 24, Day 2, students reread the Blend It sentences as the teacher walks around. The teacher provides corrective feedback.

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

• In Teacher’s Edition Level A, on Day 4 of each lesson, the Read and Write exercise directs the teacher to “use the page as an informal assessment.” The assessment measures students’ ability to identify and write the correct spelling of a word that matches a picture.
• In Teacher’s Edition Level A, on Day 4 of each lesson, the Dictation exercise directs the teacher to “use the dictation activity to analyze spelling errors and provide corrective feedback.” This assessment measures students’ encoding skills.
• In Teacher’s Edition Level A, Unit 4, Lesson 14, Day 5, students are assessed on the phonics word list. The students receive one point for accuracy and one point for fluency. The words are based on the phonics skills that the students learned during that week.
• In Teacher’s Edition, Level A, Unit 1, Lesson 1, Day 4, students complete the Cumulative Quick Check, where the teacher displays the sound-spelling cards for this week’s phonics skills. Children chorally read the sounds. This assessment is done on Days 2-4.

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

• In Teacher’s Edition Level A, the Comprehensive Phonics Survey includes an Individual Scoring Sheet that records the number of correct responses in the following categories: “Short Vowels, Consonant Blends and Digraphs, Long Vowels, Complex Vowels, and Word Study (Multisyllabic Words).” The scoring sheet also includes a pace for teachers to note speed, with options of “slow/labored,” “moderate” or “fast.”
• The Student Fluency Reports provide the teacher with information about each student’s letter and word reading fluency. For example, in Unit 3, the Reading Fluency Report for Lesson 17, provides information about a student’s skill to read the s- blends.
• The Benchmark & Expectations document provides the teacher with student expectations for the Beginning-of-Year in Hop, Skip, Jump Level A Phonics Quick Check and expectations for Middle-of-Year and End-of-Year in the Comprehensive Phonics Survey. For example, by Middle-of-Year, a student should accurately and automatically read 3-4 words from Short Vowels and Consonant Blends and Digraphs.

Materials genuinely measure students’ progress to support teachers with some instructional adjustments to help students make progress toward mastery in phonics. Examples include but are not limited to the following:

• In Teacher’s Edition Level A, Unit 4, Lesson 14, Day 4, each lesson’s dictation exercise directs the teacher to analyze spelling errors and provides suggestions on interventions for students who are struggling. In this lesson, the Teacher’s Edition notes, “Some children might add a final e for all long vowel words. Provide additional practice sorting, reading, and building words with single vowel long /e/, long /i/, and long /o/. Teach children a small set of high-utility words (e.g., be, me, no, go, he, we, she).”
• In Teacher’s Edition Level A, Unit 2, Lesson 8, Day 2, the Teacher Table Intervention suggests the teacher should repeat the Think and Write activity in Student Book with students who struggle. The Teacher Table Intervention suggests the teacher use sound boxes, counters and model how to connect each sound with the spelling. The teacher should guide students to orally segment.
• In Teacher’s Edition Level A, Unit 4, Lesson 16, Day 2, the Teacher Table Intervention suggests the teacher should repeat the Think and Write activity in Student Book, with students who struggle. The Teacher Table Intervention suggest the teacher use sound boxes, counters and model how to connect each sound with the spelling. The teacher should guide students to orally segment.
• In Teacher’s Edition Level A, Unit 1, there is a Student Fluency Report. It provides Coaching Conversations, which suggests showing the student the scores and to look for patterns that give the teacher more information about the student’s decoding strengths and weaknesses. It suggests modifying the instruction based on the results.

The materials reviewed for Grade 1 partially meet the criteria for materials regularly and systematically offer assessment opportunities that measure student progress of word recognition and analysis (as indicated by the program scope and sequence).

From Phonics to Reading Level A materials offer a systematic assessment of word recognition or word analysis skills. The materials contain High-Frequency Word Assessments for Level A. There is an assessment given every five days where students read a word list for accuracy and fluency. There is no suggestion of how to determine the students’ skill levels based on the information provided. There are small group activities that are suggested for teachers to use based on students’ performance on the assessments.

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

• In Teacher’s Edition Level A, each lesson’s Teacher Table - Assessment box reads, “You may wish to also check on children’s growing ability to spell this week’s high-frequency words. . .”
• In Teacher’s Edition, High-Frequency Word Assessments, the Level A assessment is administered three times a year (beginning, middle, end).

Assessment materials provide the teacher with information concerning students’ current skills/level of understanding of word recognition and word analysis. The assessment does not provide the student with information about their current skills of understanding word recognition and word analysis.

• In Teacher’s Edition, High-Frequency Word Assessments, the Level A assessment informs the teacher of which words the student does not recognize. The Teacher Form includes a section for recording the student’s response, so the teacher can analyze the common error patterns. Suggestions for analysis of common error patterns is not included.

Materials support teachers with limited instructional suggestions for assessment-based steps to help students to progress toward mastery in word recognition and word analysis. Examples include but are not limited to the following:

• In Teacher’s Edition, High-Frequency Word Assessments, there are five suggestions for additional instruction and practice during small-group and independent work time for high-frequency words. For example, the teacher can have students Read/Build/Write the word. It suggests to have the students use sentence frames, or sentence starters for students to complete with the target word in it. It also suggests having students use the, “What’s missing,” or Mix and Fix, routines in order to support reteaching high frequency words. Then it says to continue to highlight the words when students read the words in decodable texts or other classroom books.
• In Teacher’s Edition, Level A, the program does not provide systematic instructional interventions that are designed to reteach targeted skills that are identified as problematic as a result of the assessments. General recommendations are made to use the Small Group Planners to modify the Teacher Table small group instruction and practice activities in the upcoming weeks.

The materials reviewed for Grade 1 partially meet the criteria for materials regularly and systematically offer assessment opportunities that measure student progress in fluency (as indicated by the program scope and sequence).

Level A materials offer regular assessments of words read in isolation, but not in context. These assessments are limited in the information they provide teachers about current level of fluency performance and how to modify fluency instruction based on assessment data. Cumulative assessments are given every three to four weeks for specific groups of students. On these assessments, students read lists of words and receive points for each word that is read fluently. Teachers are prompted to use data from these assessments to create small groups for small-group instruction. There are some suggestions on what to do during small group instruction, but the suggested instruction is reteaching with the same material that was completed in the prior week. “From Fluency to Comprehension” suggests formally assessing fluency using “nationally normed and validated passages from a testing source,” but an assessment is not provided.

Multiple assessment opportunities are provided regularly and systematically over the course of the year in core materials for students to demonstrate progress toward mastery and independence of fluency. Examples include but are not limited to the following:

• In Teacher’s Edition Level A, each lesson ends with a Fluency Check in which a small group of students is selected to read a list of words to the teacher. The teacher records whether each word is read correctly and/or fluently.
• In Teacher's Edition Level A, Unit 2, Lesson 6, Day 5, selected students complete the Cumulative Quick Check where they read a list of words from each lesson. Students get one point for each word read fluently. The teacher records the results on the Fluency Report . The teacher is prompted to test students every three to four weeks using the Cumulative Quick Check.
• In Teacher's Edition Level A, Unit 4, Lesson 19, Day 5, selected students complete a Cumulative Quick Check where they read a list of words from each lesson. Students get one point for each word read fluently. The word list is for Lessons 14-19. Students are assessed every three to four weeks.
• In Teacher's Edition Level A, Unit 5, Lesson 21, Day 5, selected students are assessed on the word list for Lessons 16-21. Students receive one point for each word they read fluently.

Assessment materials do not provide teachers and students with information about students' current skills/level of understanding of fluency.

• In Teacher's Edition Level A, Unit 6, Lesson 28, Day 5, the teacher is prompted to record the results in the small group planner for the upcoming weeks.
• In From Fluency to Comprehension: Routines and Minilessons, there is a fluency norms chart for words per minute, grades one through three. There is not an assessment to match this norms chart.

Materials support teachers with some instructional adjustments to help students make progress toward mastery in fluency. Examples include but are not limited to the following:

• In Teacher’s Edition Level A, suggestions for instructional adjustments are not specific. The Teacher’s Edition instructs teachers to use the Small Group Planners to modify small group instruction the following week based on assessment results.
• In Teacher's Edition Level A, Unit 1, Lesson 2, Day 5, the teacher is prompted to use the small group planner to support students who struggled on the assessment.
• In Teacher's Edition Level A, Unit 3, Lesson 14, Day 5, the teacher is prompted to have students who are not assessed that week to whisper-read the word list and to use the information from the assessment to adjust small group intervention.
• In Teacher's Edition Level A, Unit 3, Lesson 15, Day 1, the Teacher’s Edition states that, from the previous week’s assessment, the teacher will want to focus on the blending activity, repeat dictation, and connected text activity with students and to focus on the application of the skill, not “drill and kill.”

The materials reviewed for Grade 1 partially meet the criteria for assessment materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment and assessment materials clearly denote which standards are being emphasized.

The materials contain a document entitled, “From Phonics to Reading Correlation to the Common Core State Standards for English Language Arts Grade 1”, which informs the teacher about where in the Teacher’s Edition and Student Edition each CCSS standard is addressed. Some assessment materials clearly denote which standards are being emphasized in a document called “Sadlier’s From Phonics to Reading Assessment Item Analysis Common Core State Standards”. For formative and summative assessments, specific skills are assessed, however not all assessments indicate standards being evaluated in the assessment.

Materials include denotations of the standards being assessed in the formative assessments. Examples include but are not limited to the following:

• In Teacher’s Edition, CCSS Assessment Item Analysis, Grade 1, Beginning of Year page 3, it indicates the Phonemic Awareness Assessment Part 4: Final Sounds corresponds to CCSS.ELA-LITERACY.RF1.2.C.
• In Teacher’s Edition, CCSS Assessment Item Analysis, Grade 1, Middle of Year, page 3, it indicates the Phonemic Awareness Assessment Part 7: Blending corresponds to CCSS.ELA-LITERACY.RF1.2.B.
• In Teacher’s Edition, CCSS Assessment Item Analysis, Grade 1, Middle of Year, page 3, it indicates the Comprehensive Phonics Survey Level for Short Vowels corresponds to CCSS.ELA-LITERACY.RF1.3.B.

Materials include denotations of standards being assessed in some of the summative assessments.

• In Teacher’s Edition, CCSS Assessment Item Analysis, Grade 1, End of Year, page 3, it indicates the Phonemic Awareness Assessment Part 6: Segmentation corresponds to CCSS.ELA-LITERACY.RFK.1.2.D.
• In Teacher’s Edition, CCSS Assessment Item Analysis, Grade 1, End of Year, page 3, it indicates the Phonemic Awareness Assessment Part 7: Blending corresponds to CCSS.ELA-LITERACY.RF1.2.B.
• In Teacher’s Edition, CCSS Assessment Item Analysis, Grade 1, End of Year, page 3, it indicates the Comprehensive Phonics Survey for Long Vowels corresponds to CCSS.ELA-LITERACY.RF1.3.C.
• In Teacher’s Edition Level A, Unit 1 Planner on pages 9A-9B, the Teacher’s Edition states that the Cumulative Assessment for Lesson 1 assesses the material in Lesson 1. The Cumulative Assessment for Lesson 2 assesses the material in Lessons 1-2. The Cumulative Assessment for Lesson 3 assesses the material in Lessons 1-3, and the Cumulative Assessment for Lesson 4 assesses the material in Lessons 1-4. The Cumulative Assessment for Lesson 5 assesses the material in Lessons 1-5. There are no notations of standards being addressed.

Alignment documentation is provided for many tasks, questions, and assessment items. Examples include but are not limited to the following:

• In Teacher’s Edition Level A, From Phonics to Reading Correlation to the Common Core State Standards for English Language Arts Grade 1, CCSS.ELA-LITERACY.RF.1.2.B, it lists Teacher’s Edition, Oral Blending on pages 19, 23, 37, 51, 65, 81, 95, 109, 123, 137, 151, 167, 181, 197, 211, 225, 239, 252, 267, 283, 297, 311, 325, 339, 353, 367, 381, 397, 411, 425.
• In Teacher’s Edition Level A, From Phonics to Reading Correlation to the Common Core State Standards for English Language Arts Grade 1, CCSS.ELA-LITERACY.RF.1.3.C, it lists Teacher’s Edition, Unit 3 Final e, Lesson 12 a_e, i_e on pages 167-180
• In Teacher’s Edition Level A, From Phonics to Reading Correlation to the Common Core State Standards for English Language Arts Grade 1, CCSS.ELA-LITERACY.RF.1.4.B, it lists Teacher’s Edition, Connected Text (point to words as they read text chorally/provide corrective feedback for difficult words on pages 11, 25, 39, 53, 67, 83, 97, 111, 125, 139, 153, 169, 183, 199, 213, 227, 241, 25, 269, 285, 299, 313, 327, 341, 355, 369, 383, 399, 413, 427.
• In Teacher’s Edition Level A, Unit 2 planner on page 81A and 81B, the Teacher’s Edition states that the Cumulative Assessment for Lesson 6 assesses words from Lessons 1-6. The Cumulative Assessment for Lesson 7 assesses words from Lessons 2-7. The Cumulative Assessment for Lesson 8 assesses words from Lessons 3-8, and the Cumulative Assessment for Lesson 9 assesses words from Lessons 4-9. The Cumulative Assessment for Lesson 10 assesses words from Lessons 5-10, and the Cumulative Assessment for Lesson 11 assesses words from Lessons 6-11. There are no notations of standards being addressed.
• In Teacher’s Edition Level A, Unit 6 planner on page 397A, the Cumulative Assessment for Lesson 28 assesses the skills learned in Lessons 23-28. The Cumulative Assessment for Lesson 29 assesses the skills learned in Lessons 24-29, and the Cumulative Assessment for Lesson 30 assesses the skills and words learned in Lessons 25-30. There are no notations of standards being addressed.

The materials reviewed for Grade 1 meet the criteria for materials regularly provide all students, including those who read, write, speak, or listen in a language other than English with extensive opportunities for reteaching meet or exceed grade-level standards.

From Phonics to Reading Level A materials include a vocabulary acquisition routine at the beginning of each lesson that is aimed at English Learners. The strategy focuses on concrete demonstrations of vocabulary words. Opportunities for reteaching are limited. The program provides general information regarding English Learners that informs the teacher of the sounds that a language does or does not have. There is an additional instructional guide about English Learner Supports. It includes information about routines, English Learner Support, and examples. It also provides EL supports in each lesson for Vocabulary Focus and Writing Extension.

Materials provide support for ELL students. Examples include but are not limited to the following:

• In Teacher’s Edition Level A, Unit 1, Lesson 3, Day 1, page 37, the Teacher Table - English Learners section provides information about the lack of a short /o/ sound in Spanish and Tagalog. The teacher is instructed to model mouth position and have children practice using hand mirrors.
• In Teacher’s Edition Level A, Unit 1, Lesson 4, Day 1, page 51, the Teacher’s Edition instructs the teacher to focus on articulation and model correct mouth position. It suggests to have students use hand mirrors to focus on mouth positions.
• In Teacher’s Edition Level A, Unit 2, Lesson 8, Day 1, page 109, the Teacher’s Edition instructs the teacher to have children return to the Blend It lines in the Student Book on page 109. The teacher should show pictures for concrete words.
• In Teacher’s Edition Level A, Unit 4, Lesson 15, Day 1, page 211, in Teacher Table - English Learners, the Teacher’s Edition states the teacher should focus on several words from the Blend It activity on page 211 from the Student Book and teach words that can be explained or demonstrated.

General statements about ELL students or few strategies note at the beginning of a unit or at one place in the teacher edition are then implemented by the materials throughout the curriculum. Examples include but are not limited to the following:

• In Teacher’s Edition Level A, page xxiv, the Teacher’s Edition states that students whose primary language is not English may have difficulty pronouncing sounds in English and understanding their meaning. It further says that Sound Transfer information is provided to help teachers recognize the distinctions between a student’s primary language and English.
• In Teacher’s Edition Level A, Unit 2, Lesson 9, Day 1, page 123, the Teacher’s Edition states that there is little transfer for the /th/ and /sh/ sounds and that the teacher should focus on articulation and mouth position.
• In Teacher’s Edition Level A, Unit 6, Lesson 29, Day 1, page 397, the Teacher’s Edition states that in Cantonese, Mandarin, or Arabic, there is no sound approximation sound transfer for long /i/. There is also no transfer in Tagalog or Farsi.
• In Teacher’s Edition Level A, page xxiv, in Teacher’s Table - English Learners, the Teacher’s Edition explains, “Time must also be spent discussing the meanings of the lesson’s words through simple definitions (including in both languages), actions, pantomiming, and so on.”
• In Teacher’s Edition Level A, Unit 6, Lesson 28, Day 1, page 397, the Teacher Table - English Learners box instructs the teacher to focus on words whose meanings can be demonstrated concretely. The teacher is instructed to show a picture of a wild animal, a window blind, or an old building and to act out the words cold, kind, and hole.
• In the Instructional Guides: English Learner Supports, Level 1 English Learner Supports, for Lesson 16, it includes for Vocabulary Focus: “Preteach the name of the pictured items on the Independent Practice page. Other: meat, mean, heat, neat, seed, greet, beach, sea, seashell.”
• In the Instructional Guides: English Learner Supports, Level 1 English Learner Supports, for Lesson 28, it includes Sentence Starters: “The kind child ____. The wild child ____. The two children are different because _____.”

The materials reviewed for Grade 1 meet the criteria for materials regularly provide all students, including those who read, write, speak, or listen below grade level with extensive opportunities for reteaching to meet or exceed grade-level standards.

From Phonics to Reading Level A materials include opportunities for small group reteaching of foundational skills. Four exercises in each lesson call for reteaching of specific exercises for students who are struggling with foundational skills; the materials provide explicit instruction for reteaching steps in the three reteaching exercises that occur with pages within the same lesson.There are lessons for the teacher to use when reteaching students who are struggling or reteaching students who did not master the content the previous day.

Materials provide opportunities for small group reteaching. Examples include but are not limited to the following:

• In Teacher’s Edition Level A, Day 1 of each lesson includes Teacher Table - Intervention instructions to Address Learning Gaps. The teacher is instructed to meet each day with students to repeat blending, dictation and connected text pages from previously-taught lessons based on weekly assessment data.
• In Teacher’s Edition Level A, Unit 2, Lesson 7, Day 2, page 1000, the Teacher Table - Intervention has the teacher repeat the Think and Write activity from Student Book, page 99. The teacher is to use sound boxes and counters to stretch the sounds in the first word. The teacher places a counter in each box to show each sound. Students are to repeat. The teacher models how to connect each sound with a spelling. The teacher could ask, “What is the first sound in sled? What spelling do we write for the /s/ sound?”
• In Teacher’s Edition Level A, Unit 5, Lesson 22, Day 3, page 319, students repeat the Word Building activity (page 316) with students who struggled. The teacher to focus on the position and spelling of sounds that change from one word to the next and model their thinking as they build words.
• In Teacher’s Edition Level A, Unit 6, Lesson 28, Day 3, page 405, the Teacher Table - Intervention box instructs teacher to repeat the Word Building activity with children who struggle. The teacher is provided explicit instructions to focus on the position and sound spellings that change in each word and model thinking aloud with an example script, “. . . sold and told sound almost the same. The only difference is their beginning sound. . . I need to take away the letter s in sold and replace it with the letter t to make the word told.”

Materials provide guidance to teachers for scaffolding and adapting lessons and activities to support students read, write, speak, or listen below grade level in extensive opportunities to learn foundational skills at the grade-level standards.

• In “Instructional Guide: Multiple Tiers for Success,” it suggests that students below grade level preread the decodable text multiple times with online audiobook support before the decodable text whole-group lesson.
• In “Instructional Guide: Multiple Tiers for Success,” it suggests using the Comprehensive Phonics Survey and the Phonemic Awareness Assessment to place below grade level students at an appropriate place in the scope and sequence, potentially in the previous level, for intervention during small group time.
• In “Instructional Guide: Multiple Tiers for Success,” it suggests that all intervention lessons follow the same structure. Teacher and students review previous content, the teacher presents the day’s multimodal focus content, and the student reads and writes about controlled text.

The materials reviewed for Grade 1 meet the criteria for materials regularly provide extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level.

From Phonics to Reading Level A materials offer limited opportunities for students with above grade level skills to engage with grade-level foundational skills at a greater level of depth or challenge. In the Instructional Guide: Above Level Student Supports, a table lists per lesson ways to challenge above level students. The teacher is prompted in the Multiple Tiers for Success document to have students above level read the challenge lines. The program does mention that the teacher should teach according to the students’ needs in the classroom, and in the Instructional Guides: Multiple Tiers for Success, it suggests that the teacher assess students using the Comprehensive phonics screener, and the Phonemic Awareness assessment in order to determine where to place students on the phonics continuum and do those lessons during small group.

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

• In “Phonics Instructional Guide: Multiple Tiers for Success,” it suggests using the Comprehensive Phonics Survey to place advanced students further along in the scope and sequence during small group instruction.
• In “Phonics Instructional Guide: Multiple Tiers for Success,” it suggests asking above grade level students read the decodable text on day one of the lesson to confirm mastery, but not ask them to reread it. The guide makes a general suggestion to use this time to work on “more complex skills.”
• In the “Instructional Guide: Above Level Student Supports”, in Lesson 15, for Word Building, it recommends the teacher add the following word sequence to “MAKE NEW WORDS: gray, grain, brain, train, tray.”
• In the “Instructional Guide: Above Level Student Supports”, in Lesson 29, for Word Sort, it recommends, “Add these words to the Word Sort: tiptoe, necktie, untied.”

The materials reviewed for Grade 1 meet the criteria for digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome), “platform neutral” (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.

From Phonics to Reading Level A digital materials are compatible with desktop, tablet and mobile phone devices, using both Apple and Windows platforms. Devices specifically tested:

• Gateway desktop
• Microsoft SurfacePro with Windows 7 OS
• iPhone 6s with iOS
• iPad
• MacBook PrO

The materials are accessible using multiple internet browsers. Browsers specifically tested:

• Google Chrome
• Internet Explorer
• Mozilla Firefox
• Safari

Both the teacher and the student editions can be accessed on all of the different platforms.

The materials reviewed for Grade 1 partially meet the criteria for materials support effective use of technology to enhance student learning, drawing attention to evidence and texts as appropriate.

From Phonics to Reading Level A digital materials include exact replicas of the pages in the print Student Book that can be projected and used by teachers to guide lessons. Unlike Levels K and B, there are no interactive resources for lessons in Level A that allow students to interact with the exercises in different ways. Digital materials do not include interactive resources that allow teachers or students to manipulate words or letters or to annotate text.

Examples include but are not limited to the following:

• In Online Student Book Level A , student pages are identical to the printed version of the student pages.

The materials reviewed for Grade 1 do not meet the criteria for digital materials. Materials do not include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.

Phonics to Reading Level A digital materials allow teachers to create assignments for individual students. Beyond this assignment feature, options to manipulate or customize content to personalize learning are limited. There is nothing on the online platform that is manipulatable. The teacher can download the pages students would use or students would be shown. This same information is in the Teacher's Edition and the Student Book.

The materials reviewed for Grade 1 do not meet the criteria for materials can be easily customized for local use.

From Phonics to Reading Level A digital materials do not allow teachers to customize content. There is nothing on the online platform that is manipulatable. The program does not offer ways to customize the display of information.

The materials reviewed for Grade 1 meet the criteria for the visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.

From Phonics to Reading Level A print and digital materials are well-organized. Pages in the Student Book are limited to one concept per page with easy-to-read font size. The use of color is not distracting. Teacher pages feature clearly labeled text boxes and side bars that are easy to read and use. Both the online material and the printed material in the Teacher Edition and Student Book are clear and concise. The materials have student-appropriate font, and the writing is easy to read. There are concise directions on the student pages, and there are boxes or clear linear lines to outline the different sections.

Examples include but are not limited to the following:

• In Student Book Level A, the font size and type are easy to read and of appropriate size. Color-coded tabs clearly identify lessons. Use of color enhances materials and is not distracting.
• In Digital Materials Level A, the digital content is clearly organized and easy to access. Digital content mirrors the organization and formatting of print content.
• In Teacher's Edition Level A, the instructional information for teachers is appropriately sized, organized, and labeled to allow teachers to easily follow the sequence of instruction. Use of color and organization mirrors student book.
• In Student Book Level A, Unit 5, Lesson 20, Build Fluency page, there are two lines for the directions and six different sentences that the students complete.