K-2nd Grade - Gateway 1

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 2 Foundational Skills and Word Study Scope and Sequence follows a systematic progression that builds on previously learned skills and moves toward more complex decoding. Instruction begins with Short vowels and common digraphs and advances to Long vowel teams, multisyllabic decoding, and final stable syllables. Phonics instruction is rooted in high-utility patterns and generalizations that support student application across a range of texts and tasks. Materials integrate multisensory routines and articulation supports to reinforce phonics instruction and promote accurate sound production. The order of instruction reflects a structured path from simple to complex, enabling students to build and apply foundational reading skills with increasing independence. (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 2 English Foundational Skills and Word Study Scope and Sequence presents a systematic, cumulative approach to phonics instruction, ensuring students build upon previously learned skills while progressing toward more advanced decoding. 

    • Unit 1: 

      • Review of Short vowels and introduction of Long vowels CVCe. 

      • Consonant blends and digraphs ch, sh, wh, th, ph.

      • Inflected endings -s, -es, -ed, -ing.

      • r-Controlled vowels ar, or, ore, oar. 

    • Unit 2: 

      • Contractions and Long vowel teams ai, ay, ea. 

      • Vowel digraphs ie, ee, ea, ey, y. 

      • Introduction to compound words, helping students decode multisyllabic words. 

    • Unit 3: 

      • Introduction to additional long vowel patterns i, ie, i_e, igh, y. 

      • Comparative endings -er, -est. 

      • Diphthongs ou, ow, oi, oy and vowel teams oo, ue, ew, ui. 

      • Spelling patterns for the /s/ sound spelled c and the /j/ sound spelled g.

    • Unit 4: 

      • Closed syllables VC/V and open syllables V/CV.

      • Common suffixes -ly, -ful, -er, -less, -or and prefixes un-, re-, pre-, dis-. 

      • Syllable pattern VCCV and consonant patterns kn, wr, gn, mb. 

    • Unit 5:

      • Homographs and double consonants. 

      • Vowel patterns aw, au, ugh, ai. 

      • Final stable syllables -le, -tion, -sion. 

      • Syllable pattern VCCCV and abbreviations. 

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

  • The Grade 2 Phonics Scope and Sequence emphasizes high-utility phonics patterns that allow students to apply decoding skills across multiple words, such as Short vowels; Long vowels CVCe; consonant blends; digraphs ch, sh, wh, th, ph; trigraphs tch; inflected endings -s, -es, -ed, -ing; r-Controlled vowels ar, or, ore, oar, er, ir, ur; diphthongs ou, ow, oi, oy; vowel teams oo, ue, ew, ui; and multisyllabic decoding through syllable patterns VC/V, V/CV, VCCV, VCCCV. Phonics instruction also reinforces phonics generalizations that support decoding, including the /s/ sound spelled c and the /j/ sound spelled g; comparative endings -er, -est; prefixes un-, re-, pre-, dis-; suffixes -ly, -ful, -er, -less, -or; final stable syllables -ie, -tion, -sion; and homographs. 

  • 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 reasonable pacing of newly taught phonics skills through daily explicit instruction, guided and independent practice, and weekly cumulative review. The Grade 2 Foundational Skills Instructional Pathway outlines a structured progression of phonics instruction with consistent lesson routines and targeted small-group support. Students are given sufficient time and opportunities to practice new and previously learned skills to build toward automaticity. Instruction includes distributed and interleaved practice to support long-term mastery. 

• Materials include reasonable pacing of newly taught phonics skills. 

  • The pacing of phonics instruction is reasonable and structured, as evidenced by the Grade 2 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 1, Week 3, Lesson 1, the materials instruct the teacher to say, “This week, we will be decoding words with consonant blends.” The teacher then introduces the skill by writing step and fast. Students are directed to circle the consonant blends in each word. The teacher says,“The word step begins with the letters s and t. We hear both consonant sounds when we read step. The letters s and t are called a blend because the consonant sounds blend together. Blends can be at the end of words too. The blend st is at the end of the word fast.” Students practice with a partner by writing the words blast, clap, elf, flip, plug, sled, bend, brag, crib, best, drop, and stop. Lastly, students decode the words with a partner. 

  • In the Reading Routines Companion, Unit 1, Week 3, Lesson 1, Consonant Blend Words Step 3: Guide and Practice, the teacher displays the word strip using letter tiles or cards. The teacher instructs students to point to the sound-spellings and say the sounds: /s/ /t/ /r/, /str/. Then the teacher sweeps their hand under the word strip as students decode the word with the teacher: /str/ /i/ /p/, strip. The routine is repeated with the word bend. In Step 4, On Their Own, students decode and write these words: clam, gold, snake, land, brim, desk, scrape, and dunk.

    • This instructional sequence provides structured opportunities for students to decode and write words with consonant blends, moving from guided practice to independent application. The repeated routines support students in developing accuracy and fluency with blending patterns, contributing to the development of automaticity over time. 

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

  • As evidenced by the Grade 2 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/or intervention lessons based on the data gathered from formative assessments. The myFocus Reader includes additional reading passages aligned to weekly skills and themes that provide additional practice in phonics/word study. 

  • In the Skills Practice Flipbook, Unit 1, Week 5, Cumulative Review, students engage in structured review by, 

    • Reading each word and adding an inflected ending. 

    • Writing the new word with the inflected ending. 

    • Circling two words that have consonant blends. 

    • Underlining the word that has a consonant digraph. 

    • Reading each word, removing the first letter, and writing the new word. 

  • In the Skills Practice Flipbook, Unit 5, Week 5, Cumulative Review, students identify vowel sounds and syllable patterns in words. The materials instruct students to, 

    • Underline the letters in each word that spell the vowel sound heard in paw to reinforce phoneme-grapheme correspondence. 

    • Read the words in the box with the VCCCV syllable pattern. 

    • Write the correct word from the word box for each picture. 

    • Write a slash (/) between the syllables of each word to support syllable division strategies for decoding. 

The phonics instruction in myView meets expectations for indicator 1j. Materials include systematic and explicit teacher modeling of newly taught phonics patterns across lessons and routine-based activities. Teachers model decoding and spelling words with Long i patterns and vowel teams, guiding students to connect phonemes to graphemes using visual cues, sound articulation, and written practice. Lessons provide structured opportunities for blending and segmenting through modeled routines with consistent application of phoneme-grapheme correspondence. Dictation routines are embedded within daily instruction, including teacher-led segmentation and student encoding with feedback. Materials also offer corrective guidance, prompting teachers to model missed patterns and apply scaffolded support through multisensory routines such as letter tile manipulation and word reconstruction. 

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 Phonics: Decode and Write Words with Long i, the teacher points to the picture of an iron in the Student Interactive and models decoding the word. The teacher says, “The word iron names what I see in the picture. In the word iron, I hear the long i sound, and it is spelled i.” Students underline the word iron and write it under the picture. 

  • In the Reading Routines Companion, Side A, Long i spelled i, ie, i_e, igh, y, the teacher models decoding and writing the words wild, tired, white, sigh, and by. The teacher guides students to underline the long i vowel spelling in each word and explains the phonics pattern: “The word white has the vowel-consonant-silent e pattern…the final e is silent, and the first vowel is long.” 

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

  • In Unit 1, Week 2, Lesson 2, Phonics: Decode Words with Long Vowels, the teacher points to the word game in the Student Interactive and says, “I know this is a CVCe word because there is a consonant, vowel, consonant, and e. In a CVCe word, the vowel sound is usually long, and the e is silent. Knowing this helps me decode the word: /g/ /a/ /m/, game.” The teacher then guides students to decode additional words in the chart using the same routine. 

  • In Unit 5, Week 3, Lesson 2, materials include teacher modeling of decoding words with vowel patterns aw, au, augh, and al. The teacher models decoding the word taught by identifying each phoneme, associating the augh spelling with the /ȯ/ sound, and demonstrating how six letters correspond to three sounds. The teacher then models the word claw by segmenting the phonemes /k/, /l/, and /ȯ/, connecting each to its spelling, and reading the completed word aloud. 

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

  • In Unit 3, Week 1, Lesson 2, Connect to Spelling: Long i, the teacher segments the sounds in each word and prompts students to repeat and write them: /f/ /l/ /í/ fly, /k/ /í/ /t/ kite, /m/ /í/ /t/ might, and /l/ /í/ lie. Students check their spelling before the teacher moves on the next word. 

  • In Unit 5, Week 3, Lesson 2, the teacher models spelling the word claw by identifying and segmenting the phonemes /k/, /l/, and /ȯ/, then writing each corresponding spelling: cl for /kl/ and aw for /ȯ/. The teacher confirms the spelling by reading the word aloud and verifying that it matches the target pronunciation. This routine demonstrates encoding through dictation using newly taught phonics patterns. 

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

  • In the Reading Routines Companion, Side B, the materials prompt the teacher: “If students cannot decode words with long i, then model how to decode words with long i spelled i, ie, i_e, igh, and y using Steps 2 and 3. Next, work through the Make It Easier activity.

  • The Make It Easier activity reinforces decoding through tactile routines. The teacher displays the letter tiles for the word sigh, taps each tile, and stretches the /i/ sound: “The letters i, g, and h work together to spell the vowel sound. The routine is extended with words like spider, lie, life, bright, and why, providing additional corrective practice. 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 regular and structured opportunities for students to decode and encode words with both common and newly taught sound-spelling patterns. Lessons emphasize phoneme-grapheme mapping through modeling and guided decoding of single- and multisyllabic words using consonant blends, contractions, and VCV syllable patterns. Encoding practice is integrated through word-level spelling tasks that reinforce phonics instruction, and students apply comparative endings and contractions in contextualized routines. Decodable texts provide targeted practice with familiar phonics elements and support reading fluency through rereading and partner reading strategies. 

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

  • In Unit 1, Week 3, Lesson 2, Phonics: Decode and Write Words with Consonant Blends, the teacher points to the picture of a drum in the Student Interactive and models decoding: “I hear an r-blend at the beginning: /d/ /r/. The letters d and r spell /d/ /r/. Then I hear the sound /u/ followed by the sound /m/. This helps me write the word drum.” Students repeat the routine as a class with the next picture. 

  • In Unit 4, Week 2, Lesson 3, Phonics: Open Syllables V/CV, the teacher models decoding multisyllabic words using the VCV syllable pattern. The teacher writes the word fever and says, “I want to decode this word by using what I know about syllable patterns…I recognize the VCV spelling pattern…Listen: /fē/ /vė/, fever.” The teacher draws a line between the syllables and guides students through additional examples, including paper, local, later, final, major, and recess. Students decode words aloud, write them, and mark the syllable division, applying phonics knowledge to multisyllabic decoding. 

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

  • In Unit 2, Week 1, Lesson 2, Phonics: Decode and Write Contractions - Connect to Spelling, the teacher segments the sounds in each word and prompts students to repeat and write them: /d/ /o/ /n/ /t/ don’t, /k/ /a/ /n/ /t/ can’t, and /i/ /z/ /n/ /t/ isn’t. Students check their spelling before moving on to the next word, applying phoneme-grapheme mapping in a structured encoding task tied to contraction patterns. 

    • This example reflects a consistent instructional routine across the program, where students regularly engage in guided encoding tasks that reinforce taught phonics patterns through writing and sound-spelling application. 

• 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 3, Week 2, Lesson 2, Comparative Endings, students engage in applied word analysis by selecting the correct comparative or superlative form of a word to complete a sentence (e.g., taller vs. tallest, fuzzier vs. fuzziest). Students read and analyze sentences before writing the correct form, promoting active engagement with spelling patterns and endings in varied sentence-based formats. 

    • This example reflects a consistent approach across the program, where students frequently engage in guided and independent blending and word analysis tasks to support retention and automaticity with taught phonics patterns. 

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

  • In Unit 5, Week 1, Lesson 4, Decodable Text-Read: The Best Place, the teacher begins by modeling the first sentence aloud for the class: “Abby can see waves and cliffs from the beach where she lives.” After reading, the teacher summarizes the sentence and explains how the words reflect previously taught phonics patterns. 

    • Students are then prompted to read the remaining text with a partner. The teacher reminds students to monitor their understanding as they read. The teacher says, “As you read, think about what you are reading and whether it makes sense. You might have to go back and reread a sentence just to make sure you understand the text.” 

    • Students engage in partner reading and rereading of the decodable text using previously taught sound-spelling patterns. The teacher directs students to reread sentences as needed and monitor for meaning.

The instruction and practice of spelling rules and generalizations in myView meet expectations for indicator 1l. Spelling rules and generalizations are introduced sequentially and aligned to the phonics scope and sequence, beginning with Short vowels and inflectional endings and progressing to vowel teams, contractions, syllable division, and final stable syllables. Materials include explicit explanations of rules with teacher modeling and student application. A recurring weekly structure 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 2 English Foundational Skills and Word Study Scope and Sequence outlines a logical and developmentally appropriate progression of phonics and spelling instruction. 

    • In Unit 1, students review Short and Long vowel patterns and begin working with inflected endings such as -s, -es, -ed, and -ing, as well as r-Controlled vowels (ar, or, ore, oar). 

    • Unit 2 introduces contractions, vowel digraphs (ie, ee, ea, ey), and compound words. 

    • Unit 3 expands into Long i patterns (i, ie, i_e, igh, y), comparative engine, and common consonant-based generalizations such as /s/ spelled c and /j/ spelled g. 

    • Unit 4 adds multisyllabic words with closed syllables (VC/V), syllable division patterns (VCCV), and consonant patterns such as kn, wr, gn, and mb. Prefixes including un-, re-, pre-, and dis- are also introduced. 

    • In Unit 5, students work with homographs, double consonants, and vowel patterns (aw, au, ugh, ai), aligned with instruction in final stable syllables (-ie, -tion, -sion) and common abbreviations. 

• 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 Short vowel words. The teacher explains that words with Short vowel sounds are usually spelled with a single vowel - a, e, i, o, or u - and are typically one-syllable, closed-syllable words. During modeling and guided practice, the teacher displays the words tap, leg, win, mop, and cup, reads them aloud, and highlights the Short vowel sound and spelling in each. Students then complete a related activity in the Student Interactive to reinforce the spelling rule. 

  • In Unit 3, Writing, Week 2, Lesson 2, materials include explicit instruction in spelling rules for comparative endings. The teacher explains that to spell words with the endings -er and -est, students first spell the base word and then add the suffix, sometimes adjusting the base word spelling. The teacher uses examples such as busier and hotter to illustrate spelling changes. During guided practice, the teacher displays the words tall, silly, cold, and funny and models how to apply the rule by adding -er and -est. Students complete the Student Interactive activity to apply the comparative ending rule in context. 

• 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 spelling rule or pattern (e.g., Short and Long vowels, consonant blends and digraphs, vowel teams, contractions, and inflectional endings). 

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

    • Lesson 4 (Review): Provides cumulative practice by revisiting previously taught spelling generalizations. 

  • Students begin with Short and Long vowel spelling patterns in Unit 1, Writing, then progress through consonant blends, digraphs, inflectional endings, and vowel teams in subsequent weeks and units. Weekly review lessons cycle back to earlier-taught patterns, offering distributed and interleaved practice. This consistent instructional design ensures students have frequent opportunities to apply spelling generalizations across lessons and over time, supporting the development of accuracy and automaticity in spelling.

The decodable texts and instructional routines in myView meet expectations for indicator 1m. Decodable texts reflect grade-level phonics patterns, including Short vowels, r-Controlled vowels, vowel teams, and multisyllabic word structures aligned to the scope and sequence. Lessons include structured routines for repeated readings through teacher modeling, partner reading, and independent rereading-with guidance for differentiated support based on decoding proficiency, including teacher prompts, scaffolds, and extension routines embedded throughout small group instruction. Texts avoid predictable phrasing and support decoding in increasingly complex contexts as students transition toward fluency. 

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 1-Foundational Skills Group Review and Reinforce, Teacher Led-Small Group Instruction, the decodable text Fun with Hats supports review and application of Short vowel sounds. Students begin by reading a list of short vowel CVC words-pad, hen, wig, pot, and bus-which reflect the week’s phonics focus. The teacher then connects these words to words in the story title and guides students in using this phonics knowledge to decode additional short vowel words during reading. 

  • In Unit 3, Week 3, Lesson 4, the decodable text Perfect! includes multisyllabic words and phonics patterns taught in earlier units, such as r-Controlled vowels (bird, perfect), vowel teams, and inflectional endings. These elements appear in connected text and align with the scope and sequence from earlier in the year. Students are encouraged to decode unfamiliar words by rereading sentences and attending to sound-spelling correspondences.

  • In Unit 5, Week 2, Lesson 4, the decodable text The Changing River appears in the Student Interactive and supports application of grade-level phonics skills taught earlier in the program. The story includes multisyllabic words such as river, valley, and changing, which feature common phonics patterns like r-Controlled vowels, inflectional endings, and vowel digraphs. These patterns are addressed in earlier units and reinforced through connected reading. 

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

  • In Unit 1, Week 1, Lesson 1-Foundational Skills Group Review and Reinforce, Teacher Led-Small Group Instruction, the reading routine includes teacher modeling, partner practice, and corrective feedback. The teacher first reads the title and several sentences aloud while prompting students to blend words with short vowel sounds. Students then reread those same sentences with the teacher. During guided practice, students work in partners to take turns reading sentences from the story. Afterward, they return to the beginning and switch sentences to read again. If students need additional support decoding short vowel words, the materials direct the teacher to reread a sentence while sliding a finger under each word, and to repeat the sentence with students. 

  • In Unit 3, Week 3, Lesson 4, the reading routine begins with the teacher modeling and summarizing the first paragraph of the decodable text, Perfect!. Students then read the rest of the story with a partner. After partner reading, they return to the story and reread it silently to locate text evidence for comprehension questions. Following the discussion, students retell the story to one another in pairs.

  • In Unit 5, Week 2, Lesson 4, the lesson includes a repeated reading structure. The teacher first models reading the first three sentences of the decodable text The Changing River and summarizes the content aloud. Students then read the remainder of the story with a partner. After the partner reading, students are directed to reread the entire text silently to locate evidence for comprehension questions. Students return to the story a third time to support peer discussion and retelling. 

• 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 1-Foundational Skills Group Review and Reinforce, Teacher Led-Small Group Instruction, Fun with Hats is a decodable text composed of Short vowel words introduced earlier in the lesson. Sentences do not follow a predictable or repetitive structure and instead include varied sentence constructions. The focus remains on decoding CVC words using sound-spelling patterns taught during the foundational skills lesson. Students apply decoding strategies to read connected text rather than rely on patterns or memorization. The lesson includes options for reteaching and differentiation as students demonstrate proficiency with short vowel decoding. 

  • In Unit 5, Week 2, Lesson 4, Perfect! is structured around connected narrative content with sentence structures that do not follow predictable or repetitive phrasing. Sentences such as Bird decides he doesn’t want a cage anymore; he wants to go find a nest include complex syntax, multisyllabic words, and higher-frequency vocabulary. Students are asked to monitor for understanding, reread when necessary, and analyze sound-letter relationships to decode accurately. The text reflects a shift toward grade-level fluency expectations as students apply decoding strategies in more authentic reading contexts. 

  • In Unit 5, Week 2, Lesson 4, the Changing River is written with natural-sounding sentence structures and does not rely on patterned or repetitive phrasing. Sentences such as “Sam lives near a river,” and “The river has changed,” requires students to decode multisyllabic words and consider sentence meaning. The story includes several phonics elements- such as -ing endings and vowel teams-that students have previously been taught. Comprehension and summarizing activities are integrated into the lesson. 

    • By the end of the year, the use of decodable texts decreases, and students engage with more complex texts that incorporate multiple phonics patterns and support the transition to fluent, authentic reading. 

The phonics assessment opportunities in myView meet expectations for indicator 1n. Materials include regular and varied phonics assessments across the year, such as Weekly Standards Practice, Progress Check-Ups, Unit Tests, and Benchmark Assessments. Items assess phonics knowledge both in and out of context, including CVC patterns, digraphs, Long vowel sounds, and contractions. Assessment tools include actionable scoring guidance and progress monitoring charts that help teachers identify student needs. Instructional materials provide explicit next steps based on assessment data, including the use of MyFocus Intervention to reteach skills in whole-group, small-group, or individual formats. These supports ensure teachers can make informed, flexible instructional decisions to promote phonics mastery. 

• 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, Weekly Independent Activity, students complete CVC short vowel word identification and application tasks, such as matching cat, bed, sock, and bus to pictures and using words like kid, ten, hot, and fun in sentences. 

  • In the Weekly Standards Practice, students answer test-format questions such as: “Which word has the same sound as the letter a in map?” (options: cut, cake, coat, cat).

  • The Baseline Test includes phonics questions such as: “Which letters does the word begin with?” (e.g., ch, pl, tr) and “Which word has the same final sound as box?” (e.g., lies, locks, most).

  • In the Unit 2, Progress Check-Up, students answer phonics-based comprehension questions, such as: “Which words make up the contraction he’s?” (options: he is, he was, he as). 

  • The Unit 3 Unit Test asks students to identify sound-spelling patterns, such as: “Which word has the same long i sound as white?” (options: brick, tight, quit). 

  • In the Middle-of-Year Test, students are assessed on consonant digraphs: “Which word has two consonants that together make one sound?” (options: cake, chin, rainbow). 

  • In the End-of-Year Test, students are assessed on consonant digraphs: “Which word has two consonants that together make one sound?” (options: breakable, carefully, worthless). 

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

  • All assessments include multiple-choice questions aligned to the program’s phonics scope and sequence, giving teachers insight into students’ ability to decode in and out of context. 

  • The Progress Check-Up Teacher Manual provides specific guidance for scoring phonics questions. Teachers are instructed to assign 1 point for correct answers and record results in both the Student Progress Chart and Class Progress Chart. 

  • 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 offers guidance when students score low or show insufficient growth. Teachers are directed to use MyFocus Intervention, Level C, to reteach phonics, vocabulary, comprehension, or writing. Intervention options can be delivered in whole-group, small-group, or individual formats, giving flexibility for targeted remediation. Weekly phonics sections in assessments include 5-point scales, which provide actionable benchmarks to determine whether reteaching is needed. The guidance ensures teachers can interpret student performance data and take informed instructional steps, supporting differentiation and sustained progress in phonics.

The high-frequency word instruction in myView meets expectations for indicator 1o. Materials include systematic and explicit instruction of high-frequency words through a consistent instructional routine. Lessons incorporate teacher modeling, air-writing, phoneme-grapheme connections, and application in oral and written contexts. Instruction highlights both regular and irregular spelling patterns and supports generalization across related words. Approximately 90 high-frequency words are introduced and practiced throughout the year.

• 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 which, each, and then. The teacher models the spelling of each word, describes the letter formations, prompts students to air-write the words, and uses each word in oral sentences. 

  • In Unit 2, Week 2, Lesson 1, the routine continues with the words kind, change, and air. The teacher prompts students to air-write each word, identify known sound-spelling correspondences, and blend and read each word aloud in context.

• 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 introduces the high-frequency words great, before, and means. Students air-write each word and use them in oral sentences. When modeling great, the teacher identifies known phoneme-grapheme correspondences: “The letter g spells /g/, r spells /r/, and t spells /t/.” The teacher circles the vowel team ea and explains that it spells the sound /ā/. Students blend and read the word with the teacher. This modeling process is repeated for before and means, with the teacher drawing attention to familiar and irregular spellings. Students compare related words (e.g., more and before) to identify shared and differing features, supporting decoding and generalization.

  • In Unit 4, Week 3, Lesson 1, students are introduced to above, family, and music. The teacher models each word, describes the letter formations, and prompts students to air-write the words and use them orally. When modeling above, the teacher identifies that b spells /b/ and v spells /v/, then circles the vowels a, o, and e, explaining that a and o spell the schwa /ə/ sound and the final e is silent. Students blend and read the word aloud. This process is repeated with family and music, as the teacher highlights familiar grapheme-phoneme relationships and irregular elements. To support transfer, students compare above, love, and glove, noting similarities in spelling and pronunciation.

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

  • Grade 2 materials introduce approximately 90 high-frequency words across the year. 

  • High-frequency words are introduced and practiced across the year, including: which, each, than (Unit 1), kind, change, air (Unit 2), often, important, took (Unit 3), hours, products, happened (Unit 5). Instruction includes reading, spelling, writing, and sentence-level oral practice with words. Students also make connections across related words (e.g., kind -> find, wind) and use word structure knowledge to apply to irregular words like honest and honor.

The instructional opportunities for high-frequency words in myView support students in building decoding and automaticity and meet expectations for indicator 1p. Students regularly decode high-frequency words in isolation using structured routines from the Reading Routines Companion, where words are segmented, spelled, and repeated multiple times. Students also decode words in context, where they read and locate high-frequency words in sentences and in decodable texts which embed frequent high-frequency word use. Encoding tasks reinforce automaticity through guided routines that include spelling from memory, analyzing irregular patterns, and composing sentences using the target words. Scaffolds further support varied application and cumulative practice across the year. 

• Students practice decoding high-frequency words in isolation. 

  • In the Reading Routines Companion: Decodable High-Frequency Words, Side A, the teacher displays the word than and models decoding by segmenting: “/th/ /a/ /n/, than.” Students air-write, spell, and repeat the word three to four times. 

  • In the Reading Routines Companion: Non-Decodable High-Frequency Words, Side A, the teacher introduces the word country. Students identify regular and irregular spellings (e.g., /u/ spelled ou), spell the word from memory, and repeat it several times. 

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

  • In Unit 1, Week 3, Lesson 3, Student Interactive, students read high-frequency words (more, things, sound) in isolation, then locate and underline them in sentences: “Drums sound loud,” and “Ted was still thirsty. He wanted more juice.” Students are prompted to Turn and Talk to say their own sentences for each word. 

  • In the decodable reader The Helpful Gardener, by Jan Stroud students read the high-frequency words learns, little, quickly, teacher, told, and you’re throughout the text. These words appear in connected, decodable sentences, allowing students to apply decoding strategies in meaningful reading contexts and build automaticity with high-utility words. 

• 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 (than) and Non-Decodable High-Frequency Words, Side A (country), students write the word on a card, spell it from memory, circle irregular sound-spellings, and use the word in a sentence. 

  • In the Reading Routines Companion: Non-Decodable High-Frequency Words, Side B, Make It Hard activity, students work in pairs using words like measure, against, questions, and enough. They write each word, identify regular/irregular spellings, use letter tiles to reconstruct the word, use each word in a sentence, and engage in a memory-based letter-removal spelling game.

The instructional opportunities for syllabication and morpheme analysis in myView meet expectations for indicator 1q. Materials include explicit instruction in syllable types and division patterns such as CVCe and r-Controlled vowels, with consistent teacher modeling, decoding, and encoding practice. Morpheme instruction includes affixes with structured routines for identifying base words, analyzing affix meaning, and applying new word forms in context. Students engage in frequent and varied opportunities to practice these strategies across the year through word analysis tasks embedded in spelling, vocabulary, and reading lessons. 

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

  • In Unit 1, Writing, Week 2, Lesson 2, Spelling Words with Long Vowel in CVCe, the teacher explains that in CVCe words, the final e is silent and the preceding vowel is long. Words such as bite, made, cube, and exhale are used to demonstrate this syllable pattern, including both single-syllable and multisyllabic examples. Students pronounce and spell the words aloud, reinforcing both decoding and encoding of VCe syllables. 

  • In Unit 3, Writing Section, Week 3, Lesson 2, Spelling r-Controlled Vowels er, ir, ur, the teacher explains that when a vowel is followed by r, the vowel sound is neither long nor short, and that the spellings er, ir, and ur all produce the same /ɘr/ sound. Words such as her, stir, and turkey are displayed and read aloud to demonstrate this consistent sound across different spellings. The teacher points out the specific spelling pattern within each word and prompts students to spell additional words with er, ir, and ur. 

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

  • In Unit 1, Week 4, Lesson 1, Word Parts, the teacher defines a suffix as a word part added to the end of a word and explains how suffixes change the word’s meaning and function in a sentence. The teacher models how the suffix -ly changes quick to quickly, and loud to loudly, explaining that -ly means “in a _____ way.” The teacher then introduces the suffix -al, explaining that it means “related to,” and uses the example nation -> national (“related to the nation”). The teacher prompts students to define the new word forms and to discuss their use in oral sentences. 

  • In Unit 4, Week 4, Lesson 1, Word Parts, the teacher models a step-by-step process for decoding unfamiliar words by identifying the base word (afraid), defining it, and then analyzing the prefix un- to determine its meaning (“not”). The combined meaning (unafraid = “not afraid”) is explicitly stated. The teacher writes the word, underlines the base word and prefix, and explains how these parts work together to form a new word. This process is then extended to other words, including uncooked, unbelievable, and unlocked, in the text “One Plastic Bag: Isatou Ceesay and the Recycling Women of the Gambia” by Miranda Paul. 

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

  • In Unit 5, Week 1, Lesson 1, Related Words, the teacher models how to analyze an unfamiliar words by identifying the base word (destroy) and the suffix (-ed), then interpreting the meaning of the full word (destroyed = “defeated or ruined” or “past tense of destroy.” This strategy is modeled using the academic vocabulary chart in the Student Interactive, which connects affix knowledge to content-rich vocabulary. The routine builds on earlier lessons that introduce and reinforce morphemes (e.g., un-, -ful, -ed, -able) and demonstrates how students can apply morpheme knowledge flexibly when encountering unfamiliar words in texts. 

  • In Unit 5, Week 4, Lesson 3, the teacher models how to divide words like explain and athlete, using syllable boundaries to support decoding. Students engage in a sorting activity with word cards containing multisyllabic words, including those with VCCCV and other syllable patterns (e.g., crisi, kingdom, elbow, subscribe). Students apply their knowledge to decode, sort, and read a variety of words, demonstrating a transferable approach to word analysis.

The assessment opportunities for word recognition and analysis in myView meet expectations for Indicator 1r. Materials include systematic assessment tasks, such as cumulative reviews of phonics and high-frequency word skills and ongoing formative checks embedded in small-group instruction. These tasks provide multiple opportunities for students to demonstrate mastery of decoding and word analysis, both in and out of context. Assessment activities often occur in real-time instructional settings—such as teacher-led decodable text rereads and guided analysis of compound words or syllable types—enabling teachers to monitor progress and respond immediately to student needs. The materials consistently support teachers with diagnostic guidance, including prompts for identifying misunderstandings in phonics patterns and word structures, and provide targeted instructional responses. These embedded routines ensure assessment results drive differentiated instruction and sustained student progress throughout the year.

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, the materials include a cumulative review activity of phonics of high-frequency word skills. The materials prompt teachers to have students read aloud a list of phonics-focused words, including long vowels (e.g., even, lane, ride, pole, cube), short vowels (e.g., red, wag, fit, gum, hot), and high-frequency words (e.g., long, which, most, than, called, each). An additional “Integrated Review” list (e.g., most, kite, tap, mute, long, sob, wave, pet, hope, theme, than, hip, sun) provides mixed phonics patterns and high-frequency words.

  • In Unit 3, Week 1, Lesson 1, Teacher-Led Small Group Instruction, Foundational Skills Group Review and Reinforce, the materials include a formative assessment task directing the teacher to monitor students’ ability to divide compound words found in the decodable reader “City Goat and Country Goat,” by Tho Ching.  Students are instructed to practice correctly dividing compound words during reading, providing an opportunity to assess decoding word analysis 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, Week 1, Lesson 1, Teacher-Led Small Group Instruction, Foundational Skills Group Review and Reinforce, the lesson provides guidance for teachers to determine whether students can correctly divide compound words. If students are unable to do so, the materials instruct the teacher to remind them that “each half of a compound word is a complete, shorter word.” This allows the teacher to gather information about students’ understanding of word structure and analysis during the lesson. 

  • In Unit 4, Week 2, Lesson 2, Teacher-Led Small Group Instruction, Skill Group, the lesson instructs the teacher to monitor whether students can read words with open syllables (V/CV). If students cannot read the word correctly, the materials prompt teachers to diagnose the difficulty by observing their ability to segment and decode the syllable pattern. 

• 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, Week 3, Lesson 1, Teacher-Led Small Group Instruction: Foundational Skills Group Review and Reinforce, teachers are prompted to assess decoding during a rereading of the decodable text The Bravest. Students locate words with -er and -est suffixes and write the base form (e.g., big for biggest). If students are unable to decode comparative and superlative forms, the teacher is directed to model the process of forming and reading the words during guided practice. This supports immediate instructional adjustment based on observed needs.

  • In Unit 4, Week 2, Lesson 2, Teacher-Led Small Group Instruction, Skill Group, if students are not successful with the task of writing the word label, dividing it into syllables, and reading it aloud, the lesson instructs the teacher to use letter tiles to build the word and separate it into syllables. The teacher is also directed to implement the corresponding intervention activity.

The instructional opportunities for oral reading fluency in myView meet expectations for indicator 1s. Materials provide regular and systematic instruction in rate, accuracy, and prosody using grade-level decodable and connected texts. Lessons include explicit teacher modeling, guided partner practice, and repeated reading tasks that support the development of fluent reading. Instruction highlights key fluency components such as intonation, emphasis, and reading for meaning. The Reading Routines Companion offers structured routines with clear steps—introduce, model, guide, and apply—that reinforce decoding accuracy and oral expression. Students consistently hear fluent reading modeled across the year and are supported in applying fluency skills through varied practice opportunities embedded in whole-group and small-group instruction.

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 1, following the read-aloud routine, the materials direct the teacher to display the text “The Sandcastles” and model reading a short section aloud. The teacher explains that fluent readers read with expression, especially when reading dialogue, and that fluency is about reading for meaning, not speed. Students then practice reading different characters’ lines with appropriate intonation. 

  • In Unit 1, Week 5, Lesson 1, the materials direct the teacher to display “A New Home” and model reading aloud a short section of the story. The teacher prompts students to observe the teacher’s accuracy and emphasis on keywords, and the teacher explains that fluency means “reading for meaning at a comfortable rate.” Students then practice expressive reading in pairs by rereading their favorite sentences from the story. 

  • In the Reading Routines Companion - Accuracy Side A, teachers introduce the concept of reading every word correctly and explain why it supports comprehension. Students follow a sequence of teacher modeling, guided practice, and independent application, reading a short connected text (two to three paragraphs) multiple times. Throughout the routines, students are prompted to attend to punctuation, track words as they read, and apply decoding strategies when encountering unknown words. 

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

  • In Unit 1, Week 1, Lesson 1, the teacher models a fluent oral reading of “The Sandcastles,” asking students to pay attention to how expression and intonation are used to reflect meaning and character voice. 

  • In Unit 1, Week 5, Lesson 1, the teacher reads aloud a portion of “A New Home” and explicitly draws students’ attention to aspects of fluent reading, including accuracy, emphasis, and meaning. This offers students an opportunity to hear fluent reading modeled with a focus on fluency components. 

  • In the Reading Routines Companion - Accuracy Side A, the teacher reads the text aloud after a silent preview, modeling accurate oral reading. Students are asked to follow along and observe whether the teacher reads every word correctly, giving them the opportunity to hear fluent reading modeled with a focus on accuracy. 

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

  • 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. 

  • As demonstrated in the examples above, the Teacher Edition embeds regular fluency instruction throughout each unit. Whole-group lessons consistently include explicit modeling and student practice with prosody, accuracy, and reading for meaning using grade-level connected texts. For instance, The Sandcastles (Unit 1, Week 1), Patterns on the Prairie (Unit 2, Week 1), and Thunder and Lightning (Unit 3, Week 2) are used as anchor texts for modeling fluent reading in whole-group settings. Lessons prompt teachers to model expression and intonation, followed by opportunities for students to apply fluency skills during oral reading. These routines reinforce fluency development across a range of literary and informational texts.

The instructional opportunities for supported fluency practice in myView meet expectations for Indicator 1t. Materials provide varied and frequent opportunities for students to build automaticity and prosody through repeated oral reading of poetry, dramatic texts, and connected prose. Students engage in fluency practice across instructional settings—whole-group, small-group, and partner reading—supported by teacher modeling and explicit instruction in rate, phrasing, and expression. The Reading Routines Companion includes structured routines for dramatic reading, offering choral, partner, and independent practice with clear prompts for modeling, guided application, and performance. The materials also provide actionable guidance for teachers, including corrective feedback strategies such as echo reading, narrowing the focus to a single character’s lines, and using audio models. Differentiation is embedded through Make It Easier and Make It Harder activities, ensuring that all students have access to responsive fluency support throughout 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.

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

  • In Unit 1, Week 4, Lesson 1, students are introduced to a collection of poems they will read throughout the week. After completing the read-aloud routine, the teacher models reading aloud a stanza from A Traveling Alphabet, prompting students to pay attention to the way it is read. The teacher explains that fluency in poetry involves reading with expression and phrasing to support rhythm and flow. Students are encouraged to apply these skills when reading each poem across the week.

  • In Unit 3, Week 3, Lesson 2, Teacher-Led Small Group Instruction, students read a short passage aloud at an appropriate rate during small group instruction. 

  • In the Reading Routines Companion, Prosody: Drama Side A, students engage in repeated oral reading of short dramatic texts with a focus on expression, volume, phrasing, punctuation, and intonation. The routine is structured to be used across the year with different texts and supports fluency development through multiple rounds of guided, group, and partner reading. 

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

  • In Unit 1, Week 4, Lesson 1, students read multiple poems across the week, offering varied oral reading opportunities. While the lesson occurs during whole-group instruction, the extended structure allows for individual or partner reading, as well as repeated oral reading of rhythmically rich texts. 

  • In Unit 3, Week 3, Lesson, the Teacher-Led Small Group Instruction fluency activity occurs in a small group setting, allowing for teacher-supported reading and individualized student participation.  

  • In the Reading Routines Companion, Prosody: Drama Side A, the routine incorporates fluency practice in choral reading, partner reading, group reading with role-switching, and independent preparation. 

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

  • In the Reading Routines Companion: Prosody – Drama, Side B, the materials provide specific corrective feedback steps when students struggle with expressive reading. Teachers are instructed: “If students have difficulty reading a dramatic text with appropriate prosody, then model reading with prosody using Steps 2 and 3.” The routine then directs teachers to implement the Make It Easier activity, which includes targeted scaffolds such as rereading only one character’s lines, echo reading with teacher support, interpreting punctuation, and listening to audio recordings of fluent dramatic reading.

  • To support advanced learners, the Make It Harder activity encourages students to prepare dramatic readings independently or with a partner, practice expressive delivery, and perform for feedback. These guidance structures ensure that teachers can respond to diverse student needs with built-in supports and differentiated extensions, reinforcing fluency growth throughout the year.

The assessment materials for oral reading fluency in myView meet expectations for indicator 1u. Materials include regular, systematic Cold Read assessments in each unit that are independent from weekly texts and designed to measure oral reading fluency at three performance levels (Developing, On-Level, and Advanced). Teachers assess rate, accuracy, and prosody using one-minute timed readings, WCPM calculations, and qualitative observations, supported by fluency rubrics and progress charts. Comprehension questions accompanying each passage help link fluency to meaning-making. The Cold Reads Teacher’s Manual provides grade-level benchmarks, including a target of 100 WCPM by the end of Grade 2, and offers actionable guidance for instructional adjustments. These include targeted foundational skills support, increased access to fluent reading models, and individualized reading practice to support fluency mastery over time. 

• 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, Week 2, Lesson 2, Teacher - Led Small Group Instruction, Fluency Group, the materials direct teachers to use Unit 1, Week 2, Cold Reads for Fluency 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 and Scoring a Fluency Test, it states that a fluency test measures a students’ reading rate (WCPM) using grade-level texts that are unfamiliar. It emphasizes that reading fluency is not defined by speed alone, but includes conversational expression, prosody, and comprehension. 

    • 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 most important about the pet store setting?”) 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). 

  • In the Cold Reads for Fluency and Comprehension Teacher’s Manual,  Interpreting the Results section, the manual states that students at the end of Grade 2 should read fluently at 100 words correct per minute (WCPM) on grade-level text, with a progress chart listing recommended milestones. 

    • If a student’s WCPM falls below the recommended benchmark, the manual encourages the teacher to use error patterns and fluency behaviors to identify instructional needs. 

    • 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.