In Unit 1, students are introduced to decoding and encoding words with short a. In Phonics Workshop, there is a scope and sequence that lists the focus of the skill and what skills are being taught and reviewed.The scope and sequence does not include a side-by-side document that shows the TEKS. In each unit, the document lists the phonological awareness skill, primary skill, secondary skill and word families, spiral review, and high-frequency words that are taught each week of the units. The scope and sequence shows when the skills are taught in the program during the school year, including spiral reviews of phonics concepts. The materials include a TEKS-aligned scope and sequence that outlines the essential knowledge and skills that are taught throughout the year.Materials include a cohesive, TEKS-aligned scope and sequence that outlines the essential knowledge and skills that are taught throughout the year. Lessons follow a developmentally appropriate, systematic progression from simple to more complex concepts (e.g., CVC words before CCCVCC words and single syllable words before multisyllabic words). Materials clearly demonstrate vertical alignment that shows the progression of skill development from year to year. Materials include systematic, year-long plans for phonics instruction. The materials meet the criteria for this indicator. The publisher submitted the technology, price, professional learning, additional language supports, and evidence-based information.The materials incorporate technology into the lessons to enhance student learning.The materials provide guidance on fostering connections between home and school.The materials include supports for Emergent Bilinguals to meet grade-level learning expectations.The materials include a variety of instructional methods that appeal to a variety of learning interests and needs.The materials include guidance, scaffolds, supports, and extensions that maximize student learning potential.The materials include guidance for teachers to analyze and respond to data from diagnostic tools.The materials include integrated progress monitoring tools, with specific guidance on frequency of use.The materials include developmentally appropriate diagnostic tools (e.g., formative and summative) and guidance for teachers to measure and monitor student progress.The materials provide frequent opportunities for students to practice and develop word reading fluency, by using knowledge of grade-level phonics skills to read decodable connected texts with accuracy and automaticity.The materials provide direct (explicit) instruction, practice, and review related to accurately identifying, reading, and writing regular and irregular high frequency words. The materials provide systematic and direct (explicit) instruction, practice, and review to develop students’ knowledge of grade-level sound-spelling patterns, as outlined in the TEKS.The materials provide systematic and direct (explicit) instruction, practice, and review to support the development of phonemic awareness skills, as outlined in the TEKS.The materials provide direct (explicit) instruction, practice, and review to support the development of oral syllable awareness skills, as outlined in the TEKS. The materials provide systematic and direct (explicit) instruction, practice, and review related to the alphabetic principle.The materials provide systematic and direct (explicit) instruction, practice, and review related to alphabet knowledge.The materials include frequent and distributed review of phonics skills with cumulative practice opportunities with decodable text.The materials include guidance that supports teacher’s delivery of instruction.The materials provide direct (explicit) and systematic instruction in developing grade-level phonics skills within and across lessons.
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