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

From Phonics to Reading Level B 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 long and short vowels, vowel teams, two-syllable words, and prefixes and suffixes. 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 explicit instructions for systematic and some repeated teacher modeling of some grade level phonics standards. Examples include but are not limited to the following:

• Distinguish long and short vowels when reading regularly spelled one-syllable words.
• In Teacher's Edition Level B, Unit 2, Lesson 6, Day 1, the teacher reminds of the final e pattern by guiding students to contrast words with and without the final e noticing short and long vowels. The teacher shows one word with a short vowel, can. The teacher points out how the final e affects the vowel sound to make cane.
• Know spelling-sound correspondences for additional common vowel teams.
• In Teacher's Edition Level B, Unit 4, Lesson 19, Day 1, the teacher writes start and has students read the word. The teacher underlines the letters ar. The teacher reminds students that the /r/ affects the sound of the vowel before it. The teacher uses the Student Book to introduce r-controlled vowel /ur/ spelled er, ir, and ur. The teacher writes the words term, firm, and churn. The teacher underlines the r-controlled spelling of each word model blending.
• In Teacher's Edition Level B, Lessons 10, 12, 13, 14, 16, and 18 focus on common vowel teams. Four of the lessons focus on specific vowels, and two of the lessons focus on general vowel team syllables.
• In Lesson 10, Day 1, the teacher writes tame. The teacher reviews a_e spelling for long a and underlines the spelling pattern. The teacher introduces long a spelled a, ai, ay, ea, eigh. The teacher writes rain, tray, steak, and eight. The teacher underlines the long a spelling in each word and models blending.
• In Lesson 16, Day 1, the teacher writes use. The teacher reviews u_e spelling for long u and underlines the spelling pattern. The teacher introduces long u spelled u, ue, ew, iew. The teacher writes unit, cue, few, viewing. The teacher underlines the long u spelling in each word and models blending.
• Decode regularly spelled two-syllable words with long vowels.
• In Teacher's Edition Level B, Unit 3, Lesson 12, Days 1-5, students decode regularly spelled one and twosyllable words containing long /e/ sounds (e.g., /e_e/, /ee/, /ea/, /ey/, /y/, /ie/, /ei/).
• In Day 1, the teacher writes these, and students read the word. The teacher reviews e_e spelling for long e and underlines the spelling pattern. The teacher writes be, meet, Pete, team, happy, donkey, chief, either. The teacher underlines the long e spelling in each word and models blending.
• In Teacher's Edition Level B, Unit 3, Lesson 14, Days 1-5, students decode regularly spelled words containing long /i/ sounds (e.g., /i/, /i_e/, /igh/, /y/, /ie/).
• In Day 1, the teacher writes bike, and students read the word. The teacher reviews i_e spelling for long i and underlines the spelling pattern. The teacher writes mild, wide, high, sky, pie. The teacher underlines the long i spelling in the word and models blending.
• In Teacher's Edition Level B, Unit 5, Lesson 28, Day 2, the teacher guides students to read two-syllable words with vowel team patterns. The students underline the first vowel team pattern.
• Decode words with common prefixes and suffixes.
• In Teacher's Edition Level B, Unit 3, Lesson 16, Day 4, students read words with prefixes. The teacher guides students in reading the definition at the top of the page of prefixes. The teacher guides students in reading the meanings of the prefixes and example words with those prefixes. Students explain the meaning of each word.
• In Student Book Level B, five lessons include a Word Study exercise that addresses prefixes and suffixes. The Teacher's Edition does not contain explicit instructions for the teacher, but the Student Book contains instructional text that the teacher directs students to read.
• In Teacher's Edition Level B, the teacher guides students in learning suffixes:
• y and ly (Unit 3, Lesson 14, Day 4).
• er and est (Unit 4, Lesson 18, Day 4).
• full and less (Unit 4, Lesson 18, Day 4).
• Teacher's Edition Level B, the teacher guides students in learning prefixes:
• un, re, and dis (Unit 3, Lesson 16, Day 4).
• un , re , dis , pre and mis (Unit 5, Lesson 26, Day 4).
• Identify words with inconsistent but common spelling-sound correspondences.
• In Teacher's Edition Level B, Unit 2, Lesson 9, Day 1, the teacher writes chin, shin, and thin and has students read the words. The teacher underlines the consonant digraphs. The teacher reminds students that in a consonant digraph, two or more consonants stand for one sound. Then the teacher uses the student book to introduce consonant digraphs /wh/, /ph/, /ng/ and /nk/. The teacher practices again by writing the words while, photo, kin, and sink, and underlines the digraphs.
• In Teacher's Edition Level B, Unit 6 Lesson 30, Day 1, the focus is final stable syllables. The teacher writes marble, and students read the word. The teacher underlines the syllable ble. The teacher informs students that syllables at the end of the word such as le are called final stable syllables. The teacher writes motion, erosion, feature, closure. The teacher underlines the final stable syllable. The teacher is to help students blend each syllable and put the syllables together to read the word.
• In Teacher's Edition Level B, Unit 3, Lesson 13, Day 4, the teacher is to guide students to read the explanation of silent letters. The teacher writes know and has students read it. The teacher underlines kn and asks students which of the two consonants is silent.

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 B, each lesson includes recurring instructional routines that provide teachers with systematic and repeated instruction. For example:
• Students hear the newly taught sound in the Learn and Blend and Syllable Building routines.
• Students say the newly taught sound in the Blend It and Sort it Out routines.
• Students encode the newly taught sound in the Spell It and Syllable Building routines.
• Students decode the newly taught sound in the Blend It and Reading Connected Text routines.
• In Teacher's Edition Level B, Unit 1, Lesson 1, Day 3, the teacher tells the students that they are going to sort the words according to their short vowel spelling patterns /a/, /e/, /i/, /o/, and /u/. The teacher models sorting the first word and then has students write the words in the correct boxes.
• In Teacher's Edition Level B, Unit 4, Lesson 20, Day 2, the teacher has the students complete the speed drill. The teacher guides the students to read one and two syllable words with r-controlled vowel /or/ to build fluency. The teacher has the students underline the r-controlled /or/ spelling in each word.
• In Teacher's Edition Level B, Unit 3, Lesson 13, Day 2, the teacher completes a cumulative check, where the teacher displays the cards labeled with sound spellings, affixes, and syllable types for each previously taught lesson. Students read each card, and then the teacher mixes them up and students read the cards again.

The materials reviewed for Grade 2 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 B materials provide frequent opportunities for students to practice reading words containing new and previously taught phonics skills through decoding by phoneme and reading complete words. Opportunities for practice are built into daily instructional time. Frequent practice opportunities of previously taught skills are present, using a variety of methods presented in learning centers in addition to weekly instructional routines. The program 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 then 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. 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 B, Unit 2, Lesson 6, Days 1-5, there are practice opportunities for sound-spellings for final e words.
• Day 1, Introduce Sound-Spelling, students blend and read words containing the final e pattern ( e.g., grade, these, side, broke, use, cute) using the Learn and Blend activity in the Student Book and progress to reading multisyllabic words containing the final e pattern (e.g., cupcake, backbone, bedtime, mistake, dislike, sunrise).
• Day 2, Sound-Spelling/Blending, students review sound-spelling cards for all previously taught sound-spellings, affixes, and syllable types, then reread the Blend It lines in the Student Book to a partner.
• Day 3, Sound-Spelling/Blending, the students review all previously taught phonics skills and reread the Blend It activity from the Student Book before completing Word Sort and Word Building activities with final e words.
• Day 4, students reread the Blend It lines on Student Book and read a decodable passage on Student Book.
• Day 5, Writing Extension, students reread the connected text selection from the Student Book.
• In Teacher's Edition Level B, Unit 3, Lesson 10, Day 1, students complete the Blend It activity by decoding long /a/ words. Words include: pan, pain, say, stay, gray, space.
• In Teacher's Edition Level B, Unit 5, Lesson 25, Day 3, students whisper read the Blend It lines. Words include: out, shout, south, mouth, mouse, house.

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 Teacher's Edition Level B, Unit 2, Lesson 7, Day 2, students build fluency by reading final e syllable spelling pattern words.
• In Teacher's Edition Level B, Unit 4, Lesson 20, Day 5, students read the decoding passage," A Roar at the Door," which has r-controlled vowel /or/.
• In Teacher's Edition Level B, Unit 6, Lesson 29, Day 1, the teacher writes the words turtle, peanut, and donate on the board. The children read the words.

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 B, Unit 2, Lesson 9, Day 3, students complete a cumulative quick check when the teacher displays the labeled sound-spellings, affixes, and syllable types for previously taught lessons and students chorally read each card. The teacher mixes the card set, and the students repeat reading.
• In Teacher's Edition Level B, Unit 3, Lesson 13, Day 5, students re-read the decodable passage with " Fireboats," which contains vowel team syllables.
• In Teacher's Edition Level B, Unit 4, Lesson 18, Day 2, students read the Blend It lines with /ar/ words, which they learned on Day 1.

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

• In Teacher's Edition Level B, Unit 2, Lesson 9, Day 2, students practice reading the Speed Drill with digraphs /wh/, /ph/, /ng/, or /nk/.
• In Teacher's Edition Level B, Unit 4, Lesson 18, Day 3, students complete a Sort It Out activity with the ard, ark, and art words previously taught in Lessons 1 and 2.
• In Teacher's Edition Level B, Unit 1, Lesson 4, Day 4, students read words with /r/, /l/, and /s/ blends.

The materials reviewed for Grade 2 meet the criteria for materials promote frequent opportunities for students to practice decoding phonetically regular words in a sentence.

From Phonics to Reading Level B materials provide frequent and systematic practice decoding phonetically regular words in the context of a sentence. Practice with 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 sound-spelling patterns and 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 B,the Blend It exercises include two Reading in Context sentences in each lesson. 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 B, Unit 2, Lesson 8, Day 1, Blend It, students read words in sentences with /sh/, /ch/, /tch/, and /th/.
• In Teacher's Edition, Level B, Unit 3, Lesson 15, Day 4, Word Study, students read the sentences that they created, which contain compound words.
• In Teacher's Edition, Level B, Unit 4, Lesson 22, Day 2, students read the connected text, which has one and two syllable words with r-controlled vowels.

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 B, each lesson contains a Read Connected Text exercise on Day 2, where teachers guide students in a choral reading of words in sentences with the connected text selection.
• In Student Edition Level A, each lesson contains a Read Connected Text exercise on Day 4 that students use to practice decoding words in sentences. Students read a passage independently, then the teacher guides students in a choral reading. Students reread the passage independently on Day 5 of each lesson.
• In Teacher's Edition, Level B, Unit 1, Lesson 3, students work on the following activities:
• Day 1, students read the Blend It sentences in lines 8 and 9.
• Day 2, students practice the Blend It lines again and read a connected text passage.
• Day 3, students whisper read the Blend It lines from Day 1.
• Day 4, students are introduced to another connected text, "Riddle Time," which provides practice in reading words in sentences.
• Day 5, during the writing extension, students once again read the decodable passage, "Riddle Time!"
• In Teacher's Edition, Level B, Unit 5, Lesson 24, students work on the following activities:
• Day 1, students read the Blend It sentences for the lesson.
• Day 2, students practice the Blend It sentences again, and are introduced to the text," More Riddles," which provides practice in decoding words in sentences.
• Day 3, students whisper read the Blend It sentences from Day 1.
• Day 4, students read the connected text," Moose on the Loose."
• Day 5, students reread the decodable passage, "Moose on the Loose."

The materials reviewed for Grade 2 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 sound patterns.

From Phonics to Reading Level B 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 B, Unit 1, Lesson 4, Day 3, during Word Building, students use letter cards to build or make the following words in sequence: slam, slim, slip, lip, rip, trip, trap, tap, lap, flap, flip, flop, top, and stop. The students find and cut out the letter cards. The teacher tells students what letters to replace, delete or add. The teacher guides students to replace a letter and write the new words.
• In Teacher's Edition Level B, Unit 3, Lesson 11, Day 3, students complete a closed sort and then write the words. The teacher instructions say, “Tell children they will now sort the new words according to the open and closed syllable words.” After the students have done the activity, the teacher reviews the words in the sort and has students write the words.
• In Teacher's Edition Level B, Unit 4, Lesson 19, Day 4, the teacher guides children in completing words 1-6. The students add the appropriate suffix to the base of each word, and students write the new word.

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:

• Level B Student Book, Unit 2, Lesson 7, students use the Word Building Interactive Resource to build two syllable words such as sideways, sidewalk, mistake.
• Level B Student Book, Unit 3, Lesson 13, students sort words by vowel teams and write the words in the correct boxes for /ai/, /ay/, /ea/, and /ey/.
• Level B Student Book, Unit 4, Lesson 19, students make new words and write the words in correct boxes.
• Level B Student Book, Unit 4, Lesson 22, students write the plural form from the box for each word.
• Level B, Student Book, Unit 5, Lesson 27, students use the Word Building Interactive Resource to build words such as all, tall, stall.

The materials reviewed for Grade 2 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 B materials provide regular student practice applying and encoding phonics in the weekly word study 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 B, Unit 1, Lesson 1, Day 5, the first time students complete the Write About It exercise, the Teacher's Edition asks teachers to “Guide children to complete the Write About It activity. Tell children to write what they learned about logs. . . Children can share their responses with partners, get feedback, and revise as needed.” Explicit instruction and teacher modeling are not provided. Instructions remain the same for this exercise in subsequent lessons.
• In Teacher's Edition Level B, Unit 2, Lesson 6, Day 5, the material includes a Writing Extension activity which requires students to encode words and write sentences that relate to the connected text selection, "A Place in Space," from the week’s lesson, which focuses on final e. The teacher is to “Guide children to complete the Write About It activity.”
• In Teacher's Edition Level B, Unit 4, Lesson 23, Day 4, the teacher writes the words bigger, carries, and rumbling on the board. The students identify the endings. Students discuss what change was made to the words. The teacher is to “Then have children complete items 7-10 independently.” Items 7-10 are sentences using words with suffixes. Students complete the activity, Inflectional Endings with Spelling Changes.
• In Teacher's Edition Level B, Unit 4, Lesson 23, Day 5, includes a Writing Extension activity where students encode words and write sentences that relate to the connected text selection, "Watching Birds," from the week’s lesson, which focuses on irregularly spelled words and consonant +le syllables. The teacher is to “Guide children to complete the Write About It activity.”

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 B, the Write About It routine on Day 5 in each lesson provides students practice encoding words in sentences or phrases as they write about the lesson’s connected text. This practice does not explicitly target newly taught phonics patterns.
• In Teacher's Edition Level B, Unit 1, Lesson 5, Day 4, students write words with inflectional endings into the sentences during Word Study.
• In Teacher's Edition Level B, Unit 3, Lesson 13, Day 2, students complete Interact with the Text activity, where they answer the question, “How does the author feel about breakfast?” The students discuss with their partners and then write the sentence.
• In Teacher's Edition Level B, Unit 4, Lesson 21, Day 4, Word Study, students choose three words from the homographs box and write a sentence using each word.

The materials reviewed for Grade 2 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 B, 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. Students have practice and explicit instruction every day in each lesson for high-frequency words in Read-Spell-Write routine, as well as extend routines and re-teach models. Level B introduces five high-frequency words in each of the thirty lessons of the program, for a total of 150 high-frequency words over the course of the year’s instruction.

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 B, each lesson introduces five high-frequency words. The high-frequency words are taught and practiced using recurring instructional routines every day of each lesson. Those routines include the Read-Spell-Write routine, the Use in Context routine, and the Review routine.
• In Teacher's Edition Level B, Unit 1, Lesson 1, Day 1, the teacher states, “The word to is spelled t-o. Spell it with me: t-o.” The teacher also states, “Watch as I write the word. I will say each letter as I write it.”
• In Teacher's Edition Level B, Unit 3, Lesson 17, Day 3, the teacher reteaches the following words with Read-Spell-Write routine: both, clean, drink, must, these. The teacher states, “The word both is spelled b-o-t-h. Spell it with me.”

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 B, Unit 1, Lesson 5, Day 3, the teacher reviews the high-frequency words good, our, do, give and does using the Read-Spell-Write routine.
• In Teacher's Edition Level B, Unit 2, Lesson 8, Day 2, the teacher reviews the high-frequency words using the Read-Spell-Review routine, where the teacher writes the words in a sentence and underlines the high-frequency words. The teacher and the students chorally spell the words. The teacher says the word after is spelled a-f-t-e-r.
• In Teacher's Edition Level B, Unit 3, Lesson 10, Day 5, during the Review section, the teacher writes the high-frequency words if, school, or, any, and small on chart paper.

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

• In Teacher's Edition Level B, Day 5 of each lesson reviews high-frequency words by having the teacher write the lesson’s five target words in isolation, then students chorally read each word.
• In Teacher's Edition Level B, Unit 3, Lesson 10, Day 1, during the Write portion of the Read-Spell-Write activity, students write the high-frequency words two times in the Student Book.
• In Teacher's Edition Level B, Unit 4, Lesson 19, Day 5, during the Review section, students read the words the teacher writes on the chart paper, and students build another word using word cards and read the word.
• In Teacher's Edition Level B, Unit 5, Lesson 27, Day 5, the teacher writes the high-frequency words soon, pull, over, also, and carry on chart paper and students 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 Level B, five high-frequency words are taught in each lesson, for a total of one hundred-fifty high-frequency words by the end of Grade 2.
• In Teacher's Edition Level B, Unit 1 Planner, Lessons 1-5, students learn five high-frequency words in each lesson.
• In Teacher's Edition Level B, Unit 2 planner, Lessons 6-9, students learn five high-frequency words in each lesson.
• In Teacher's Edition Level B, Unit 3 planner, Lessons 10-17, students learn five high-frequency words in each lesson.
• In Teacher's Edition Level B, Unit 4 planner, Lessons 18-23, students learn five high-frequency words.
• In Teacher's Edition Level B, Unit 5, planner, Lessons 24-28, students learn five high-frequency words in each lesson.
• In Teacher's Edition Level B, Unit 6 planner, Lessons 29 and 30, students learn five high-frequency words.

The materials reviewed for Grade 2 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 B 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. Materials include frequent opportunities for students to read and write high-frequency words, which students complete using word cards. Students build the words and then move to the next section in the text.

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 B, 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 B, each lesson has two Connected Text passages in which students read connected text that includes targeted high-frequency words.
• In Teacher's Edition, Level B, Unit 4, Lesson 21, Day 3, students complete the Use in Context in the Student Book. When students have completed the sentences, they read them 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 B, each lesson has an Use in Context exercise that asks students to write the targeted high-frequency words in a frame sentence.
• In Teacher's Edition Level B, 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 B, Unit 1, Lesson 1, Day 2, students create an oral sentence using the high frequency words and then write the high-frequency words by adding a descriptive sentence or combining two ideas.
• In Teacher's Edition Level B, Day 4 of each lesson has a Review exercise in which teachers ask students to write a new sentence in a notebook for each targeted high-frequency word.
• In Teacher's Edition Level B, Unit 3, Lesson 14, Day 4, the students write a new sentence in their notebooks for each of the high-frequency words every, far, eight, try, and walk.

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

• 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.
• In Teacher's Edition, Level B, Unit 6, Lesson 30, Day 5,students review high frequency words using letter cards during the High Frequency Word activity.

The materials reviewed for Grade 2 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 B 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 B, Unit 1, Lesson 2, Day 4, the teacher uses the Word Study lesson to teach a Reading Big Words Strategy in which the teacher guides children to use syllabication of closed syllables to decode multisyllabic words. The teacher models the skills with the word absent.
• In Teacher's Edition Level B, Unit 3, Lesson 13, Day 1, the teacher teaches vowel team syllables. The teacher writes the word paint, then repaint, reminding children to use syllable spelling patterns to read longer words. The teacher models dividing repaint into syllables and reminds students that a vowel team spelling stands for one vowel sound.
• In Teacher's Edition Level B, Unit 2, Lesson 7, Day 3, the teacher guides students to notice that some of the syllables are final e syllables. The teacher models sorting a word for the Closed Sort.

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

• In Teacher's Edition Level B, in Read Connected Text exercises, the teacher is 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 semantic cues.
• In Teacher's Edition Level B, Unit 1, Lesson 2, Day 3, during the Word Building activity, the teacher guides students to make the following words from syllable cards: ribbon, bonnet, magnet, kitten, mitten, napkin, pumpkin. The teacher discusses what they notice about the closed syllable words.
• In Teacher's Edition Level B, Unit 5, Lesson 27, Day 3, during the Word Building activity, the teacher guides students to make the following words from syllable cards: all, tall, stall, call, ball, wall, walk, talk, stalk, straw, raw. The teacher discusses what they notice about the spelling of the words.

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 B, Unit 2, Lesson 6, Day 3, during the Word Building activity, students build words by replacing, deleting, or adding another letter to build new words.
• In Teacher's Edition Level B, Unit 3, Lesson 11, Day 3, during the Syllable Building activity, students build words using different syllables, open syllables, closed syllables, and r-controlled words.
• In Teacher's Edition Level B,. Unit 6, Lesson 29, Day 3, students build words with a partner. The words contain the six syllable types.

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

Level B materials include explicit instruction in fluency. The materials contain opportunities for students to hear fluent reading modeled by a teacher. Explicit instruction in and modeling of phrasing, expression, intonation, rate, and accuracy is included in From Fluency to Comprehension: Routines and Minilessons and the Teacher’s Guide to Fluency. There are a variety of types of material that students read to build fluency.

Materials include opportunities for explicit, systematic instruction in fluency elements using grade-level text. Examples include but are not limited to the following:

• In From Fluency to Comprehension, Routines and Minilessons, Lesson 3, the teacher models intonation. The teacher models reading, “ABC? DE. FGH! I? JKL. MN? OPQ! RST! UV? WX. YZ? Cows moo. Cows moo? Cows moo!” The teacher models reading sentences from the Student Book.
• In From Fluency to Comprehension, Routines and Minilessons, Lesson 7, the teacher displays a passage. The teacher highlights prepositional phrases and underlines the phrases. The teacher models how to chunk and read longer sentences.
• In From Fluency to Comprehension, Routines and Minilessons, Lesson 19, the teacher models phrasing with conjunctions. The teacher uses underlined conjunctions to model how to chunk and read longer sentences.
• In Teacher’s Guide to Fluency, the materials state, “Model the appropriate rate of reading to help students hear the proper pace.”

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:

• The teacher reads the title of each decodable story, and the students repeat the title. No other examples of teacher modeling of fluent reading were found in subsequent connected text selection lessons.
• In From Fluency to Comprehension, Routines and Minilessons, Lesson 17, the teacher selects a short story or passage. The teacher models reading the text expressively.
• In From Fluency to Comprehension, Routines and Minilessons, Lesson 27, the teacher selects a short story or passage. The teacher models reading the text expressively.

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

• In From Fluency to Comprehension, Routines and Minilessons, Lesson 12, the materials ask the teacher to use one of the stories the teacher is reading to students during the week and then read it aloud. The teacher is to select a prosodic element to model with the text.
• In From Fluency to Comprehension, Routines and Minilessons, Lesson 14, the teacher models reading sentences from the Student Book.
• In From Fluency to Comprehension, Routines and Minilessons, Lesson 29, the teacher uses Connected Text to model reading with appropriate phrasing and intonation.

The materials reviewed for Grade 2 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 B materials offer frequent opportunities for students to engage in supported practice of fluent reading in grade-level texts. Variety of text types is limited.. Students have multiple opportunities to reread text. Guidance for teacher support of student growth in fluency is general instructions to provide corrective feedback. The teacher is instructed to monitor students and correct errors or have students read random words to build on fluency.

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 B, materials ask students to engage in repeated partner reading by reading of grade-level text in the Independent/Partner Work instructional routines on Days 2, 3 and 5 of each lesson.
• In Teacher's Edition Level B, Unit 3, Lesson 10, Day 2, students read the connected text, an announcement entitled "Hay Bale Maze This Saturday."
• In Teacher's Edition Level B, Unit 4, Lesson 18, Day 3, students read the story, "Sparky."
• In Teacher's Edition Level B, Unit 6, Lesson 30, Day 4, students read the text, "Creature Features."

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 Student Book, Level B, each lesson contains two Connected Text passages. These grade level texts are used in recurring instructional routines that include repeat readings on Days 2 and 4 of every lesson. Day 5 includes a repeated reading of the Decodable Passage in order for students to complete the writing extension.
• In Teacher's Edition Level B, Unit 1, Lesson 4, Day 5, students reread the Decodable Passage, "Block Party!"
• In Teacher's Edition Level B, Unit 2, Lesson 6, Day 5, students reread the passage, "A Place in Space."
• In Teacher's Edition Level B, Unit 5, Lesson 25, Day 5, students complete a second read of the Decodable Passage, "How to Make Lemonade."
• In From Fluency to Comprehension, Routines and Minilessons, Lesson 5, student read the Connected Text in the Student Book for 30 seconds. Students independently practice reading the passage over the next couple of days.
• In From Fluency to Comprehension, Routines and Minilessons, Lesson 9, students read the Connected Text in the Student Book three times to a partner while the partner offers feedback.

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 Edition Level B, in the Read Connected Text instructional routines, teachers are instructed to provide corrective feedback if children have difficulty with a word, then have children reread the sentence with the correct word.
• In Teacher's Edition Level B, Unit 3, Lesson 12, Day 2, students complete a reading speed drill to build fluency. The Teacher's Edition instructs the teacher to guide children to read one syllable and multisyllabic words with long /e/ to build fluency and determine where the deficits are in students.
• In Teacher's Edition Level B, Unit 4, Lesson 19, Day 3, the teacher monitors students as they read the Blend It lines.
• 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 Guide to Fluency, the materials suggest the teacher mark the text to help students see each punctuation mark. The teacher should model the correct pace and intonation when reading the passage.

The materials reviewed for Grade 2 partially meet the criteria for materials provide teacher guidance to support students as they confirm or self-correct errors and emphasize reading for purpose and understanding.

From Phonics to Reading Level B materials contain connected text that students use for both decoding and comprehension. Materials provide teacher support and guidance for helping students read with understanding, including a variety of comprehension questions for each text and opportunities to write about the text. 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.Teacher guidance for self-corrections is limited to occasions when students require corrective feedback or when the teacher is leading the reading of the text. There is teacher guidance for providing feedback when the teacher uses the Reading Observation Form.There is no independent practice of self-correcting errors.

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 B, 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 B, Unit 4, Lesson 19, Day 4, students read the connected text, "Escape from Danger." If a student reads a word incorrectly, the teacher corrects the student, asks the student to reread the sentence, and then asks, “Does that word sound correct?”

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 B, Unit 1, Lesson 5, Day 2, students read the connected text, "Want More Riddles." When students are reading, they also answer the riddles. The teacher corrects students if they read a word incorrectly.
• In Teacher's Edition Level B, Unit 4, Lesson 22, Day 2, students read "Mark and the Tigers." If a student struggles with a word, the teacher is to stop the reading and provide corrective feedback. The teacher could 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 B, Unit 5, Lesson 30, Day 2, students read "Mission to Mars." If a student struggles with a word, the teacher is to stop the reading and provide corrective feedback. The teacher could 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 Guide to Fluency, it states, “Provide corrective feedback to help make students aware of errors. If students do not self-correct, pause and ask students whether what they have read aloud makes sense. Ask students to sound out words to support them.”

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 B, Unit 2, Lesson 9, Day 2, students read the connected text, "Whale Watching," which has grade-level words from the phonics lessons. The teacher asks the following comprehension questions: “Where do whales spend most of their time? What is the purpose of a whale’s blowhole? What is one way whales communicate?”
• In Teacher's Edition Level B, Unit 3, Lesson 13, Day 4, students read the decodable passage, "Fireboats." The teacher asks the following comprehension questions: “How is a fireboat different from a fire truck? How does a fireboat get the water it needs to fight fires? How have fireboats changed over time?"
• In Teacher's Edition Level B, Unit 5, Lesson 25, Day 4, students read the recipe, "How to Make Lemonade." The teacher asks the following comprehension questions: “Why do you need to stir the sugar? Which step do you think is the least important?”

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 B, 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 Guide to Fluency, it states, "To help students improve their fluency, follow a process of gradual release. Modeling good reading is the first step in helping younger students to become fluent readers. To begin, read aloud to students, gliding your finger under each word as you read the text, and encouraging students to follow along.”

The materials reviewed for Grade 2 meet the criteria for materials contain a teacher edition with ample and useful annotations and suggestions on how to present the content in the student materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.

The front material of the Teacher’s Edition Level B contains an overview and scope and sequence of the program, an implementation guide, guidance on assessment, intervention, and pacing. The Teacher’s Edition Level B 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 B, 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 B, an overview of each unit and how each lesson within a unit is structured for the ease of presentation is provided.
• In Teacher's Edition Level B , a consistent color-coded tab system identifies both lesson and day number on each page. These colors match the color-coded tabs in the Student Edition.

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

• In Teacher's Edition Level B, lessons are divided into six units: Review Short Vowels and Consonant Blends; Transition to Longer Words, Review Final e and Consonant Digraphs; Transition to Longer Words, Review Long Vowels; Transition to Longer Words, Review r-Controlled Vowels; Transition to Longer Words, Review Complex Vowels and Diphthongs; Transition to Longer Words, and Syllable Types Review. Each unit begins with a unit planner that outlines the instructional routines for skills in the following areas: high-frequency words, connected text, word building, word study.
• In Teacher's Edition Level B, there is a high-frequency routine with Read-Spell-Write that teachers do with students. First, the students read the word in context, then students chorally spell the word aloud and repeat it. Students write the word two times in the Student Edition.
• In Teacher's Edition Level B, the Sound-Spelling routine has the Learn-Blend routine. Students read the word and write the word. Students practice blending next.
• In Teacher's Edition Level B, the Speed Drill routine is used to build fluency. The Speed Drill has words with one syllable and multisyllabic words based on the lesson’s target skill. Students read the Speed Drill independently followed by rereading with a partner. The rereading with a partner is timed.
• In Teacher's Edition Level B, each lesson is divided into five days of instruction. High-frequency word instruction using the “Read-Spell-Write” routine is included in all five days of all 30 lessons.

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

• In online Teacher's Edition Level B, Lesson 3, Day 3, there is a visual of the word sort students are going to complete alongside the lesson plan that is the same format as the printed Teacher's Edition.
• Teacher's Edition Level B 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's Edition Level B, the Blue SadlierConnect.com symbol identifies opportunities for online instructional resources and interactive student activities.
• In online Teacher’s Edition Level B, users are 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 2 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 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 2 features an overview of the Seven Characteristics of Strong Phonics Instruction and of the Daily Instructional Routines. In" Phonics Instructional Guide: Multiple Tiers for Success," there are explanations about explicit, systematic instruction, the Simple View of Reading, and Scarborough’s Reading Rope. These front matter and additional resources provide some adult-level explanations of the foundational skills concepts.

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

• In Teacher's Edition Level B, Unit 1, Lesson 2, Day 1, Closed Syllables, the materials state syllables that end in a consonant are closed syllables. It states that the vowels are closed by the consonants. The vowel sound is usually short.
• In Teacher's Edition Level B, “Seven Characteristics of Strong Phonics Instruction” states, “High-frequency words are the most common words in English. Some are irregular; that is, they do not follow common English sound-spellings. Others are regular and needed by students during reading before they have the phonics skills to sound them out.”
• In Teacher's Edition Level B, “Seven Characteristics of Strong Phonics Instruction” states, “Controlled, decodable text at the beginning level of reading instruction helps students develop a sense of comfort in and control over their reading growth and should be a key learning tool in early phonics instruction.”
• In “Phonics Instructional Guide: Multiple Tiers for Success,” explicit is defined as “ sound-spelling correspondences are initially taught directly to students, rather than using a discovery, or implicit, method.” Systematic is defined as, “...the instruction builds from easy to more complex skills with built-in review and repetition to ensure mastery.”

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 Level B, Unit 5, Lesson 24, Day 1, shows a list of short /oo/ and long /oo/ words, using the vowel sounds /oo/, /ou/, /u/, /ou/, /ough/, /u_e/, /eu/, /ue/, and /ui/.
• In Teacher's Edition Level B, in the overview of how to implement the program, it introduces Sound-Spelling routines and states that for multisyllabic words, model how to break apart the word by syllable, then sound it out using knowledge of syllable types or common spelling patterns.
• In Teacher's Edition Level B, Lesson 10, Day 5, in the area of high-frequency Words, teachers are instructed, “Write the high-frequency words if, school, or, any, and small on chart paper. Have children chorally read each word. Build each word with letter cards, mix the cards, and have children rebuild the word. As an alternative, write each word leaving one or more letters out. Have children complete the word. Then have children read the sentences they wrote on Day 4 with partners.”
• In Phonics Instructional Guide: Multiple Tiers for Success, an example of explicit is “...for example, that the /s/ sound can be spelled with the letter s.”
• In Wiley Blevins Videos: High-Impact Routine: Blending, it provides examples of compound words such as cupcake, backbone, bedtime.

The materials reviewed for Grade 2 meet the criteria for foundational skills lessons are well-designed and take into account effective lesson structure and pacing. Content can reasonably be completed within a regular school year, and the pacing allows for maximum student understanding.

The From Phonics to Reading Level B materials include 150 days of lessons to be taught over the course of the year. These lessons are arranged around 30 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. There is an alternative pacing guide provided that includes 20 minutes daily in the Phonics from Reading Level B. This plan includes the most critical activities, increased targeted skills and these activities should be taught during the phonics block. The alternative pacing guide states that it will be important to include the other activities in independent reading, centers, partner work and homework. 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 B, there is a letter to teachers stating that this program is based on Wiley Blevins research on phonics programs. Additionally, there is a page that discusses the seven characteristics of strong phonics instruction. The seven areas are: readiness skills, scope and sequence, blending, dictation, word awareness, high-frequency words, and reading connected text.
• In Teacher's Edition Level B begins each lesson by stating the objectives to be addressed in instruction.
• In Teacher's Edition Level B, a consistent structure provides a daily sequencing of skills within the lessons. There is an estimation of how much time should be spent on that portion of the lesson.
• In Teacher's Edition Level B, instructional routines follow this weekly pattern. Day 1. Teachers introduce Sound- Spelling for ten minutes. Day 2 consists of five minutes of spelling/blending and fluency activities. Day 3 is high frequency word practices for five minutes and Day 4 is word study activities for five minutes.

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 B, 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 Teacher's Edition Level B, the “Teacher Table” boxes provide guidance for teacher-led small groups to support English learners and intervention groups.
• In Unit 1, Lesson 5, Day 1, the “Teacher Table: English Learners” instructs teachers in the area of Vocabulary, “Each day, select several words from the Student Book Blend It lines. Focus on words whose meanings can be explained or demonstrated in a concrete way. For example, show a picture of a tent. Point to a plant or a desk. Pantomime gasp and jump.”
• In Unit 2, Lesson 9, Day 2, during whole group Sound/Spelling activity, teachers “Display cards labeled with sound-spellings, affixes, and syllable types for each previously taught lesson. Have children chorally read each card. Mix the card set, then repeat.”
• In Teacher's Edition Level B, Unit 3, Lesson 17, Day 4, the sound-spelling/blending activity is completed as a whole group activity and contains a cumulative quick check.

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

• In Teacher's Edition Level B, the Pacing Guide delineates pacing per day as well as per component. Suggested Pacing for Day One routines includes Sound Spelling for ten minutes and High-Frequency Words for five minutes. The Teacher's Edition Level B provides a time indicator for each portion of each day’s lesson (e.g., sound-spelling/blending -five minutes, high-frequency words - five minutes.)
• In Teacher's Edition, Level B, Unit 6, Lesson 24, Day 2, the instructions for a fluency activity state that the activity should be done for five minutes.
• In Teacher's Edition Level B, the Pacing Guide suggests daily routines ranging from 15 to 25 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 Online Teacher's Edition, Level B, there is an alternative pacing guide for shorter work blocks.

The suggested amount of time and expectations for maximum student understanding of all foundational skill content (e.g., 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 B, the introduction provides a Scope and Sequence Chart which indicates that the program is made up of thirty lessons, and illustrates how these lessons are each taught over a five day period.
• In Teacher's Edition Level B, 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.
• In Teacher's Edition Level B, the Pacing Guide indicates students spend twenty-five minutes per week on activities relating to high-frequency words.
• In Teacher's Edition Level B, introduction describes thirty minutes per week allotted for sound spelling/blending activities to build upon word analysis skills, phonics, and irregularly spelled words.

The materials reviewed for Grade 2 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 B 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 arranged with an overview of the benefits of explicit instruction in phonics. According to the document called, From Phonics to Reading "Scope and Sequence Rationale," the scope and sequence is based on research published by Blevins in 2017. The document has guiding principles from Blevins about a scope and sequence.

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," the materials focus more on continuous consonants early, so blending is modeled easily.
• In Teacher's Edition Level B, the Scope and Sequence Chart delineates the sequence of phonics instruction.
• In Teacher's Edition Level B, Unit 1, the contents page lists the target skill of short vowels, closed syllables, consonant + -le syllables, s-blends and final blends.
• In Teacher's Edition Level B, Unit 2, the contents page lists final -e and consonant digraphs to move into longer words, final -e, /e/ syllables, digraphs /sh/, /ch/, /tch/, /th/, /wh/, /ph/, /ng/, and /nk/.
• In Teacher's Edition Level B, Unit 3, the contents page lists long vowels transition to longer words such as long /a/, open syllables, long /e/, Vowel Team syllables, long /i/, long /o/, long /u/, and consonant + le syllables.
• In Teacher's Edition Level B, Unit 4, the contents page lists r-controlled vowels, r-controlled /ar/, /ur/, /or/, /ar/, r-controlled vowel syllables, and consonant + le syllables.
• In Teacher's Edition Level B, Unit 5, the contents page lists complex vowels and diphthongs, short and long /oo/, diphthongs /ou/and /oi/, vowel /o/, and vowel team syllables.
• In Teacher's Edition Level B, Unit 6, the contents page lists syllable types and final stable syllables.

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," the materials cover all the basic phonics skills in Level K and Level A and reinforce basic skills in Level B to ensure mastery. Level B and C include work with multisyllabic words and teach the six syllable types.
• In Teacher's Edition Level B, the introductory material says that the phonics sequence is based on "Seven Characteristics of Strong Phonics Instruction," including blending, dictation and word awareness as well as reading connected text.
• In Teacher's Edition Level B, the "Seven Characteristics of Strong Phonics Instruction" provides an overview of how phonics skills are taught and practiced.
• In Teacher's Edition Level B, 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:

• According to From Phonics to Reading "Scope and Sequence Rationale," the materials teach higher utility letters early on, so more words can be read and spelled.
• In Teacher's Edition Level B, Unit 2, Lesson 8, Day 4, students work on learning consonant digraphs and a trigraph (i.e., /sh/, /ch/, /tch/, and /th/).
• In Teacher's Edition Level B, Unit 3, Lesson 14, Day 1-5, students review and practice all long /i/ phonemic patterns (e.g., /igh/, / with final e,/i/ at the end of an open syllable, -ild, -ind,).
• In Teacher's Edition Level B, Unit 3, Lesson 12, Day 2, students work on learning long /e/ words and reading long /e/ words in context.
• In Teacher's Edition Level B, Unit 4, Lesson 20, Day 4, students work on practicing r-controlled vowel /or/ words.
• In Teacher's Edition Level B, Unit 5, Lesson 26, Days 1-5, students review and practice the diphthong /oi/ in one and two syllable words.

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 B, Unit 2, students work on final e, final e syllables, and digraphs /sh/, /ch/, /tch/, /th/, /wh/, /ph/, /ng/, and /nk/.
• In Teacher's Edition Level B, Unit 4, students learn r-controlled target skills /ar/, /ur/, /or/, and /ar/.
• In Lesson 22, students complete r-controlled vowel syllables, and then in Lesson 23, students work on consonant + le syllables.
• In Teacher's Edition Level B, Unit 5, students work on four different skills. Students work on short and long /oo/ and then words with the diphthongs /ou/, /oi/, and /o/.
• The program introduces the concepts of open and closed syllables, silent letters, the soft sounds of /c/ and /g/, and phonics generalizations related to the use of inflectional endings.
• In Teacher's Edition Level B, Unit 1, Lesson 2, Day 2, in the Build Fluency section of the lesson, students practice identifying the first closed syllable in words and then reading two syllable words in a fluency timed reading.
• In Teacher's Edition Level B, Unit 2, Lesson 6, Day 4, in the Word Study section of the lesson, students are introduced to the soft sounds of /c/ and /g/ and practice reading words with those sounds.
• In Teacher's Edition Level B, Unit 3, Lesson 13, Day 2, in the Word Study section of the lesson, students are introduced to the silent letters /kn/, /wr/, /gn/, and /mb/ and practice reading words with those sounds.

The materials reviewed for Grade 2 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 B 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 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:

• At the beginning of every unit in the Level B Student Edition, the program provides 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 B, Unit 1, Online Resource, the letter explains to parents that students are going to review short vowels and consonants blends in order to begin to read longer words. It further explains what closed syllables, consonants, and blends.
• In Teacher's Edition Level B, Unit 3, there is an example of a home connection letter that can be sent to parents. It has sections that parents can read, and the letter has activities that can be done with students.
• In Teacher's Edition Level B, Unit 5, there is a connected text that is sent home with students that can help them build fluency each week.
• In Teacher's Edition Level B, the Unit 6 family letter states, “In this unit, your child will review syllable types ( i.e., open syllables, closed syllables, consonant + -le syllables, final -e syllables, r-controlled vowel syllables, and vowel team syllables.) He or she will read words with final syllables: -ture, -sure, -tion, and -sion as in picture, assure, fashion, nation, and discussion.”

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 B, Unit 2, family letter, in the Extend the Learning section, it suggests to have students write a sentence that includes a word with one of the skills the student is learning during the unit.
• In Teacher's Edition Level B, Online Unit 6, In the Extend Your Learning section, it explains to families to have their students say a multisyllable word aloud. The student is to find objects in the house that are multisyllabic and name the word and then break it into syllables.
• 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 B, Unit 1, Lesson 5, Day 4, Cumulative Assessment, the students take home the week’s assessment and practice reading the sounds with their families.
• In Teacher's Edition Level B, Unit 4, Lesson 18, Day 5, Cumulative Assessment, the students take home the week’s assessment and practice reading the words with their families.
• In Teacher's Edition Level B, Unit 6, Lesson 29, Day 4, Cumulative Assessment, the students take home the week’s assessment and practice reading the words with their families.
• In Teacher's Edition Level B, Lesson 5, Day 4, the “Home-School Connection” box instructs teachers, “At the end of the week, have children take home ‘Dear Grandma’ to read with their families. . . Frequent repeated readings of these and other stories containing words with final blends and words with previously taught skills will help to accelerate children’s phonics mastery.”

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

From Phonics to Reading Level B materials include two decodable Connected Text passages in each lesson. The decodable passages feature words with the lesson’s targeted sound-spelling. Recurring Read Connected Text instructional routines provide teachers with detailed lesson plans that call for repeated readings of the passages. Students interact with decodable text on Day 1 and Days 4-5 of each lesson. The texts go home with students to provide more opportunity for students to read it. The texts are aligned to the scope and sequence on the planning pages.

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

• In Student Book Level B, each lesson contains two Connected Text passages. These passages are used on Day 1, Day 4 and Day 5 of every lesson in the Read Connected Text routine.
• In Teacher's Edition Level B, Unit 3, Lesson 10, Day 4, students read the decodable text "Nate, Don’t be Late." Students read decodable words with long a such as Nate, wake, late, chase, shake.
• In Teacher's Edition Level B, Unit 4, Lesson 19, Day 2, students read the connected text, "A Laughing Game." Students read decodable words with r-controlled vowels such as Bert, person, turkey, twirled, curled, whirled, dirt, thirsty, slurp.
• In Teacher's Edition Level B, Unit 6, Lesson 29, Day 4, students read the text "Robots." Students read decodable words with various syllable types such as robot, yogurt, invented, performs, responds, includes, without, humans.

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 B, each lesson’s Connected Text passages include words that introduce practice with the lesson’s targeted sound-spelling.
• In Teacher's Edition Level B, Unit 1, Lesson 1, Day 2, students read the connected text, "Ben’s Tips for Good Health." Students read decodable words with short vowels such as Ben, mom, Jill, check, well, sick, Jill, tips, kids, wash, hands, well, run, jump, bed, hit, can, list.
• In Teacher's Edition Level B, Unit 2 Lesson planner for Lesson 8, students read, "A Horse’s Tail." Students read decodable words with consonant digraphs such as flicks, pinch, itch, back, chase, sheets.
• In Teacher's Edition Level B, Unit 5 planner for Lesson 26, students read the connected text "Toy Drive." Students read decodable words with diphthong /oi/ such as join, toy, enjoy, choice.

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 B, each lesson contains three days of practice reading the lesson’s decodable text. On Day 1, teachers guide students through a reading of the first Connected Text passage. On Day 4, teachers guide students through a first read of the second passage. Students read the passage independently first, then chorally. On Day 5, students read the second passage independently. In the recurring Read Connected Text routines, the materials provide detailed lesson plans that guide the teacher through the process.
• In Teacher's Edition Level B, Unit 3 Lesson 14, Day 4, students read a text independently as a first read. The teacher walks around and listens. The students are prompted to underline or circle confusing words. Then the students chorally read the text a second time.
• In Teacher's Edition Level B, Unit 5, Lesson 24, Day 5, students reread the decodable passage of "Moose on the Loose."
• In Teacher's Edition Level B, Unit 4, Lesson 9, Day 4, students read the decodable text, "A Year of Seasons," twice on that day. On Day 5, students reread the text and write about the text.

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

The From Phonics to Reading Level B materials reviewed meet the expectation that materials include decodable texts with high-frequency words aligned to the program’s scope and sequence. There are opportunities for students to use decodables for multiple readings. 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 B, each lesson contains two Connected Text passages. Each passage contains high-frequency words.
• In Teacher's Edition Level B, Unit 2 Lesson 7, Day 2, students read the connected text, "Surprise Party!". The text contains the high-frequency words many, there, and them.
• In Teacher's Edition Level B, Unit 3 Lesson 10, Day 2, students read the connected text, "Hay Bale Maze This Saturday". The text contains the high-frequency words: if, school, small, and or.
• In Teacher's Edition Level B, Unit 6, Lesson 30, Day 2, students read a decodable passage, "Mission to Mars", which contains the high-frequency words: work, year, into and such.

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 Student Book Level B, each lesson’s decodable passages contain some or all of the lesson’s newly-taught high-frequency words.
• In Teacher's Edition Level B, Unit 1, Lesson 2, Day 2, students read the connected text, "The Joke Book." This is the suggested reading in the Unit 1 Planner. The high-frequency words for Lesson 2 are: what, funny, some, where,and were. "The Joke Book" contains: were, some, funny,and what.
• In Teacher's Edition Level B, Unit 3, Lesson 11, Day 4, students read the text "Animals on the Go". This is referenced in the Unit 3 planner under Lesson 11, Connected Text. The high-frequency words for Lesson 11 are: don’t, would, off, out, and more. "Animals on the Go" contains: don’t, off,and out.
• In Teacher's Edition Level B, Unit 4, Lesson 18, Day 2, students read the connected text, "Star Party", which contains high-frequency words: blue, put, always, found,and only taught in this lesson. The Unit 4 planner states that students should read this text during Lesson 18.

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 B, each lesson contains three days of practice reading the lesson’s decodable texts. On Day 1, the teacher guides students through a reading of the first Connected Text passage. On Day 4, the teacher guides students through a first read of the second passage. Students read the passage independently first, then chorally. On Day 5, students read the second passage independently.
• In Teacher's Edition Level B, Unit 2, Lesson 6, Day 4, students are introduced to the decodable text, "A Place in Space", which contains the high-frequency words: then, long, their, and saw. Students read this text twice, once independently and one chorally. On Day 5, students read the text a third time to themselves.
• In Teacher's Edition Level B, Unit 3, Lesson 14, Day 4, students read the text, "How to Make Mud Pies" twice. The text contains the high-frequency words: every, eight, try, and every.

The materials reviewed for Grade 2 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 B materials offer some assessment opportunities for both decoding and encoding skills. The teacher is to administer both formal lesson and unit assessments such as the Cumulative Assessment, which a teacher uses to assess each student every three to four weeks. The materials offer some instructional adjustments based on assessment data, but these suggestions are limited in specificity and concrete correlation of current student levels to specific interventions or instructional adjustments. There is a Comprehensive Phonics Survey that consists of fifty nonsense words and is given at the beginning, middle, and end of the year. The Comprehensive Phonics Survey provides some data on current student performance in different categories. There is information for administering and scoring the assessment, however, the Comprehensive Phonics Survey includes limited suggestions for what to do with the survey results.

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 B, each lesson ends with a Cumulative Assessment. This assessment asks students to read words. Teachers record a check for accuracy and a separate check for fluency.
• In Teacher's Edition Level B, each unit instructs teachers to administer the Comprehensive Phonics Survey one-on-one.
• In Teacher's Edition Level B, Unit 2 planner, the teacher is provided with the Comprehensive Phonics Survey, a tool for ongoing collection of students skills. It is recommended the survey is administered three times a year.
• In Teacher's Edition Level B, Unit 3, Lesson 13, Day 5, there is a Fluency Check document, which provides a means for the teacher to assess reading accuracy and fluency. On the document, students receive one point for accuracy and one point for fluency.
• In Teacher's Edition Level B, Unit 5, the planner includes a "Student Fluency Report" a running record that can be completed during the Cumulative Assessment. On this report, students receive one point for accuracy and one point for fluency. There is a section where the teacher can write the words the students misread.
• In Teacher's Edition Online ,the sub-heading Assessment says that teachers should administer the Comprehensive Phonics Survey assessment three times a year. There are fifty nonsense words that students read.

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 B, each lesson ends with the Cumulative Assessment. In the Teacher's Edition, the teacher directions state, “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 B, the Comprehensive Phonics Survey is administered as part of the first lesson of each unit.
• The Teacher's Edition Level B, provides a description of the Comprehensive Phonics Survey. The survey assesses long vowels, short vowels, consonant blends, diphthongs, complex vowels, and multisyllabic words. According to the manual, the survey should be given three times over the course of the school year, at the beginning, middle, and end of the year.

Some 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 B, Unit 2, Lesson 8, Day 5, students are given the Cumulative Assessment, which evaluates students’ reading accuracy and fluency with words from lessons 3-8.
• In Teacher's Edition Level B, Unit 4, Lesson 18, Day 3, students complete the Cumulative Quick Check, where the teacher displays the sound cards and says the previously taught phonics sounds.

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

• In Teacher’s Edition Level B, 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 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 15, provides information about a student’s skill to read the long o.
• The Benchmark & Expectations document provides the teacher with student expectations for the Beginning-of-Year, 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, Consonant Blends and Digraphs, Long Vowels, Complex Vowels, and Word Study (Multisyllabic Words).

Materials genuinely measure students’ progress to support teachers with limited 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 B, Unit 2, Lesson 8, Day 2, in the Teacher Table Intervention, it states that teachers should use the information from the previous week’s assessments to guide instruction and assist students. The Teacher's Edition states that teachers should repeat blending and connected text reading passages and focus on application, not skill and drill.
• In Teacher's Edition Level B, Unit 4, Lesson 21, Day 2, in the Teacher Table Intervention, it states that teachers should use the information from the previous week’s assessments to guide instruction and assist students. The Teacher's Edition states that teachers should repeat blending and connected text reading passages and focus on application, not skill and drill.
• In Teacher's Edition Level B, Unit 5, Lesson 24, Day 2, the Teacher Table Intervention states that teachers should use the information from the previous week’s assessments to guide instruction and assist students. The Teacher's Edition states that teachers should repeat blending and connected text reading passages and focus on application, not skill and drill.
• In Teacher's Edition, Level B, Overview: Assessing Phonics Instruction, Comprehensive Phonics Survey, the teacher is to analyze mispronounced words and look for patterns that might give the teacher information about the student’s decoding strengths and weaknesses. The teacher should focus instruction on sound-spelling relationship categories where the student made three or more errors.
• In Teacher’s Edition Level B, Unit 5, 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 2 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 B materials offer a systematic assessment of word recognition or word analysis skills. The materials contain High-Frequency Word Assessments for Level B. In addition, each lesson suggests that a teacher may wish to assess a student’s ability to spell high-frequency words. The assessment has students complete a word list at the end of day 5. Students receive one point for accuracy and one for fluency based on the word list. The word list contains words from each lesson. There is a suggestion for the teacher to use the information from the assessment in order to plan lessons, but no specifics from the assessment of how to accomplish that.

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 B, 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 Level B, Unit 2, Lesson 9, Day 5, students complete the cumulative assessment in which they read a word list. Students earn one point for accuracy and one point for fluency.
• In Teacher's Edition, Level B, Unit 3, Lesson 12, Lesson 5, students complete the cumulative assessment in which they read a word list. There are 4 words from each lesson that students read.
• In Teacher's Edition, High-Frequency Word Assessments, the Level B assessment is administered three times a year.

Assessment materials provide the teacher with limited 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 B 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 are not included.

Materials support teachers with general 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 Level B, Unit 1, Lesson 3, Day 5, after the students have completed the Cumulative Review, the teacher is recommended to use the small group planner to modify the small group teacher table.
• In Teacher's Edition, Level B, Unit 4, Day 5, it is suggested that the teacher directs students to read the word list one at a time and to make a mark for each word they read correctly and fluently. The teacher records the results,and is instructed to use this information to modify the small group teacher planning.
• 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.

The materials reviewed for Grade 2 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).

From Phonics to Reading Level B materials offer regular assessments of words read in isolation, but not words 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. There are cumulative assessments that are done every three to four weeks where the teacher is told to build small group planning sessions depending on how students score on the assessments. There is some overlap on the phonics skills for fluency in each lesson, but there is no information on determining students’ skill level based on the results of the assessment. According to From Fluency to Comprehension: Routines and Minilessons, fluency of passage reading is informally assessed through teacher observation and an formal fluency assessment should be conducted using nationally normed and validated passages from a testing source.

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 B, each lesson ends with a Fluency Check in which a small group of children 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 B, each lesson contains a Speed Drill on Day 2. This exercise asks students to read words in isolation, then have a partner time them for one minute. Students repeat the timed reading three times and record words correct per minute.
• In Teacher's Edition Level B, Unit 3, Lesson 10, Day 5, students take the Cumulative Fluency Assessment, where they receive one point for reading the word correctly.
• In Teacher's Edition Level B, Unit 5, Lesson 25, Day 5, students are assessed on word lists from Lessons 19-24. They receive one point for fluency.
• In Teacher's Edition Level B, Unit 6, Lesson 30, Day 5, students are assessed every three to four weeks and receive one point for reading the word fluently. The words are taught in Lessons 25-30.

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

• In From Fluency to Comprehension: Routines and Minilessons, there is a fluency norms chart of words per minute provided from Hasbrouck and Tindal, 2017.

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 B, suggestions for instructional adjustments are not specific. For example, the Teacher’s Edition instructs the teacher to use the Small Group Planners to modify small group instruction the following week based on assessment results or to “determine skill deficits for small group instruction and practice.”
• In Teacher's Edition Level B, Unit 2, Lesson 8, Day 5, students complete the Cumulative Assessment, and the Teacher’s Edition instructs the teacher to use the Small Group Planner to map out a plan of small-group instruction for the students.
• In Teacher's Edition Level B, Unit 4, Lesson 18, Day 5, students complete the Cumulative Assessment where they receive one point for reading each word fluently. The teacher is instructed to use the Small Group Planner.
• In Teacher's Edition Level B, the Small Group Planner instructs the teacher to use the student fluency report, comprehensive phonics survey, and informal observations to determine the skills with which students are struggling and to form a new teacher table group based on that information. The planner is a template that says, “Name and the skills not yet mastered.”

The materials reviewed for Grade 2 partially meet the criteria for assessment materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment and assessment materials clearly denote which standards are being emphasized.

The materials contain a document entitled, “From Phonics to Reading Correlation to the Common Core State Standards for English Language Arts Grade 2”, 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. 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.

• In Teacher’s Edition, CCSS Assessment Item Analysis, Grade 2, Beginning of Year, page 5, it indicates the Comprehensive Phonics Survey Level for Long Vowels corresponds to CCSS.ELA-LITERACY.RF2.3.A.
• In Teacher’s Edition, CCSS Assessment Item Analysis, Grade 2, Middle of Year, page 5, it indicates the Comprehensive Phonics Survey Level for Short Vowels corresponds to CCSS.ELA-LITERACY.RF2.3.A.
• In Teacher’s Edition, CCSS Assessment Item Analysis, Grade 2, Middle of Year, page 5, it indicates the Comprehensive Phonics Survey Level for Word Study (Multisyllabic Words) corresponds to CCSS.ELA-LITERACY.RF2.3.C.

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

• In Teacher’s Edition, CCSS Assessment Item Analysis, Grade 2, End of Year, page 5, it indicates the Comprehensive Phonics Survey Level for Consonants Blends and Digraphs corresponds to CCSS.ELA-LITERACY.RF2.3.
• In Teacher’s Edition, CCSS Assessment Item Analysis, Grade 2, End of Year, page 5, it indicates the Comprehensive Phonics Survey Level for Complex Vowels corresponds to CCSS.ELA-LITERACY.RF2.3.B and CCSS.ELA-LITERACY.RF.2.3.E.
• In Teacher’s Edition Level B, Unit 2 planner on page 61A, 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. 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 2, CCSS.ELA-LITERACY.RF.2.3.A, it lists Teacher’s Edition, Unit 5 Review Complex Vowels and Diphthongs; Transition to Longer Words, Lesson 24 Short oo and Long oo on pages 247-256.
• In Teacher’s Edition Level A, From Phonics to Reading Correlation to the Common Core State Standards for English Language Arts Grade 2, CCSS.ELA-LITERACY.RF.2.3.F, it lists Student Book/Teacher’s Edition, Read-Spell-Write/Use in Context on pages 10, 20, 30, 40, 50, 62, 72, 82, 92, 104, 114, 124, 134, 144, 154, 164, 174, 186, 196k 206, 216, 226, 236, 248, 258, 268, 278, 288, 300, 310.
• In Teacher’s Edition Level A, From Phonics to Reading Correlation to the Common Core State Standards for English Language Arts Grade 2, CCSS.ELA-LITERACY.RF.2.4.B, it lists Student Book/Teacher’s Edition Decodable Passage on pages 15-16, 25-26, 35-36, 45-46, 555-56, 67-68, 77-78, 87-88, 97-98, 109-110, 119-120, 129-130, 139-140, 149-150, 159-160, 169-170, 179-180, 191-192, 201-202, 211-212, 221-222, 231-232, 241-242, 253-254, 263-264, 273-274, 283-284, 293-294, 305-306, 315-316.
• In Teacher’s Edition Level B, Unit 3 planner, page 103A-103B, the Cumulative Assessment for Lesson 10 assesses the words learned in Lessons 5-10.
• In Teacher’s Edition Level B, Unit 5 planner on page 247A and 247B, the Teacher’s Edition states that the Cumulative Assessment for Lesson 24 assesses words from Lessons 19-24. The Cumulative Assessment for Lesson 25 assesses words from Lessons 20-25. The Cumulative Assessment for Lesson 26 assesses words from Lessons 21-26, and the Cumulative Assessment for Lesson 27 assesses words from Lessons 22-27. There are no notations of standards being addressed.

The materials reviewed for Grade 2 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 B 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 Teacher’s Edition instructs the teacher to focus on the Blend It lines and vocabulary for which students can have concrete images. The materials give general guidance for each lesson on how different languages understand that phonics lesson. 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 B, Unit 1, Lesson 2, Day 1, page 19, in Teacher Table - English Learners, the teacher gives students hand mirrors. The students say the closed syllable, and the teacher points out that their mouths open for a vowel sound and close for a consonant sound. The teacher is prompted to take several words from the Blend It activity on page 19 of the Student Book and focus on the words that have concrete meanings to show students.
• In Teacher’s Edition Level B, Unit 4, Lesson 18, Day 1, page 185, the teacher is instructed to select several vocabulary words from the Blend It activity page 185 in the Student Book and focus on words whose meanings can be demonstrated.
• In Teacher’s Edition Level B, Unit 4, Lesson 20, Day 1, page 205, the Teacher Table - English Learners box provides information about r-controlled /or/ sound in Cantonese, Vietnamese, Hmong, and Korean does not exist. Teachers are instructed to model mouth position and have children notice the difference between short /o/ and /or/.

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 B, page xxiv, the Teacher’s Edition states that children 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 B, Unit 2, Lesson 6, Day 1, page 61, the Teacher’s Edition states that in Cantonese and Mandarin, there is an approximate sound transfer for long vowel sounds, but there is no such transfer in Tagalong for long /i/ or /u/. The teacher should focus on articulation.
• In Teacher’s Edition Level B, Unit 4, Lesson 22, Day 1, page 225, the Teacher’s Edition provides the following information: there is no sound transfer for /ar/ or /ur/ for most languages, and there is no sound transfer for /or/ in Cantonese, Vietnamese, Hmong, or Korean.
• In Teacher’s Edition Level B, 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 B, Unit 3, Lesson 13, Day 1, page 133, 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 notebook, raincoat, snowman, and seaweed and to act out the words aloud, elbow, and sixteen.
• In the Instructional Guides: English Learner Supports, Level 2 English Learner Supports, for Lesson 9, it includes for Vocabulary Focus: “Preteach the following words: whale, graph, skunk, string, spring, summer, fall, winter.”
• In the Instructional Guides: English Learner Supports, Level K English Learner Supports, for Lesson 27, it includes Sentence Starters: “Rex is ____. Rex can ____ and ____. Rex is a good dog because ____.”

The materials reviewed for Grade 2 meet the criteria for materials regularly provide all students, including those who read, write, speak, or listen below grade level with extensive opportunities for reteaching to meet or exceed grade-level standards.

From Phonics to Reading Level B materials include opportunities for small group reteaching of skills. Two 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 reteaching exercise that occurs with pages within the same lesson. There are reteaching activities for every lesson, but some reteaching activities repeat an activity that students did on a previous day where the teacher focuses on a different skill. According to “Phonics Instructional Guide: Multiple Tiers for Success”, students in Tier 2 should receive the small-group suggestions provided in each week’s lesson, and students who are further behind should be assessed with the Comprehensive Phonics Survey and Phonemic Awareness Assessment to determine their skill deficits. Those students should be placed along the phonics continuum and taught using those materials.

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

• In Teacher’s Edition Level B, Day 2 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 and connected text pages from previously-taught lessons based on weekly assessment data.
• In Teacher’s Edition Level B, Unit 1, Lesson 5, Day 4, page 56, the Teacher Table - Intervention box instructs teachers to repeat the Word Building exercise for students struggling. The materials provide explicit instructions for the teacher to focus on the position and sound spelling that changes in each word and model thinking aloud with an example script, “What sound is different in these two words? Where is that sound in the word? What letter or letters do we write for that sound?”
• In Teacher’s Edition Level B, Unit 4, Lesson 20, Day 3, page 210, the Teacher Table - Intervention box instructs the teacher to guide students in a Guided Spelling/Dictation activity in which the teacher says the word soar and models segmenting the word. Students repeat the sounds and count the number of sounds. The teacher guides children to connect each sound to a spelling. The teacher dictates soar, fork, more, chore, and “We left the store before the storm hit” and asks students to write the words and the sentence.
• In Teacher’s Edition Level B, Unit 5, Lesson 24, Day 4, page 254, the teacher completes the Word Building activity on page 252 with students who struggled. The teacher is prompted to focus on the position and spelling of the sounds.

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 “Phonics Instructional Guide: Multiple Tiers for Success”, it suggests students use the online support to listen to the decodable story to read to them before students read it.
• In “Phonics Instructional Guide: Multiple Tiers for Success”, during the blending exercises, students might only be accountable for a couple of Blending Lines rather than the full list.
• In “Phonics Instructional Guide: Multiple Tiers for Success”, small-group time should be more intensive and focus on blending lines, dictation, word building, and reading decodable stories and writing about the stories.
• In “Phonics Instructional Guide: Multiple Tiers for Success”, students needing Tier 3 support may benefit from the following daily lesson: “(1) Begin with a review of previous content. (2) Present and work on the day’s target multimodal lesson. (3) Ensure reading of and writing about controlled tests about the multimodal lesson.

The materials reviewed for Grade 2 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 B 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 that when working with students above grade level, students should be presented with the challenge lines.
• In “Phonics Instructional Guide: Multiple Tiers for Success”, it suggests the teacher should use the Comprehensive Survey to place students further in the scope and sequence and begin instruction there during small-group.
• In “Phonics Instructional Guide: Multiple Tiers for Success”, it suggests during whole group instruction, students performing above grade level should read the decodable text on the initial day to confirm mastery and not reread on subsequent days. On the following days, students should work on more complex skills.
• In the “Instructional Guide: Above Level Student Supports”, in Lesson 17, for Word Building, it recommends student above grade level, select 3 of the syllable cards and write two words that contain each syllable.
• In the “Instructional Guide: Above Level Student Supports”, in Lesson 30, for Word Sort, it recommends, “Challenge students to generate an additional word for each word sort category. Have students write a sentence for each word of the following sort words: tension, vision, treasure, creature, future, action.”

The materials reviewed for Grade 2 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 B 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 2 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 B digital materials include exact replicas of the pages in the print Student Book. The digital materials include interactive resources for each lesson that allow students to interact with the exercises in different ways, including options to check and self-correct their work, build new words, perform open word sorts, and use digital tools to annotate text.

Examples include but are not limited to the following:

• In Student Edition Digital Materials Level B, Unit 1, Lesson 5, Interactive Resources, the Interactive Resources section includes a Sort it Out exercise that asks students to sort ten words either into blank boxes with the “open sort” option or into boxes labeled -ft, -mp, -nd, or -st with the “closed sort” option.
• In Student Edition Digital Materials Level B, Unit 4, Lesson 18, Interactive Resources , the Interactive Resources section includes a Word Building exercise that gives students the opportunity to build new words using the letters a, c, d, f, k, m, o, p, r, s, and t. After building a word, students can add the word to a list on the side of the screen then continue to manipulate letters.
• In Student Edition Digital Materials Level B, Unit 1, Lesson 1, Interactive Resources, the Interactive Resources section includes a digital version of the lesson’s decodable text "The Big Log". Students can use interactive tools to annotate the text.
  

The materials reviewed for Grade 2 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 B 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 customizable. 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 2 do not meet the criteria for materials can be easily customized for local use.

From Phonics to Reading Level B digital materials do not allow teachers to customize content. There is nothing on the online platform that can be edited or manipulated. The program does not offer ways to customize the display of information.

The materials reviewed for Grade 2 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 B print and digital materials are well organized. Pages in the Student Book limit 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's 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 B, 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 B, 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 B, 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 edition.
• In Student Book Level B, Unit 3, Lesson 11, the Sort It Out worksheet consists of open and closed syllables boxes on the page. One sentence is completed by the student. There are two sentences in the directions.