K-2nd Grade - Gateway 1

The phonemic awareness scope and sequence in myView meets expectations for indicator 1c. The materials contain a clear, research-based sequence for teaching phonemic awareness in Grade 1 that begins in Week 1 and progresses from isolating and identifying phonemes to advanced manipulation tasks. The sequence is cohesive and follows an expected developmental hierarchy, with instruction embedded across all units. Phoneme-level skills such as segmentation, blending, and manipulation are prioritized over broader phonological tasks. Phonemic awareness routines are aligned with phonics instruction to support application in decoding and encoding. 

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

  • In the myView Proven Practices in the Science of Reading Overview, in the What the Science of Reading Says About the Sounds of the English Language section, the materials state that Kindergarten and first-grade students must first demonstrate an understanding of spoken words, syllables, and sounds to develop phonological awareness (Lust, 2006). Research indicates that young students must develop phonemic awareness to grasp basic language skills required for reading, including hearing, identifying, and manipulating sounds in spoken words (Adams, 1990). The text states that phonemic awareness provides a foundation for the development of all other language skills, including reading (Tankersley, 2003). 

• Materials have a cohesive sequence of phonemic awareness instruction based on the expected hierarchy to build toward students’ immediate application of the skills. 

  • The English Foundational Skills and Word Study Scope and Sequence Grade 1 follows a structured progression across Units 1 through 5. Skills progress from basic phoneme recognition and segmentation to advanced phoneme manipulation, including substitutions and deletions. 

    • Unit 1: Medial vowel sounds

      • Short a: Mm /m/, Ss /s/, Tt /t/, recognizing alliteration; 

      • Short i: Cc /k/, Pp /p/, Nn /n/, segmenting and blending phonemes; 

      • Short o: Ff /f/, Bb /b/, Gg /g/, adding phonemes; 

      • Short e: Dd /d/, Ll /l/, Hh /h/, initial sounds; 

      • Short u: Rr /r/, Ww /w/, Jj /j/, Kk /k/, final sounds; 

      • Qu, qu /kw/, and changing phonemes; 

      • Vv /v/, Yy /y/, Zz /z/.

    • Unit 2: Segmenting and blending phonemes 

      • Initial consonant blends, final sounds Xx /ks/, /k/ spelled ck;

      • Changing phonemes /s/ and /z/ spelled s; 

      • Producing rhyming words final consonant blends; 

      • Adding and removing phonemes inflectional ending -s;

      • Changing phonemes consonant digraphs sh, th, medial sounds; 

      • Inflectional ending -ing, distinguishing between Short and Long vowels long a sound, vowel digraphs al, aw;

      • Distinguishing between Short and Long vowels Long i spelled VCe; 

      • Consonant sounds /s/ spelled c, /j/ spelled g.

    • Unit 3: Segmenting and blending phonemes 

      • Consonant digraphs and trigraphs, manipulating phonemes;

      • Contractions, removing phonemes; 

      • Long o spelled VCe, medial sounds; 

      • Long u and e spelled VCe, distinguishing between /u/ and /ū/;

      • Long e spelled e, ee, removing phonemes; 

      • Inflectional ending -ed, segmenting and blending phonemes; 

      • Vowel sounds of y, distinguishing between /e/ and /ē/;

      • Syllable pattern VCCV, final sounds /i/ and /e/, consonant patterns ng, nk; 

      • Segmenting and blending phonemes open syllables, r-Controlled vowels; 

      • Manipulating phonemes or, ore, final sounds;

      • Compound words, syllables, adding phonemes.

    • Unit 4: Segmenting and blending phonemes

      •  r-Controlled vowel ar, final sounds; 

      • Inflectional ending -es, plural -es, changing phonemes;

      • r-Controlled vowels er, ir, ur, segmenting and blending phonemes; 

      • Endings -ed, -ing, removing phonemes; 

      • Comparative endings, middle and final sounds; 

      • Trigraph dge, distinguishing between /a/ and /ā/; 

      • Diphthongs ow, ou, initial and final sounds; 

      • Vowel digraphs ai, ay, distinguishing between /i/ and /ī/;

      • Diphthongs oi, oy, distinguishing between /i/ and /ī/;

      • Vowel digraph ea, and endings vowel digraph ie.

    • Unit 5: Segmenting and blending phonemes

      • Middle and final sounds: Long o spelled oa, ow, oe;

      • Consonant blends and trigraphs, distinguishing between /o/ and /ō/; 

      • Long i spelled igh, distinguishing between /u/ and /ū/;

      • Suffixes -er, -or, manipulating phonemes; 

      • Vowel teams ue, ew, ui, removing phonemes; 

      • Prefixes re-, un-, manipulating sounds Long i, long o; 

      • Suffixes -ly, -ful; 

      • Open and closed syllables; 

      • Vowel teams oo, ou, vowel sound in foot; 

      • Final stable syllable -le.

• Materials attend to developing phonemic awareness skills and avoid spending excess time on phonological sensitivity tasks. 

  • The English Foundational Skills and Word Study Scope and Sequence Grade 1 prioritizes phonemic awareness skills like phoneme segmentation, blending, and manipulation over broader phonological sensitivity tasks such as rhyming and syllables. 

    • Rhyming and alliteration appear in Units 1 and 2 but are replaced by phoneme manipulation (addition, deletion, substitution) in Units 2 through 5. 

    • Word families and syllables are introduced after blending and segmenting phonemes to reinforce sound-symbol correspondence and decoding skills. 

• Materials contain a phonemic awareness sequence of instruction and practice aligned to the phonics scope and sequence. 

  • In the English Foundational Skills and Word Study Scope and Sequence Grade 1, the phonemic awareness sequence aligns directly with phonics instruction, ensuring that oral segmentation and blending skills transfer into decoding and encoding words. 

    • Unit 1, Week 1 introduces short vowels and consonant sounds alongside phoneme segmentation and blending. For example, after instruction on short vowel a, students practice segmenting and blending short a words: hat, dad, bag, mad, sat, tap.

    • Unit 2, Week 1 introduces consonant blends and digraphs, aligning phonemic awareness tasks with phonics-based word reading. Students practice segmenting and blending words: flag, frog, truck, flame, clock, green, glue, brown.

    • Unit 3, Week 1 phonics instruction emphasizes long vowels, contractions, and inflectional endings. Phonemic awareness activities focus on segmenting and blending words: lunch, can’t, phone, hatch, it’s, white, whip.

    • Unit 5, Week 3 focuses on advanced phoneme manipulation, supporting word recognition, syllable division, and spelling generalizations. Phonemic awareness instruction focuses on segmenting and blending phonemes in words: untie, undo, rewrite, replay, reread, redo, unbox, unwrap.

The phonemic awareness instruction in myView meets expectations for indicator 1d. The materials include systematic, explicit instruction in phonemic awareness beginning in Week 1 and continuing across the year. Instructional routines follow a consistent structure with clear modeling, guided and independent practice, and use of supports such as counters and picture cards. Teachers are provided with multiple examples for segmenting and blending phonemes, as well as corrective feedback strategies that include scaffolded routines, kinesthetic adjustments, and references to intervention resources. Articulation videos are also available to support teachers in modeling correct pronunciation, voicing, and mouth position for individual phonemes. 

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

• Materials include systematic, explicit instruction in sounds (phonemes). 

  • In Unit 2, Week 1, Lesson 1, Segment and Blend Phonemes, the teacher models segmentation and blending using the word flag. The teacher says, “Listen to each sound as I say the word flag.” The teacher repeats the segmentation process multiple times and says, “/t/ /l/ /a/ /g/ flag. Listen to the beginning sounds in this word /t/ /l/ -ag flag.” 

  • In the Reading Routines Companion, Segment and Blend Phonemes: Initial Consonant Blends, the lesson provides explicit phonemic awareness instruction by having students segment and blend phonemes using a structured, step-by-step approach. In Step 1, Introduce, the teacher explains the purpose of the lesson. The teacher says, “Today we will break words into their individual sounds and then blend, or combine, the sounds to form words.” In Step 2, Model, the teacher demonstrates phoneme segmentation and blending using the word plan by placing counters for each phoneme and asking students to repeat. The teacher says, “Listen to the sounds in the word /p/ /l/ /a/ /n/. What is the first sound? /p/ What is the second sound? /l/ What is the third sound? /a/ What is the last sound? /n/.” 

  • In Unit 1, Week 1, Lesson 1, Teacher-Led Small Group Instruction, Foundational Skills Group Review and Reinforce, the lesson explicitly introduces the medial phoneme/a/ by displaying a picture card of a hat. The teacher says, “This is a hat. The middle sound in hat is /a/.” The teacher then turns the card over to display the printed word hat, pointing to the letter a. The teacher says, “The letter a spells the middle sound /a/.” The Sound-Spelling Card 1 is used as the teacher pins to Aa while saying /a/ to reinforce the sound-symbol relationship. 

• Materials provide the teacher with examples for instruction in sounds (phonemes). 

  • In Unit 2, Week 1, Lesson 1, Segment and Blend Phonemes, the teacher points to the picture of a crab in the Student Interactive and models how to blend and segment the word. The lesson provides additional guided practice words, including frog, tuck, flame, clock, green, glue, and brown. 

  • In the Reading Routines Companion, Segment and Blend Phonemes: Initial Consonant Blends, the lesson includes multiple examples of words for students to segment and blend, gradually increasing in complexity. In  Step 3, Guided Practice, the students segment and blend the word drop, placing counters as they say each phoneme. The teacher says, “/d/ /r/ /o/ /p/. Now sweep your hand under the counters and say the sounds quickly drop. In Step 4, On Their Own, students independently segment and blend words, including brag, slot, twig, clam, swim, crop, flap, and spot. 

  • In Unit 1, Week 1, Lesson 1, Teacher-Led Small Group Instruction, Foundational Skills Group Review and Reinforce, the teacher models the /a/ sound in multiple words. The teacher says, “Today we will practice listening for the sound /a/ in words. Listen to the sound /a/ in each of these words map, tap, sat, pat. I hear the sound /a/ in the middle of each word. Now listen to this word sit. I do not hear /a/ in sit.” The guided practice continues as students write uppercase A and lowercase a on cards while the teacher emphasizes how both letters stand for the same phoneme. 

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

  • In the Reading Routines Companion, Segment and Blend Phonemes: Initial Consonant Blends, the lesson includes explicit corrective feedback strategies for students who struggle with segmentation and blending. 

    • If the students cannot segment and blend sounds, the teacher is instructed to remodel Steps 2 and 3 before moving to an adapted Make It Easier strategy. 

      • The Make It Easier Activity uses a kinesthetic strategy where students pound their fists on four different-colored squares while saying each phoneme. The teacher says, “I’m going to pound each square as I say each sound in the word trip. /t/ /r/ /i/ /p/. Then slide your fist under the squares as you blend the sounds trip.

      • In the Make It Harder Activity, students who can segment and blend four-phoneme words progress to five-phoneme words, using scrap, frost, strap, crisp, blond, craft, stomp, plant, twist, while placing five blocks to represent each phoneme. 

      • In Unit 1, Week 1, Lesson 1, Teacher-Led Small Group Instruction, Foundational Skills Group Review and Reinforce, the formative assessment has students hold up their Aa cards if they hear /a/ in words such as dad, rag, fit, tack, and lan. If students struggle to connect the letter Aa to the sound /a/ sound, the teacher models additional words such as cat, can, and rap to reinforce phoneme recognition. An intervention group phonological awareness activity is provided, referencing Lessons 1 through 13 in the MyFocus Intervention Teacher Guide and articulation videos for additional support.

The daily phonemic awareness lessons in myView meets expectations for indicator 1e. The materials include daily, brief phonemic awareness instruction that aligns to the phonics portion of the lesson. The instruction typically appears at the start of the phonics lesson and is designed to support the development of phoneme-grapheme correspondence. Lessons consistently provide opportunities for students to practice connecting sounds to letters through decoding, spelling pattern identification, and sound-symbol matching. Teachers receive explicit articulation guidance for modeling correct sound pronunciation, including directions for mouth placement, tongue positioning, and vocalization to support accurate phoneme production.

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

• Daily phonemic awareness instruction correlates to the phonics portion of the lesson and includes letters (phoneme-grapheme correspondence). 

  • In Unit 3, Week 2, Lesson 1, the teacher explicitly models how to remove phonemes to create new words. The teacher says, “This is a picture of a farm. The sounds you hear in farm are /f/ (pause) /ar/ (pause) /m/. Listen to these two words farm (pause) arm. What is different? I removed, or took away, the sound /f/ from farm to create the word arm.” The teacher then repeats this process with rice/ice and sand/and to reinforce phoneme deletion. The teacher introduces Long o spelled VCe and says, “We have learned the short o sound, /o/, spelled with the letter o. Today, we will learn a new sound for the letter o. The Sound-Spelling Card 83 rope is used to introduce the o_e pattern, connecting phonemic awareness to phonics instruction. 

  • In Unit 4, Week 2, Lesson 1, the teacher introduces segmenting and blending phonemes using the word dirt. The teacher says, “This is a picture of dirt. Listen carefully to each sound in the word dirt /d/ (pause) /er/ (pause) /t/. What sound do you hear in the middle of dirt? Yes, we hear the sound /er/ in the middle of the word dirt. The same process is repeated with girl and skit to reinforce segmenting and blending phonemes. The teacher introduces r-controlled vowels er, ir, ur, using Sound-Spelling Card 67 fern. The teacher says, “when the vowel e is followed by the consonant r, it makes the sound /er/, as you hear in the word fern.” The teacher repeats this process with Sound-Spelling Cards 72 girl and 104 curtain. 

  • In Unit 5, Week 2, Lesson 1, the teacher introduces Short u and Long u vowel sounds. The teacher says, “What is this picture’s name? cube Now, let’s segment the sounds and listen to the middle sound.” The teacher introduces duck and contrasts its vowel sound with cube. The teacher introduces Long i spelled igh using Sound-Spelling Card 71 lightbulb and says, “The vowel sound /ī/ that we hear in the word light is spelled igh.” The teacher writes the word night, underlines igh, and says, “In the word night, long i is spelled igh.” 

• Materials include opportunities for students to practice connecting sounds to letters.

  • In Unit 3, Week 2, Lesson 1, the teacher displays words with Long o spelled VCes hose, robe, hope, note, joke, cone and guides students to identify the spelling pattern in each word. The teacher says, “Track your finger under the word and stop on the e. When I look ahead, I see that there is a consonant followed by the letter e. That means the vowel sound will be long /ō/.” Students blend and read the words, reinforcing their phonemic awareness through phonics-based decoding. 

  • In Unit 4, Week 2, Lesson 1, the students segment and blend stir, purse, shirt, her, hurt, reinforcing their ability to hear r-controlled vowels and match them to letters. In the Student Interactive, students decode words with er, ir, and ur. 

  • In Unit 5, Week 2, Lesson 1, students segment words with Short u /u/ and Long u /ū/ and identify the corresponding letter-sound relationships. In the My Turn Practice Activity, students blend and decode words with igh and underline the spelling pattern in bright, sight, tight, and night. 

• Materials include directions to the teacher for demonstrating how to pronounce each phoneme (articulation/mouth formation). 

  • In Unit 3, Week 2, Lesson 1, the lesson provides explicit teacher modeling for distinguishing between Short o and Long o. The teacher says, “Say /o/ as in tot. Now say /ō/ as in tote. What is different? Your mouth opens wider for Short o and rounds more for Long o.” The teacher models slow, exaggerated pronunciation and highlights lip rounding and jaw movement for each vowel sound. 

  • In Unit 4, Week 2, Lesson 1, the lesson provides articulation support for pronouncing r-controlled vowels. The teacher says, “Watch my tongue position when I say /er/. My tongue curls slightly backward. Try it with me.” The teacher encourages students to use a mirror to observe tongue placement while pronouncing er, ir, ur. 

  • In Unit 5, Week 2, Lesson 1, the teacher provides explicit articulation modeling for Short u vs. Long u. The teacher says, “When I say /u/, my lips are relaxed. When I say /ū/, my lips round slightly forward. Watch my mouth as I say the two sounds /u/, /ū/.” The teachers are encouraged to use mirrors so students can observe their own mouth movements.

The assessment opportunities for phonemic awareness in myView meets expectations for indicator 1f. The materials offer regular and systematic assessment opportunities across the school year to measure students’ progress in phonemic awareness. Teachers assess skills through diagnostic tests, weekly progress check-ups, cumulative reviews, and formative observations. Assessment tools provide detailed tracking of student performance, including scoring sheets and analysis charts. Teachers receive clear instructional guidance to address skill gaps through reteaching, small group lessons, and intervention supports aligned to assessment results. (4/4)

Note: This indicator is analyzed at the assessment level to examine how opportunities to measure phonemic awareness are structured and distributed across the year. Repeated references to specific weeks or tasks reflect embedded and recurring assessment structures that are representative of the program’s design for monitoring student progress over time. 

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

  • The Baseline Assessment includes a phonological awareness section that assesses Initial and final sounds and segmenting and blending phonemes. 

  • The Progress Check-ups are administered at the end of each instructional week to continuously monitor phonemic awareness skills. 

    • In the Progress Check-Ups Teacher Manual, Unit 1, Week 1, students identify beginning sounds in a picture-based task. The teacher says, “Find the square at the top of the page. Put your finger on it. Now look at the three pictures in that row: jar, monkey, sock. The letter m makes the sound /m/. Draw a circle around the picture that has the beginning /m/ sound.” 

    • In the Progress Check-Ups Teacher Manual, Unit 3, Week 2, students identify vowel sounds in words. 

  • In Unit 1, Week 2, Lesson 1, Teacher-Led Small Group, Formative Assessment, students read the decodable book I Sat to assess their ability to blend and read phonemes. 

  • In Unit 1, Week 3, Lesson 5, the Cumulative Review assesses identifying medial /a/ and /ǐ/ fill, can, rat, did, wig; identifying alliteration nose, neat, number; and segmenting and blending phonemes pat, hid, dig, nap, lick. 

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

  • In the Progress Check-Ups Teacher Manual, after administering weekly Progress Check-Ups, teachers record student scores on the Student Progress Chart and Class Progress Chart to track student progress over time and identify specific phonemic awareness skills that students have mastered or still need to develop. The Item Analysis Charts help teachers identify which phonemic awareness skills are assessed. 

  • In the Baseline Test, Phonemic Awareness Scoring Sheet, teachers complete the scoring sheet to document student responses and total scores on phonemic awareness tasks. 

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

  • In Unit 1, Week 2, Lesson 1, Formative Assessment, Monitor Progress, if students struggle with blending and reading words in the decodable book I Sat, the teacher is instructed to review letter-sounds using Sound-Spelling Cards for a /a/, m /m/, s /s/, and /t/. Then, use intervention activities to reinforce phonemic awareness skills. 

  • In Unit 1, Week 2, Lesson 2, Monitor Progress for Mastery, if students do not demonstrate mastery of Short i or consonants Cc, Pp, Nn during the U1W2 Progress Check-Up, the teacher reviews previously taught phonemic awareness skills and uses the Skill Group for targeted small-group reteaching. 

  • In the Progress Check-Ups Teacher Manual, if a student receives a low score on a Progress Check-Up or shows a lack of adequate progress, the teacher is instructed to use myFocus Intervention, Level B, to provide additional opportunities to practice phonemic awareness skills.

The phonics scope and sequence in myView meets the expectations for indicator 1g. The materials provide a research-based, clearly defined sequence for phonics instruction. The Grade 1 Foundational Skills and Word Study Scope and Sequence follows a structured progression that builds from basic letter-sound correspondences and CVC words to more advanced phonics patterns. Instruction moves from short vowels and high-utility consonants to consonant blends, digraphs, vowel teams, r-Controlled vowels, and multisyllabic decoding. Phonics instruction is grounded in high-utility patterns and phonics generalizations that support word reading and spelling. Materials integrate multisensory strategies and articulation supports to strengthen phonics instruction and promote accurate sound-symbol correspondence. The sequence reflects a coherent path from simpler to more complex skills, enabling students to apply phonics knowledge in increasingly complex text. (4/4)

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

  • In the Proven Practices in the Science of Reading flipbook, the Teaching Phonological and Phonemic Awareness section provides an evidence-based rationale for the phonics sequence, citing research from Lust (2006), Pearson et al. (2020), Biemiller (2001), Adams (1990), and Tankersely (2003) to support systematic phonics instruction. The phonics sequence follows a structured, research-based progression, beginning with letter recognition and sound-symbol relationships and progressing to blending, segmenting, and manipulating phonemes as students develop reading skills. 

    • The program builds metalinguistic awareness from syllables to phonemes for students to move through early, basic, and advanced phonemic awareness skills before mastering phonics. 

      • Early: Initial sounds, segmenting and blending phonemes, alliteration, onset-rime, rhyming, syllables. 

      • Basic: Initial/medial/final sounds, blending phonemes, manipulating phonemes, distinguishing between long and short vowels. 

      • Advanced: Long and Short vowels, producing rhyming words, adding and deleting phonemes, recognizing phoneme changes, manipulating phonemes. 

• Materials clearly delineate a scope and sequence with a cohesive, intentional sequence of phonics instruction, from simpler to more complex skills, and practice to build toward the application of skills. 

  • The Grade 1 English Foundational Skills and Word Study Scope and Sequence presents a structured, systematic approach to phonics instruction, progressing from basic letter-sound relationships to more advanced phonics patterns. 

    • Unit 1: 

      • Introduction of Short vowels a, i, o, e, u and common consonants Mm, Ss, Tt, Cc, Pp, Nn, Ff, Bb, Gg, Dd, Ll, Hh, Rr, Ww, Jj, Kk, Qu, Vv, Yy, Zz

      • Explicit instruction in segmenting, blending, and manipulating phonemes in CVC words. 

      • Phoneme addition and deletion activities reinforce letter-sound awareness before moving to more complex phonics patterns. 

    • Unit 2: 

      • Introduction of initial and final consonant blends, helping students read words with more than three phonemes. 

      • Teaching of common consonant digraphs sh, th and inflectional endings -s, -ing. 

      • Instruction on long vowel sounds, vowel digraphs al, aw and final -ck spelling patterns. 

    • Unit 3: 

      • Instruction on consonant digraphs and trigraphs, contractions, and long vowel spelling patterns VCe, ee, y as a vowel. 

      • Focus on open syllables and r-Controlled vowels, helping students transition from single-syllable words to multisyllabic decoding. 

    • Unit 4: 

      • Expansion of r-Controlled vowels ar, er, ir, ur, diphthongs ow, ou, oi, oy, and vowel digraphs ea, ie. 

      • Instruction on comparative endings -ed, -ing and trigraphs dge.

      • Emphasis on syllable segmentation and phoneme manipulation to support decoding unfamiliar words. 

    • Unit 5: 

      • Instruction on Long vowel teams oa, ow, oe, ue, ew, ui, suffixes -er, -or, -ly, -ful, and consonant trigraphs.

      • Introduction of open and closed syllables, final stable syllable -le, and high-frequency irregular word recognition. 

      • Application of phonics knowledge to connected text, sentence writing, and high-frequency word fluency. 

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

  • The Grade 1 English Foundational Skills and Word Study Scope and Sequence emphasizes high-utility phonics patterns that allow students to apply decoding skills across multiple words, such as Short vowels a, i, o, e, u; consonant blends (initial and final blends); digraphs sh, th, ch, wh; trigraph dge; inflectional endings -s, -es, -ed, -ing; and r-Controlled vowels ar, er, ir, ur, or, ore. Phonics instruction also reinforces phonics generalizations that support decoding, including Long vowel patterns VCe: Long a; Long i; Long o; Long u; Long e; vowel teams ai, ay, ee, ea, ie, oa, ow, ue, ew, ui; diphthongs ow, ou, oi, oy; the /s/ sound spelled c and the /j/ sound spelled g; and syllable division patterns VCCV, VC/V, V/CV. 

  • In the Proven Practices in the Science of Reading flipbook, Teaching Phonological and Phonemic Awareness section, the materials state that instruction integrates multisensory activities to reinforce phonics generalizations, such as Sound Rainforest and Picture Word Cards help students blend and segment sounds orally before connecting them to letter patterns

  • In the Reading Routines Companion, the Articulation Support Guide provides visual and kinesthetic strategies for teaching students how to accurately produce sounds.

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

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

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

The pacing and practice opportunities of phonics instruction in myView meet expectations for indicator 1i. The materials include a clearly structured and appropriately paced sequence of phonics instruction supported by daily lessons, weekly cumulative reviews, and small-group interventions. Each lesson provides consistent opportunities for teacher modeling, guided practice, and independent application. Materials also include regular distributed, cumulative, and interleaved review to reinforce previously taught grade-level phonics skills. Instructional design ensures students have adequate time and practice to work toward mastery and automaticity.

• Materials include reasonable pacing of newly taught phonics skills. 

  • The pacing of phonics instruction is reasonable and structured, as evidenced by the Grade 1 Foundational Skills Instructional Pathway Flipbook. The materials outline daily instruction, weekly cumulative reviews, and targeted small-group intervention to support a coherent and appropriately paced introduction of phonics skills across the year. 

    • Daily Phonics Instruction follows a three-step routine that includes explicit teaching, modeling with guided practice, and independent student practice.

    • Weekly Cumulative Reviews provide systematic opportunities to reinforce previously taught phonics skills. 

    • Small-Group and Intervention Instruction allows for targeted phonics instruction based on student needs, providing additional practice with phonics skills introduced during whole-group instruction. 

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

  • In Unit 2, Week 2, Lesson 4, the materials instruct the teacher to say, “Today we’re going to review and decode words with the sound /s/ and /z/ or sound /s/.” In the accompanying Student Interactive pages, students say each picture name and write the word. Then, students read each word and add -s to the end of each word. Students then draw a picture representing the new word's meaning and write a sentence about one of their pictures. 

  • In the Reading Routines Companion, Unit 2, Week 2, Words with Final /s/ and /z/ Spelled s, Step 3: Guide Practice, the teacher displays the nouns map and web. The teacher guides students to decode words such as map and web, add s to the end of each word, and pronounce the new words sound by sound (e.g., /m/ /a/ /p/ /s/ for maps). Students identify the new word formed through blending. On their own, students decode and write these words ducks, beds, crops, pigs, mats, tubs. 

    • Across these instructional steps, the lesson design provides repeated, structured opportunities for students to decode, write, and manipulate words with final -s spellings. These routines reinforce the application of phonics patterns in varied contexts and support the development of fluency and accuracy over time, contributing to automaticity. 

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

  • As evidenced by the Grade 1 Foundational Skills Instructional Pathway Flipbook, the materials include weekly independent and collaborative practice options in the myView Literacy Small Group component that align with whole-group instruction. Teachers use skill group and intervention lessons informed by formative assessment data to target student needs. The myFocus Reader provides additional reading passages aligned to weekly skills and themes, offering ongoing opportunities to reinforce phonics and word study content. 

  • In the Skills Practice Flipbook, Unit 2 Week 2, students identify phonics patterns in words and match them to pictures. The materials instruct students to,  

    • Say the picture names and repeat them aloud. 

    • Look at the pictures whose names end in the sound /k/ spelled ck. Write the word for each picture. 

    • Circle words that rhyme. 

    • Look at the pictures whose names end in the sound /ks/ spelled x. Write the word for each picture. Read the consonant blends in each row and circle the picture whose name begins with that blend, reinforcing decoding of initial sounds and blends. 

  • In Unit 4, Week 2, Lesson 5, Cumulative Review, materials provide distributed, cumulative, and interleaved practice by engaging students in an integrated review of the multiple phonics patterns and high-frequency words taught in prior weeks. The lesson includes: 

    • Phonics Review: r-Controlled vowels er, ir, ur, ar, or, ore

    • Inflectional ending -es and Plurals: washes, foxes, kisses, marches, brushes

    • Compound Words: sandbox, ballpark, popcorn, cupcake

    • Word Endings -ed, -ing: singing, helped, folded, running, called 

    • High-Frequency Words: were, new, thank, very, every, found, please, any, pull, always

    • Integrated Review Words: misses, new, verb, spelling, sport, burst, every, switches, firm, milkshake, chore, jar, jumped, were

The phonics instruction in myView meets expectations for indicator 1j. Materials include systematic and explicit modeling of newly taught phonics patterns through daily lessons and the Reading Routines Companion activities. Lessons provide consistent opportunities for blending and segmenting practice through sentence reading and explicit modeling of sound-by-sound decoding. Dictation routines in Connect to Spelling lessons reinforce encoding of newly taught patterns with segmented pronunciation, student writing, and spelling checks. Materials also offer teacher guidance for corrective feedback, including scaffolded support such as letter tiles and step-based modeling for students who struggle with digraphs and trigraphs. 

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

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

  • In Unit 3, Week 1, Lesson 5, materials provide explicit instruction for introducing the Long i vowel-consonant-e and i_e pattern, as well as consonants c and g when they represent the /s/ and /j/ sounds. The teacher is directed to write c, g, and i_e on the board, state the letter names and corresponding sounds while pointing to each. 

  • In the Reading Routines Companion, Side A, Consonant Digraphs wh, ch, ph and Trigraph tch, the teacher displays the word chin and says, “This is how I blend the sounds in chin.” The teacher points to each sound-spelling while saying the phoneme: /ch/ /i/ /n/.” Then the teacher writes the word step-by-step while modeling the sound-spelling correspondence: “The word chin begins with the sound /ch/. I can write the letter combination ch. Then I hear /i/, so I write i. Last I hear /n/, so I write n.” 

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

  • In Unit 3, Week 1, Lesson 5, the teacher writes target sentences and works with students to segment and blend the phonemes in each word. Students decode words such as Mike, face, age, and five by identifying and applying the i_e pattern, soft c, and soft g sounds. The lesson includes teacher-led support for sound-by-sound blending and letter-sound analysis within connected text. 

  • In the Reading Routines Companion, Side A, the teacher explicitly models how to blend chin using gesture and sound alignment: /ch/ /i/ /n/ - chin. 

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

  • In Unit 3, Week 1, Lesson 2, Connect to Spelling: Digraphs and Trigraphs, the teacher segments the phonemes in each word and prompts students to repeat and write them: /m/ /a/ /ch/ match, /m/ /u/ /n/ /ch/ munch, /ch/ /a/ /t/ chat, /hw/ /e/ /n/ when. After each word, teachers instruct students to check their spelling before continuing.  

  • In Unit 5, Week 3, Lesson 2, Connect to Spelling: Vowel Teams ue, ew, ui, the teacher segments the sounds in each word and prompts students to repeat and write them: /b/ /r/ /ü/ /z/ bruise, /j/ /ü/ /s/ juice, /ch/ /ü/ chew, and /k/ /r/ /ü/ crew. Students are directed to check the spelling of each word before moving on. 

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

  • In the Reading Routines Companion, Side B, the teacher is directed, “If students cannot blend the sounds of a word with a digraph or trigraph, then model how to blend the sounds in the word using Steps 2 and 3.” 

    • The Make It Easier activity provides scaffolding using letter tiles. The teacher displays the word white, points to w and h , and says, “The letters w and h work together to spell one sound, /hw/.” Students then use letter tiles to spell and blend the words when, chill, phase, and patch, isolating each grapheme or digraph and pushing tiles together to form the word. This routine supports corrective feedback through explicit modeling and multisensory reinforcement.

The decoding and encoding practice opportunities in myView meet expectations for indicator 1k. The materials include frequent and varied opportunities for students to decode and encode words with taught phonics patterns. Daily phonics lessons feature teacher modeling and guided decoding using grade-appropriate sound-spelling patterns, such as Short vowels, r-Controlled vowels, and VCe spellings. Students apply these skills during decodable story reading and word study routines. Encoding practice is integrated through segmenting and spelling activities that reflect recently taught phonics patterns. Independent and small-group routines provide repeated opportunities to apply sound-spelling correspondences in both isolated and contextualized tasks.  

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

  • In Unit 1, Week 2, Lesson 2, Phonics: Decode and Write Words with Short o, the teacher prompts students to decode vowel CVC words. The teacher says, “Let’s draw a picture of something we know that has the short o sound /o/. How about mop?” Students segment and blend the word, identify the short vowel sound /o/, and read words like mop, pot, and top. The decoding practice is reinforced with oral modeling and picture-based prompts.

  • In Unit 4, Week 3, Lesson 4, Decodable Story-Read: Cars by Bob, the teacher models decoding the word cars by identifying the ar vowel pattern: “I see the letters c, a, r, s. I see the pattern ar, which I know spells the sound /ar/. I can blend and read this word: /k/ /ar/ /z/, cars.” The teacher continues decoding additional words, such as by and Bob, and students read the title together. 

    • During guided reading, students read the story using previously taught phonics patterns, including r-Controlled vowels. The routine supports students in blending words in context, reinforcing decoding accuracy. 

    • Students read the decodable story using r-Controlled vowel patterns and My Words to Know. The teacher models decoding, and students apply previously taught phonics patterns in connected text. 

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

  • In Unit 4, Week 2, Lesson 2 Phonics: Connect to Spelling- r-Controlled vowels er, ir, ur, the teacher segments each word and prompts students to repeat and write it. Words include girl, her, fur, and bird. After writing, students check their spelling. 

    • This example reflects a consistent instructional routine across the program, where students regularly apply taught phonics patterns through guided spelling and encoding tasks embedded in daily phonics instruction. 

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

  • In the Student Interactive, Unit 1, Week 3, Lesson 2, Short o, students engage in multiple decoding routines. These include turn-and-talk reading with a partner (on, not, Tom, mom), completing CVC words by writing the missing vowel (pot, mop, top, pop), underlining Short o words in a sentence, drawing and labeling a picture using Short o words. 

    • This example reflects a consistent practice structure across the program, where students engage in varied and frequent opportunities to blend and apply sound-spelling patterns to support retention and automaticity. 

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

  • In Unit 1, Week 3, Lesson 5, Phonics Review: VCe Spellings for /ō/, /ū/, /ü/, and /ē/, the teacher writes words like home, huge, these, mule, Zeke, phone, and tote. Students segment and blend each word, identify the vowel-consonant-e (VCe) spelling pattern, and say the sound it represents. This cumulative routine provides word-level decoding practice across multiple VCe patterns, supporting both accuracy and fluency with familiar phonics structures. 

    • This review lesson is representative of recurring opportunities in myView where students revisit previously taught phonics patterns in a cumulative format, reinforcing decoding accuracy and building toward automaticity through repeated, targeted word-level practice.

The instruction and practice of spelling rules and generalizations in myView meet expectations for indicator 1l. Spelling generalizations are introduced sequentially and aligned to the phonics scope and sequence, beginning with Short vowels and progressing to blends, digraphs, long vowels, and syllable patterns. Materials include explicit explanations of rules such as CVC patterns and digraphs, supported by teacher modeling and student application. A consistent weekly routine in the Writing section provides multiple, distributed opportunities for students to practice and review spelling generalizations, supporting accuracy and automaticity over time. 

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

  • The Grade 1 English Foundational Skills and Word Study Scope and Sequence presents a clear and developmentally appropriate order in which phonics and spelling generalizations are introduced and reinforced. 

    • In Unit 1, students begin with Short vowels and basic consonant sounds, such as /k/ spelled c and k, and /j/ spelled j. 

    • In Unit 2, they encounter additional sound-spelling generalizations, including final ck to spell /k/, the use of s and c to spell /s/, and g for /j/. 

    • Unit 3 introduces long vowel patterns such as VCe (Long o, Long u, Long e), consonant digraphs and trigraphs, and compound words. 

    • Unit 4 expands into r-Controlled vowels (ar, er, ir, ur), diphthongs (ow, ou), and comparative endings. 

    • Unit 5 continues with Long vowel teams (oa, oe, ui, ew, ue), open and closed syllable patterns, and final stable syllables (-le). 

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

  • In Unit 1, Writing, Week 1, Lesson 2, materials include an explicit explanation of the spelling rule for the Short a vowel sound. The teacher explains that the letter a spells the Short a sound and models this using the words tap, as, and Sam. Each word is read aloud, and students are guided to identify the Short a sound and its corresponding spelling. Students then apply the rule independently through a related activity in the Student Interactive. 

  • In Unit 3 Writing, Week 1, Lesson 2, materials include explicit instruction on spelling with consonant digraphs and trigraphs. The teacher explains that a digraph is two consonants that together spell one sound and that a trigraph is three consonants that also represent a single sound. During modeling and guided practice, the teacher displays the words when, chest, and Steph, underlines the digraph in each, and repeats the routine with the word match, underlining the trigraph. Students then complete a related activity in the Student Interactive to apply the rule independently. 

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

  • In Units 1-5, the Writing section follows a recurring weekly structure that provides students with sufficient and varied opportunities to practice phonics-based spelling generalizations. Each week typically includes a three-part sequence: 

    • Lesson 2 (Teach): Introduces a specific spelling pattern (e.g., Short vowels, consonant blends, digraphs, Long vowel patterns). 

    • Lesson 3 (More Practice): Reinforces the same rule through guided and independent spelling tasks. 

    • Lesson 4 (Review): Provides cumulative review by integrating previously taught spelling patterns. 

    • In Unit 1, Writing, students are introduced to Short a and Short i patterns and review consonants m, s, and t. In Unit 2, the sequence progresses to spelling instruction with initial and final consonant blends, the consonant pattern -ck, and digraphs such as sh and th, followed by Long a vowel patterns. This consistent instructional design supports distributed interleaved practice, enabling students to revisit and apply spelling generalizations across multiple lessons and weeks. The volume and structure of practice contribute to developing both accuracy and automaticity in spelling.

The decodable texts and instructional routines in myView meet expectations for indicator 1m. Decodable texts align with the phonics scope and sequence and include grade-level sound-spelling patterns such as Long vowels, vowel teams, and inflectional endings. Lessons include detailed routines for repeated readings through teacher modeling, guided reading, partner practice, and independent rereading. Texts are phonetically controlled and free from predictable sentence patterns, with increasing complexity over time to match students’ growing decoding proficiency. 

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

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

  • In Unit 1, Week 1, Lesson 4, the decodable text At a Mat includes words with the sound /a/ spelled a, /m/ spelled m, /s/ spelled s, and /t/ spelled t. These phonics elements are introduced earlier in the unit. During the Teach section, the teacher tells students which sound-spelling patterns to look for while reading and blends the words at, mat, and Tam with students. 

  • In Unit 3, Week 3, Lesson 4, the decodable text A Deep Sleep includes words with long e spelled e and ee, as well as words with the inflectional ending -ed. These phonics elements are listed in the Teach section of the lesson and align with the phonics focus for the week. Students read words such as deep, sleep, and worked in context. 

  • In Unit 5, Week 5, Lesson 4, the decodable text In Winter features phonics patterns introduced in prior weeks, including open and closed syllables and vowel teams oo and ou. Students read words such as winter, over, and should, which contain multiple syllables and complex vowel teams.

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

  • In Unit 1, Week 1, Lesson 4, the lesson includes a structured, multi-step reading routine. The teacher first models blending and reading the title and several words from the first sentence. During guided practice, students read along with the teacher and blend new words together, such as Tam and Sam. Students then work in pairs, taking turns reading each page aloud. As they read, they are directed to highlight or underline skill words in the text. The lesson concludes with one additional independent rereading of the full story. 

  • In Unit 3, Week 3, Lesson 4, the lesson includes a structured routine involving teacher modeling, guided reading, partner reading, and independent rereading. The teacher models blending words in the title and first sentence and prompts students to apply sound-spelling knowledge as they decode each word. During guided practice, students read along with the teacher and identify My Words to Know in context. Students then take turns reading each page aloud in partners while highlighting or underlining skill words. The lesson concludes with an additional independent rereading of the full story. 

  • In Unit 5, Week 5, Lesson 4, the lesson includes teacher modeling, guided sentence reading, partner reading, and independent rereading. The teacher models decoding the title and the first sentence using syllable types and sound-spelling patterns. During guided practice, students blend and read words such as geese, fly and over with support. Students are then paired to read the story aloud, taking turns reading each page and highlighting skill words. The lesson ends with an independent rereading of the story. 

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

  • In Unit 1, Week 1, Lesson 4, the story At a Mat contains phonetically controlled sentences that require students to apply newly taught phonics skills. Students read words such as Tam, mat, sat, and Sam using sound-by sound decoding. Sentences include I am Tam, Tam is at a mat, and Sam sat. The sentences do not follow a repetitive or predictable pattern and require active decoding of each word. 

  • In Unit 3, Week 3, Lesson 4, the decodable text A Deep Sleep includes words and sentences that require students to apply phonics patterns rather than rely on predictable structure or repeated phrasing. For example, students decode sentences such as Dee came home from work late and She could not sleep. These sentences contain multiple sound-spelling patterns, including ee for long e and inflectional -ed endings. The sentences vary in structure and do not follow a repetitive pattern. 

  • In Unit 5, Week 5, Lesson 4, the decodable text In Winter includes multisyllabic words and advanced vowel patterns (e.g., over, should, world) that require students to apply decoding strategies. Students decode words with vowel teams and open/closed syllables rather than relying on repetitive sentence structures or patterns. Sentences such as We saw gees fly over us include a range of phonics skills and do not follow a predictable or patterned format. 

    • By the end of the year, the use of phonetically controlled decodable texts decreases, and students engage with more complex texts that integrate a broader range of phonics patterns.

The phonics assessment opportunities in myView meet expectations for indicator 1n. Materials include regular and varied phonics assessments across the year, including Exit Tickets, Progress Check-Ups, Unit Tests, and Benchmark Assessments. Items assess sound-letter correspondence and phonics application both in and out of context. Teachers receive tools such as the Early Literacy Behaviors Checklist and Skills Conference Record to monitor individual progress. The Progress Check-Up Manual provides explicit guidance for using results to inform instruction, including grouping, reteaching, and targeted intervention. These supports ensure data-driven decisions that promote student growth in phonics. 

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

  • In Unit 1, Week 1, Exit Ticket 2, students are asked to identify which nonsense word has the same middle sound as cat (options: dag, col, gud), providing early-year evidence of short vowel sound identification. 

  • In Unit 2, Week 2, Progress Check-Up, students respond to multiple-choice questions such as: “which word has the same sound as the letters ck in back?” (options: stack, face, knew), measuring sound-spelling correspondence in context. 

  • In Unit 3, Unit Test, students complete questions like: “Which word has the same final sound as latch?” (options: chop, graph, watch), demonstrating application of final consonant patterns in sentence-based questions. 

  • In the Middle-of-Year Assessment, students are asked: “Which word has the same Short a sound as wags?” (options: cane, lake, dad) and “Which word has the same beginning sound as web?” (options: rack, well, jug). 

  • In the End-of-Year Assessment, students continue applying phonics in context with items such as: “Which word has the same middle sound as cap?” (options: let, tap, tip) and “Which word has the same middle sound as map?” (options: bat, lip, man). These items represent varied and increasingly complex phonics assessments across the year. 

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

  • All assessments include multiple-choice phonics questions aligned to the scope and sequence, allowing teachers to observe how students apply phonics skills in and out of context. 

  • In the Assessment Guide: Early Literacy Behaviors Checklist, the phonics and decoding section includes items such as: identifies letters of the alphabet (both uppercase and lowercase), connects sound to letter-consonants, and uses sound-letter knowledge to read words.

  • The Skills Conference Record provides a form for documenting student behaviors, strategies, and proficiencies across foundational areas. The guide advises teachers to confer with each student at least once per grading period, using the form for frequent, ongoing, informal conversations about phonics progress and areas for improvement. 

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

  • The Progress Check-Up Manual provides explicit guidance for addressing student needs based on assessment results. If a student receives a low score or demonstrates insufficient growth, teachers are directed to use MyFocus Intervention, Level B, to provide targeted instruction in phonics, high-frequency words, comprehension, or writing. The materials recommend implementing intervention through whole-group, small-group, or individual instruction, offering flexibility to match students’ learning needs. This guidance supports data-driven decision-making and equips teachers with structured next steps to promote phonics mastery.

The high-frequency word instruction in myView meets expectations for indicator 1o. Grade 1 materials include systematic and explicit instruction through a consistent routine of teacher modeling, air-writing, sentence-level application, and spelling practice. Lessons emphasize phoneme-grapheme correspondences, including attention to irregular sound-spelling relationships. Teachers model how to identify both regular and temporarily irregular letter-sound patterns and support students in making connections across words. High-frequency word instruction appears across all units and is spiraled for repeated exposure and practice. The program introduces approximately 150 high-frequency words in Grade 1, supporting both decoding and encoding in oral and written contexts.

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

  • In Unit 1, Week 1, Lesson 1, students are introduced to the high-frequency words a, his, I, see, and is. The teacher models the spelling of each word, describes the letter formations, and prompts students to air-write each word. Students then read the words aloud and identify sound-spelling correspondences with teacher support. 

  • In Unit 2, Week 2, Lesson 2, students are introduced to  jump, she, take, walk, and what. The teacher follows a consistent routine: modeling, air-writing, using each word in an oral sentence, and prompting students to write and spell each word with a partner. 

  • In Unit 3, Week 3, Lesson 3, students review words for the week (or, out, who, live, work) and the prior week (could, be, old, why, of), providing spiraled practice and multiple exposures. The routine includes oral use, air-writing, and sentence-level reading. 

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

  • In Unit 1, Week 4, Lesson 1, the teacher models the high-frequency words have, that, they, two, and up. For have, the teacher identifies known sound-spellings, stating: “The letter h spells /h/ and the letter v spells /v/.” The teacher then circles the a and e, explaining: “The sound /a/ is spelled a, and the letter e is silent.” Students are prompted to blend and read the word aloud. This process is repeated for the other words, with the teacher identifying phoneme-grapheme correspondences and drawing attention to irregular sound-spelling relationships. For example, the teacher notes that two and do both end with the sound /ū/ spelled o, helping students build connections across irregularly spelled words.

  • In Unit 5, Week 4, Lesson 1, the teacher follows the same routine to introduce the high-frequency words move, only, learn, eight, and house. When modeling move, the teacher states: “m spells /m/ and v spells /v/,” then circles the o and e, explaining: “The o spells the sound /ū/ and the e is silent.” Students read the word aloud with the teacher. The teacher repeats this process for the remaining words, consistently identifying known and irregular sound-spelling correspondences. To reinforce connections, students compare only, open, so, old, and both, and identify the shared pattern of o spelling /ō/.

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

  • Grade 1 materials introduce approximately 150 high-frequency words across the year, supporting both isolated word recognition and application in connected text. 

  • High-frequency words are introduced and practiced in every unit. Words include: a, his,I, see, is (Unit 1), jump, she, take, walk, what (Unit 2), or, out, who, live, work, could, be, old, why, of (Unit 3), and warm, today, world, years, should (Unit 5). Students engage with these words through writing, spelling, air-writing, partner practice, and correction of misspellings, supporting both encoding and decoding.

The instructional opportunities for high-frequency words in myView meet expectations for Indicator 1p. Materials include regular and explicit practice decoding high-frequency words in both isolation and context. Instructional routines model phoneme-grapheme mapping, support decoding and rereading of high-frequency words, and build automaticity through repeated oral and written use. Students engage in encoding tasks such as air-writing, re-spelling from memory, and completing sentence frames to reinforce recognition and application. These activities are supported by scaffolded lessons in the Reading Routines Companion and the Student Interactive, which promote transfer from isolated decoding to contextual reading and writing.

• Students practice decoding high-frequency words in isolation. 

  • In Unit 2, Week 3, Lesson 3, the Student Interactive includes isolated reading of the high-frequency words use, blue, from, this, and think. Students read each word aloud before applying them in connected sentence practice.

  • In the Reading Routines Companion: Decodable High-Frequency Words, Side A, Step 2, the teacher displays the word with and models its decoding sound-by-sound: “/w/ /i/ /th/, with.” Students spell the word aloud, air-write it, and reread it multiple times in isolation.

  • In the Reading Routines Companion: Non-Decodable High-Frequency Words, Side A, Step 2, the teacher introduces the word from, highlighting that /u/ is irregularly spelled with o. Students identify known and irregular sound-spelling correspondences, spell the word aloud, and reread it multiple times to reinforce accurate recognition.

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

  • In Unit 1, Week 1, Lesson 3, the teacher models the word a by writing it on the board, prompting students to say each letter aloud, air-write the word, and read it chorally. Students use the word in an oral sentence, then identify and write it during guided practice in the Student Interactive.

  • In Unit 3, Week 2, Lesson 3, the teacher models the high-frequency word could using the same instructional routine. Students engage in cumulative practice by applying weekly and previously taught high-frequency words (round, good, said, no, put) in context-based activities within the Student Interactive, supporting fluency and transfer to authentic reading.

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

  • In the Reading Routines Companion: Decodable High-Frequency Words, Side A (with), students engage in repeated encoding tasks. In Step 4: On Their Own, students cover the word with, spell it from memory, and then check their spelling. They use the word in an oral sentence, write it on a card, and practice reading and spelling it three to four times to build automaticity.

  • In Unit 2, Week 3, Lesson 3, Student Interactive, students complete sentence frames with high-frequency words, e.g., “We look for pond.” (blue) and “I _ we can ___ a map.” (think, use)

The instructional opportunities for syllabication and morpheme analysis in myView meet expectations for indicator 1q. Materials include explicit instruction in open syllables and r-Controlled vowels through teacher modeling, word analysis, and decoding tasks that emphasize vowel patterns and syllable structure. Instruction in morpheme analysis is embedded in lessons that introduce high-utility affixes with modeling of base word identification, affix meaning, and semantic shifts. Students are regularly provided opportunities to decode and encode words using these strategies, with scaffolded application across texts and vocabulary routines throughout the year. 

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

  • In Unit 3, Week 5, Lesson 4, Teacher-Led Small Group Instruction-Skill Group: Open Syllables, the teacher introduces the concept using Sound-Spelling Card 149 (tiger), explaining that a syllable ending in a long vowel sound is called an open syllable. The teacher models how to identify and read an open syllable in the word robot by circling the first syllable (ro) and blending it with the second syllable (bot) to decode the full word. Students apply this strategy to additional words with open syllables (e.g., so, me, go, human, pilot, hotel, silent) by writing each word, circling the open syllable, and decoding the word aloud. 

  • In Unit 4, Writing, Week 1, Lesson 2, Spelling r-Controlled Vowel ar, the teacher explains that when the vowel a is followed by the letter r, it makes a sound that is “neither long nor short,” and that the letters ar together spell the /ar/ sound. The teacher models this pattern using words such as car, far, and hard, and explicitly points out the ar letter combination in each word. 

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

  • In Unit 3, Week 4, Lesson 1, Word Parts, the teacher models a clear process: identify the base word, define the affix, and determine the meaning of the new word. For example, when analyzing hopeful, the teacher explains that -ful means “full of,” so hopeful means “full of hope.” 

  • In Unit 5, Week 3, Lesson 2, Prefixes: re-, un-, the teacher defines a prefix as “letters added to the beginning of a word to change the word’s meaning,” then models how adding un- to coil changes its meaning. After introducing the base word coil, the teacher writes and reads the word uncoil, circles the prefix, and explains that un- means “not.” Students are asked to determine the meaning of uncoil (“not coil” or “to not wind”), reinforcing how morphemes can help decode unfamiliar words. 

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

  • In Unit 3, Week 4, Lesson 1, Word Parts, students apply morpheme analysis by working in the Student Interactive to match the word hopeful to its meaning and discuss how other words like thought relate to the academic vocabulary words imagine and suppose. 

  • In Unit 5, Week 4, Lesson 1, Word Parts, the lesson follows earlier instruction in the program that introduces common prefixes and suffixes such as -un, re-, -ed, -ful, -less, and -able. Students are provided opportunities to analyze unfamiliar words by identifying affixes and their meanings, and to determine how those affixes modify the base word with a focus on the unit’s academic vocabulary words like information, sense, expect, and process. 

The assessment opportunities for word recognition and analysis in myView meet expectations for 1r. Materials include regular and systematic assessment tasks such as cumulative oral reading reviews, weekly spelling checks, and sentence dictation aligned to taught phonics patterns and high-frequency words. Teachers are supported with tools like the Reading Routines Companion, which offers diagnostic guidance and structured routines to interpret student performance. Instructional suggestions are provided, including scaffolds such as modeling with sound boxes or sentence breakdowns, to address specific decoding and encoding needs identified through assessment. 

Note: This indicator is analyzed at the assessment level to understand how opportunities to measure word recognition and analysis are structured and distributed across the year. Repeated references to weekly assessments and recurring routines reflect embedded, cumulative structures that are representative of the program’s approach to monitoring student progress and supporting responsive instruction over time.

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

  • In Unit 2, Week 2, Lesson 5, materials include a cumulative review of phonics and high-frequency word skills. The materials direct teachers to have students read aloud a selection of review words organized by phonics focus, including initial consonant blends (step, swim), final consonant digraphs (fix, box), sound-spelling patterns (lock, crack, duck), and high-frequency words (jump, my, help, what, she, come). The materials also provide an integrated word list (brick, cups, clip, little, where). 

  • In Unit 3, Writing, Week 1, Lesson 5, materials include a weekly “Assess Understanding” spelling activity that prompts the teacher to read aloud words and sentences while students write the correct spellings. The words and sentences include consonant digraphs (wh, ch, ph), the trigraph -tch, and high-frequency words that students practiced earlier in the week. Students also complete a dictated sentence (e.g., “Mom said she saw a big whale!”), providing an opportunity to demonstrate encoding of phonics patterns and application of taught high-frequency words in context. 

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

  • In Unit 3, Writing section, Week 2, Lesson 5, in the “Assess Understanding,” materials direct teachers to see the Reading Routines Companion for additional dictation routines.

    • The Reading Routines Companion Dictation: Word Writing Side B, explains that if students cannot write grade-level words, then the teacher should model the word using explicit phoneme segmentation and sound boxes. This helps diagnose whether the issue lies in hearing sounds, segmenting, or applying sound-spelling knowledge. For example, “Slide your finger under each box as you say the sounds /b/ /a/ /k/.” 

    • The Reading Routines Companion Dictation: Sentence Writing Side B includes explicit guidance for identifying when “students cannot write sentences with up to six words,” signaling the teacher to model the sentence and implement the “Make It Easier” support. This step provides diagnostic insight into students’ current ability to encode words, apply print conventions, and construct complete sentences. Teachers are also prompted to observe how students repeat and write parts of longer sentences in the Make It Harder section, offering a performance-based measure of sentence-level decoding and encoding. 

      • This example reflects how the Reading Routines Companion is designed to be revisited across units, offering a consistent diagnostic guidance and instructional support that helps teachers interpret assessment results and adjust instruction accordingly. 

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

  • In Unit 3, Writing, Week 2, Lesson 5, in the “Assess Understanding,” materials direct teachers to see the Reading Routines Companion for additional dictation routines.

    • The Reading Routines Companion Dictation: Sentence Writing Side B, provides specific instructional suggestions based on assessment results. In the Make It Easier section of the Word Writing routine, teachers are guided to use sound boxes and segmentation scaffolds to support students needing help. For students ready to extend, the Make It Harder section prompts them to write short sentences using words from the weekly phonics and high-frequency word lists. Students are directed to review, self-correct, and rewrite misspelled words with teacher guidance. In both routines, teacher directions emphasize corrective feedback strategies that connect assessment outcomes directly to instructional responses. 

    • The Reading Routines Companion Dictation: Sentence Writing Side B,  includes structured differentiation based on assessment findings. For students needing support, materials state: “Model how to write a sentence, using steps 2 and 3,” followed by scaffolded conventions practice: “Circle the capital letter and the period”. For students ready to extend, the routine states: “Students who can write sentences can extend the activity by writing longer sentences,” with step-by-step modeling and guided practice.

The instructional opportunities for oral reading fluency in myView meet expectations for indicator 1s. Materials include regular and varied opportunities for explicit, systematic instruction in rate, accuracy, and prosody using grade-level decodable and connected texts. Instruction is embedded in both whole-group and small-group lessons, with teacher modeling, repeated readings, and supported partner practice. The Reading Routines Companion provides structured routines with clear steps–introduce, model, guide, and apply–that attend to each fluency component across genres. Teachers model fluent reading frequently, and students hear expressive, accurate reading in every unit. A range of texts, including fiction, nonfiction, and decodables, supports fluency development across the year. 

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

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

  • In Unit 1, Week 1, Lesson 2, during Teacher-Led Small Group Instruction, the materials direct teachers to explain that “reading words correctly is an important part of fluency reading.” Students work with partners to read the decodable reader “I See” while focusing on reading words accurately. Teachers are instructed to model as needed. 

  • In Unit 1, Week 5, Lesson 1, after completing the read-aloud routine, the teacher is directed to reread the first two paragraphs of “How to Describe Your Neighborhood” and to model fluent reading with prosody, including emphasis and intonation. The teacher then instructs students to practice reading with prosody throughout the week while reading “Making a Map,” a grade-level connected text. 

  • In the Reading Routines Companion - Rate Side A, teachers begin by introducing the concept of reading aloud at the same speed used in conversation. They then model fluent oral reading using a short displayed passage and prompt students to observe the pacing. Students engage in choral reading with the teacher, followed by independent reading with repeated practice and teacher feedback on pacing. 

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

  • In Unit 1, Week 5, Lesson 1, the lesson includes teacher modeling of expressive reading, offering students an opportunity to hear fluent reading of grade-level text. The teacher explicitly draws attention to prosodic elements and provides a clear example before students begin practicing the skill independently. 

  • In Unit 2, Week 3, Lesson 1, the lesson includes a fluent teacher read-aloud of “Animal Babies Change,” giving students the opportunity to hear a modeled example of accurate reading.

  • In the Reading Routines Companion - Rate Side A, the teacher reads the passage aloud after previewing it silently, modeling a conversational pace. Students are directed to follow along and notice the rate of reading, providing them with an opportunity to hear fluent reading modeled with a clear focus on pacing. 

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

  • As demonstrated in the examples above, the Teacher Edition embeds regular fluency instruction throughout each unit. Whole-group and small-group lessons consistently include explicit modeling and student practice with rate, accuracy, and prosody using both decodable and grade-level texts. For instance, “How to Describe Your Neighborhood” (Unit 1, Week 5), “Animal Babies Change” (Unit 2, Week 3), and “How Antelope Outsmarted Cheetah” (Unit 3, Week 2) are used as anchor texts for modeling fluent reading in whole-group settings. In small-group instruction, decodable texts such as “I See” (Unit 1, Week 1) provide scaffolded opportunities to reinforce fluency with controlled text.

  • The Reading Routines Companion includes reusable fluency routines that support explicit instruction in rate, accuracy, and prosody. Each routine follows a consistent structure - introduce the skill, model, guide practice, and apply independently - and includes repeated readings and teacher feedback. The Accuracy Routine, for example, includes whole-class and partner reading of a short connected text, with embedded teacher modeling and prompts to apply decoding strategies during oral reading.

The instructional opportunities for supported fluency practice in myView meet expectations for Indicator 1t. Materials provide varied and frequent opportunities for students to develop automaticity and prosody, including repeated readings of poems, partner reading of short passages, and expressive reading of dramatic texts. These tasks are embedded in whole-group and small-group settings and consistently integrate modeling, guided practice, and student application. The Reading Routines Companion offers structured fluency routines that emphasize expression, phrasing, and volume, with repeated readings and multiple formats such as echo reading, partner reading, and small-group performance. Materials also include explicit corrective feedback guidance for supporting students who struggle, as well as scaffolds and enrichment strategies to address a range of fluency needs. These routines are designed to be reused throughout the year, ensuring responsive, sustained, and developmentally appropriate fluency instruction across genres and instructional contexts.

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

• Varied, frequent opportunities are provided over the course of the year for students to gain automaticity and prosody. 

  • In Unit 3, Week 3, Lesson 1, students engage in repeated, varied fluency practice using a collection of poems. After the teacher models expressive reading of a stanza from Think Big, students are prompted to attend to phrasing, rhythm, and rhyme. Over the course of the week, students read and reread poems independently and with partners, practicing expression, intonation, and appropriate pacing. These repeated poetry readings provide structured and engaging opportunities to develop automaticity and prosody across different text types.

  • In Unit 4, Week 1, Lesson 2, during Teacher-Led Small Group Instruction, students work in pairs to read aloud a short passage from the reader, with a specific focus on maintaining an appropriate reading rate. 

  • In the Reading Routines Companion, Prosody: Drama, Side A, students engage in repeated practice reading aloud short dramatic texts with a focus on prosody, including expression, phrasing, and volume. The routine is designed to be reused across the year with different texts, allowing students to build fluency over time. 

• Materials provide practice opportunities for ward reading fluency in a variety of settings (e.g., repeated readings, dyad or partner reading, continuous reading). 

  • In Unit 3, Week 3, Lesson 1, this lesson supports fluency practice in a whole-group setting, with students reading poetry aloud following teacher modeling. 

  • In Unit 4, Week 1, Lesson 2, the Teacher-Led Small Group Instruction task engages students in partner reading, a supported fluency structure that allows for repeated reading and peer feedback. 

  • In the Reading Routines Companion, Prosody: Drama, Side A, students practice reading drama in multiple instructional settings, including choral reading, echo reading, partner reading, and small-group performance. 

• Materials include guidance and corrective feedback suggestions to the teacher for supporting students’ gain in oral reading fluency. 

  • In the Reading Routines Companion, Prosody: Drama, Side B, the routine includes corrective feedback guidance when students struggle with reading dramatic text expressively. The materials instruct teachers: “If students have difficulty reading a dramatic text with appropriate prosody, then model reading with prosody using Steps 2 and 3.” Teachers are then directed to implement the “Make It Easier” activity, which includes having students focus on reading only one character’s lines, engage in echo reading with teacher support, and use audio recordings to hear examples of fluent dramatic reading. These scaffolds are designed to address common fluency challenges and provide targeted support based on observed needs.

    • The routine also includes “Make It Harder” options, encouraging fluent readers to prepare dramatic readings independently or with a partner, practice phrasing and intonation, and perform their reading for feedback. These flexible strategies ensure the routine can be reused across the year with various dramatic texts, supporting a wide range of fluency development needs.

The assessment materials for oral reading fluency in myView meet expectations for indicator 1u. Students are assessed regularly through unit-based Cold Reads that measure oral reading rate, accuracy, and prosody. These standardized assessments occur separately from core texts and are leveled to reflect a range of performance (Developing, On-Level, Advanced). Teachers calculate Words Correct Per Minute (WCPM), use fluency rubrics and comprehension questions, and track progress using individual and class-level fluency charts. The materials provide clear benchmarks, including a target of 60 WCPM by the end of Grade 1, and offer guidance for instructional adjustments based on performance. Recommendations include targeted foundational skills instruction, increased modeling of fluent reading, and independent reading practice, ensuring assessments directly inform fluency support and growth. 

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

  • In Unit 1, Teacher-Led Small Group Instruction, Fluency Group, the materials direct teachers to use Unit 1, Week 1, Cold Reads for Fluency and Comprehension to assess students’ oral reading fluency. 

    • In the Cold Reads for Fluency and Comprehension Teacher’s Manual, How to Use the Cold Reads Tests section, it states that each unit includes a Cold Read Test that is separate from the weekly core text, allowing for standardized and independent assessment opportunities. The Cold Read Tests include passages and comprehension questions written to assess at three performance levels: Developing (D), On-Level (OL), and Advanced (A). These assessments occur at regular intervals in every unit, providing teachers with multiple, consistent opportunities to measure fluency development over time and track individual student progress.

• Assessment materials provide the teacher-and, when appropriate, caregivers- with information about students’ current skills/level in rate, accuracy, and prosody.  

  • In the Cold Reads for Fluency and Comprehension Teacher’s Manual,  Administering a Fluency Test section, teachers are instructed to administer a one-minute oral reading fluency test, recording errors and total words read, and then calculate the students’ Words Correct Per Minute (WCPM) using the formula: Total words read - number of errors = WCPM. The materials recommend that teachers record student audio for review and evaluation. 

    • The Fluency Rubric and Fluency Progress Charts (individual and class-level) help teachers track growth and understand each student’s reading development over time.

    • The accompanying comprehension questions (e.g., “What is an important piece of information from the selection?”) help connect fluency to understanding and allow teachers to evaluate comprehension as it relates to fluency performance. 

• Materials support the teacher with instructional adjustments to help students make progress toward mastery and include guidance aligned to developmentally appropriate fluency benchmarks (e.g., WCPM, prosody rubrics, or progress-monitoring targets). 

  • The Cold Reads for Fluency and Comprehension Teacher’s Manual - Interpreting the Results section provides a benchmark: 60 WCPM by the end of Grade 1, with a progress chart listing recommended milestones. 

    • If a student’s WCPM is below target, the manual directs teachers to analyze decoding errors, assess exposure to fluent models, and consider whether students are reading texts at an appropriate level. 

    • Instructional suggestions include: providing explicit foundational skills instruction for students with decoding difficulties, increasing exposure to modeled fluent reading, and encouraging students to read more books and materials at their independent reading level.