Kindergarten - Gateway 2

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

The OCR Foundational Skills Kit, Grade K, is designed to be implemented with a whole group of students according to a clear structure. According to the Program Overview, small group lessons occur during Workshop time, but there is no information about planning or implementing Workshop time in the OCR Foundational Skills Kit, Grade K. Units are designed to be taught within a given amount of time and each lesson should take one day, however evidence was found only in an ancillary Professional Development video for the suggested pacing of an individual lesson. It takes 190 days to complete all lessons.

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

  • OCR Foundational Skills Kit, Grade K, Teacher Edition, Research Library provides research by Marsha Roit, EdD, “Foundational Skills: Five Ways to Build the Cornerstone of Proficient Reading.” The author states that “Open Court has had a long and successful history of teaching the critical foundational skills using materials that integrate knowledge from research on the learning theory and cognitive science as well as language and literacy development combined with instructional practice and teacher expertise.” The references cited include R.L. Allington (2006), A.L. Archer & C.H.Hughes (2011), and L.C. Ehri (2002).

  • OCR Foundational Skills Kit, “Foundational Skills: Five Ways to Build the Cornerstone of Proficient Reading”, explains the research behind the sequence of teaching letters d, p, b, and q separately as they are easily confused due to their formation. The reasoning also explains the variety of phonological awareness activities students should be exposed to, including listening games, rhyming, segmenting words and syllables, and blending, deleting, and segmenting phonemes. 

• The effective lesson design structure does not include both whole group and small group instruction. Examples include, but are not limited to:

  • OCR Foundational Skills Kit, Grade K, Teacher Edition, Program Overview, Workshop Overview PDF page10 (print page 6) refers to Workshop small groups which may last 15-30 minutes but the Workshop model is not mentioned in the Teacher Edition. This section addresses how workshop time for small group reading can be built into language arts time for 15-30 minutes before or after core instruction, which is the whole group instruction time.

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

  • OCR Foundational Skills Kit, Program Overview addresses the possible time allotted to the Workshop, but the expected total time for a day of lesson activities was not noted in the Teacher Edition nor was there a breakdown of time for each skill.

  • In Unit 4, Lesson 1, Day 1, phonemic awareness and alphabetic principle are whole group activities using the puppet to help students find words with the same beginning sound and using the sound/spelling cards to introduce the sound of the letter /h/.

  • Information about daily pacing was only found in an ancillary Professional Development video for Grades Kindergarten and 1.

• The suggested amount of time and expectations for maximum student understanding of all foundational skill content (i.e., phonological awareness, print concepts, letters, phonics, HFW, word analysis, decoding) can reasonably be completed in one school year and should not require modifications. Examples include, but are not limited to:

  • OCR Foundational Skills Kit, Grade K, includes twelve units each with three lessons to be completed over fifteen days. There is also a Getting Started Unit which takes ten days. The entire Scope and Sequence requires 190 school days to complete.

  • OCR Foundational Skills Kit, Grade K, Planner and Course Map listed under the menu lays out week-by-week and day-by-day for the teacher to see what is being taught each day and can be completed in one school year.

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

The OCR Foundational Skills Kit, Grade K Unit Planner, far right column identifies which days of the lessons contain assessments located in the Assessment Book. The Assessment Book and Benchmark Assessment Book provide teachers with information regarding students’ current level of understanding and skills along with instructional suggestions for assessment-based steps to help students progress toward mastery. The Assessment Blackline Masters Books provide student copies of assessments to view as teachers note responses on pages in the Assessment and Benchmark Assessment Book. There are multiple opportunities to assess print concepts and letter recognition, but there were no assessments found for letter formation. Limited instructional suggestions were noted for assessment-based steps to help students to progress toward mastery in print concepts, letter recognition, and letter formation.

Examples include but are not limited to:

• Materials regularly and systematically provide a variety of assessment opportunities over the course of the year to demonstrate students’ progress toward mastery and independence of print concepts, letter recognition. No evidence was found for the assessment of letter formation. 

  • OCR Foundational Skills Kit, Grade K, Unit Planner, in the front of each Unit,an assessment column on the right identifies which lessons contain the assessments that can be found in the Assessment book but do not carry instructional suggestions.

  • OCR Foundational Skills Kit, Grade K, Assessment Book, T-12-T15 contains pages for the teacher to use to record student responses regarding letter identification. The Assessment Blackline Masters Book is what the student views during the assessment.

  • OCR Foundational Skills Kit, Grade K, Benchmark Assessment, and Foundational Skills Assessment also provide resources for the assessment of letter identification.

  • OCR Foundational Skills Kit, Grade K, Assessment Book, T-32 provides a checklist to use to assess a student’s ability in print concepts utilizing the Pickled Peppers Book.

  • OCR Foundational Skills Kit, Grade K, Teacher Edition, Resources, Assessment, Assessment TE, Unit 2, Print Concepts, is administered individually. Students demonstrate an understanding of eighteen print concepts including front and back of book, title, author, table of contents, page number, letters, words, space between words, illustration, first and last word on the page, and moving finger indirection words are read.

• Assessment materials provide teachers and students with information concerning students’ current skills/level of understanding of print concepts, letter recognition, and letter formation. 

  • OCR Foundational Skills Kit, Grade K, Assessment Book, T 11, suggests that if any students do not meet the recommended performance level, they should repeat the assessment after intervention or additional instruction.

  • OCR Foundational Skills Kit, Grade K, Benchmark Assessment, cutoffs are provided for assessment, in this case, letter recognition cutoffs based on this assessment administered after units 2, 6, and 12

  • OCR Foundational Skills Kit, Grade K, Assessment Book, vi, provides criteria expectations for letter identification and print concepts.

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

  • OCR Foundational Skills Kit, Grade K, Benchmark Assessment, suggests that if students score below the cutoff for any Benchmark Assessment, teachers can use one or more of the following to help students get back on track: 

    • Reteach students who need extra help.

    • Provide practice opportunities to students within the Skills Practice Workbooks, Decodable books, eGames, and Language Arts Handbook

    • Differentiate instruction during Workshop. Intervention should be assigned to students who need more intensive help.

  • OCR Foundational Skills Kit, Grade K, Assessment Book, Class Assessment Record, is used to identify students who have not mastered specific skills clusters. Students can be grouped for additional instruction and practice in the skills they have not yet mastered.

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

The OCR Foundational Skills Kit, Grade K, Resources, includes a Unit Planner that indicates where assessments are located in the Assessment Book. There are Diagnostic and Benchmark Assessments. The OCR Foundational Skills Kit, Grade K does not include assessment results guidance in the following areas: determining the proficiency level of students based on stages of reading development and specific, concrete instructional suggestions on how to support students’ progress toward mastery. There is a missed opportunity for providing teacher guidance for instructional strategies for assessment area deficits.

Examples include but are not limited to:

• 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 phonological awareness.

  • In OCR Foundational Skills Kit, Grade K, Teacher Edition, Unit Planner, shows the frequency of formal and informal assessments. There are three Lesson Assessments and one Unit Assessment per unit.

  • In Unit 1, Lesson 2, Phonemic Awareness: Word Sequence, the teacher says a group of words, asks the positionality of one of those words, and the student provides the word’s position in the group (i.e., first, middle, or last).

  • In Unit 6 Assessment, Phonemic Awareness: Phoneme Segmentation, the teacher says a word and the student must say the word again sound by sound.

  • Unit 7, Lesson 3, Day 5, Progress Monitoring, Assessment, pages 80-83, assesses students’ understanding of skills taught in the unit including beginning and ending sounds.

  • In OCR Foundational Skills Kit, Grade K, Benchmark Assessment, Test 1, Rhyming, the teacher says a word and the student must supply a word that rhymes.

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

  • In OCR Foundational Skills Kit, Grade K, Assessment Teacher Edition, Performance Expectations: Lesson and Unit Assessments, 80 percent mastery is considered an acceptable level of mastery (e.g., four out of five items correct).

  • In OCR Foundational Skills Kit, Grade K, Teacher Edition, Benchmark Assessments, Diagnosis, page v, “Because each segment of the Benchmark Assessments provides a separate score for that strand of the curriculum, the strand scores can be used to identify the specific curriculum areas that are strengths or weaknesses for a student or across a classroom.”

  • In OCR Foundational Skills Kit, Grade K, Teacher Edition, Benchmark Assessments, pages 52-54, the teacher has a Benchmark Tracking Chart for each student. Plotting student scores gives a quick visual appreciation of progress, standing, and student trends.

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

  • In OCR Foundational Skills Kit, Grade K, Teacher Edition, Resources, Assessments, Benchmark Assessments, Screening, it states, “At the beginning of the year, and then periodically throughout the year, any student who falls below the cutoff score on the 100-Point Skills Battery or Oral Fluency assessments should be considered for intervention. The student’s progress should be closely monitored through weekly oral fluency assessments.”

  • OCR Foundational Skills Kit, Grade K, Teacher Edition, Benchmark Assessments, Diagnosis, page v, only offers general suggestions. The guide states, “If students score below the cutoff for any Benchmark Assessment, use one or more of the following to help students get back on track: Reteach students who need extra help; Practice opportunities are available to students within the Skills Practice Workbooks, Decodable books, eGames, and Language Arts Handbook; Differentiate Instruction during Workshop; Intervention should be assigned to students who need more intensive help.”

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

Materials include a variety of assessment opportunities such as diagnostic, benchmark, unit, and daily assessments in which students demonstrate their mastery of decoding skills. The OCR Foundational Skills Kit, Grade K does not include assessment results guidance in the following area: concrete instructional suggestions on how to support students’ progress toward mastery.

Examples include but are not limited to:

• Materials provide resources and tools to collect ongoing data about students’ progress in phonics. 

  • In the OCR Foundational Skills Kit, Grade K, Diagnostic Assessment, there is one Phonics and Decoding assessment in which students are to identify letters that represent a given sound, and one Oral Reading Fluency assessment in which students provide the sound of the associated letter.

  • In the OCR Foundational Skills Kit, Grade K, Teacher Edition, Resource Library, Benchmark Assessment, Letter Sounds Test 1, provides a recording sheet for the teacher to document student knowledge of letter sounds for r, b, e, w, f, h, s, t, a, and p and an area to note errors and/or self-corrections.

  • In the OCR Foundational Skills Kit, Grade K, Benchmark Assessment, Test 2, Oral Fluency, students provide the sound the letter makes.

• Materials offer assessment opportunities to determine students’ progress in phonics that are implemented systematically.

  • In the OCR Foundational Skills Kit, Grade K, Teacher Edition, Unit Planner for each unit indicates when assessments are done. For example, Unit 4, Lesson 2, Unit Planner, Assessment column, notes Formal Assessment pages 45-46 on Day 5. Part of the assessment asks students which letter begins a word. Students point to the letter from a choice of three.

  • In the OCR Foundational Skills Kit, Grade K, Teacher Edition, Assessment Book, phonics assessment is at the letter/sound level and not the word level. Assessments include Unit 3, Lesson 3, Letters and Sounds; Unit 4, Lesson 3, Short-Vowel Sounds; Unit 5, Lessons 1, 2, and 3, Letter Sounds; Unit 6, Lessons 1, 2, and 3 Letter Sounds; Unit 7, Lesson 3, Letter Sounds; Unit 8, Lesson 2, Letter Sounds; Unit 9, Lessons 1,2, 3, Long-Vowel Sounds; and Unit 11, Lesson 1, 2, and 3, Beginning and Ending Sounds.

  • In the OCR Foundational Skills Kit, Grade K, Teacher Edition, Resource Library, Assessment Book, Table of Contents, indicates that teachers will assess students at the end of each lesson and unit. Instructions ask the teacher to familiarize themselves with instructions and to record answers during the assessment.

  • In the OCR Foundational Skills Kit, Grade K, Assessment, each unit has three lesson-level assessments and one unit assessment that primarily focuses on out-of-context phonics skills.

• Multiple assessment opportunities are provided regularly for students to demonstrate progress toward mastery and independence with phonics.

  • In the OCR Foundational Skills Kit, Grade K, Teacher Edition, Resource Library, Benchmark Assessment 3, assesses students on oral reading fluency of letter sounds. Teachers assess students on a mixture of thirty capital and lowercase letter sounds.

  • In Unit 4, Lesson 2, students select the letter that represents the initial sound of the given word.

  • In Unit 5, the assessment provides an assessment for the sounds /k/, /b/, /o/, /r/ and /g/,

  • In Unit 6, Lesson 3, Day 5, there are two formal assessments. One is for the understanding of the skills taught in the lesson and the other for skills taught in the unit. Page T69 covers Letter Sounds, in which the students choose from three  letters for an initial sound. Page T74 also assesses Letter Sounds but students only say a letter or sound,

  • In Unit 11, Lesson 3, students select the word that represents the new word produced when changing the letters of the original word.

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

  • In the OCR Foundational Skills Kit, Grade K, Assessment, Performance Expectations: Lesson and Unit Assessments, the benchmark is six correct out of eight assessment items on letter recognition.

  • In the OCR Foundational Skills Kit, Grade K, Benchmark Assessment Grade K,  Oral Fluency: Letter Sounds Tracking Chart, Benchmark Test 1 has a cutoff of 0 Letter Sounds. Benchmark Test 2 has 12 Letter Sounds. Benchmark 3 has 30 Letter Sounds.

  • In Unit 4, Lesson 2 the materials provide teachers information regarding students' knowledge of the letters that represent beginning sounds in hat, let, and nap and ending sounds in nap, but, and hen.

  • In Unit 10 Class Assessment Record, there are several columns including Phoneme Addition of Internal Sounds, Unit 10 Assessment for Word Building, and Unit 10 Assessment for Blending and Sentence Extension.

• Materials genuinely measure students’ progress to somewhat support teachers with instructional adjustments to help students make progress toward mastery in phonics.

  • In the OCR Foundational Skills Kit, Grade K, Benchmark Assessment, SRA Open Court Reading Foundational Skills Benchmark Assessment Overview, Diagnosis, states that if students score below the cutoff for any Benchmark Assessment, teachers should use one or more of the following general suggestions to help students get back on track: reteach students who need extra help, practice opportunities are available to students within the Skills Practice Workbooks, Decodable books, eGames, and Language Arts Handbook, differentiate Instruction during Workshop, and intervention should be assigned to students who need more intensive help.

  • In the OCR Foundational Skills Kit, Grade K, Teacher Edition, Resource Library, Diagnostic Assessment indicates students who do not meet expectations will need support in intervention.

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

Materials provide a variety of assessment opportunities over the course of the year. Points of assessment are indicated in the Unit Planner and Teacher Edition. Assessments are provided in the Assessment Book, Diagnostic Assessment Book, and the Benchmark Assessment Book. The Assessment Blackline Masters provide student copies of each assessment. Teachers are provided with both a Student Assessment Record and a Class Assessment Record. Students use eActivities and eGames for informal assessment. A Teacher Resource Book with interventions is provided but not cross-referenced with each assessment. There is a lack of direct, explicit information on how to provide intervention for each assessment.

Examples include but are not limited to:

• 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 (high-frequency words or irregularly spelled words) and analysis.

  • In the OCR Foundational Skills Kit, Grade K, Teacher Edition, Unit Planner for each unit indicates when assessments are completed. For example, Unit 1, Lesson 2, Unit Planner, Assessment column, notes Assessment pages 2-3 on Day 3 and Assessment pages 4-6 on Day 5.

  • In Unit 7, Lesson 3, Day 5, the teacher completes a formal assessment of sight words. The teacher asks students to read a list of sight words including the words he, his, him, is, on, of, can, girl, have, to, it, did, were, him, and is.

  • In Unit 7 Assessment, page 89, students underline the high-frequency word the teacher says from a choice of three words. The words are: look, what, with, her, was. 

  • In Unit 8, Lesson 1, Day 5, there are both an Informal Assessment and a Formal Assessment. The Informal Assessment has students use the Unit 8 eActivity, Lesson 1, Foundational Skills, Blending, and also the Unit 8 eGame, Lesson 1, Foundational Skills. The Formal Assessment has students count phonemes in spoken words.

  • In Unit 9, Lesson 3, Day 5, page T99, a formal assessment of medial sounds is given. There are five questions. The first one is “Teacher: This activity is about sounds in the middle of words. Listen carefully to what I say. Draw a line under the letter you think is correct. The word in the box is met. Which letter can replace e in the middle of the word to make the new word mat? The students have three vowels to choose from.” On page T101, students read five high-frequency words there, do, be, little, she.

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

  • In the OCR Foundational Skills Kit, Grade K, Teacher Edition, Resources, Assessment, Assessment Book, page 5, notes: “The primary purpose of the lesson assessments is to allow the teacher to monitor student progress regularly. This process makes it less likely that a student will fall behind because it allows teachers to adapt or repeat instruction as needed.”

  • In the OCR Foundational Skills Kit, Grade K, Resources, Assessment, Benchmark Assessment, page 54, High-Frequency Word Reading Tracking Chart, the number of high-frequency words read correctly in one minute is plotted. There are targets for the number of words read correctly that are expected by each of the three benchmark assessments (first assessment - 5 words, second assessment - 15 words, third assessment - 38 words).

  • In Unit 12, Lesson 3, Day 5, a recording sheet for high-frequency words is provided for the class. The teacher makes one copy of page 41 for students to use during the assessment and a copy of the chart to record results. The teacher circles the words a student reads incorrectly. The teacher notes students’ strengths and weaknesses, the types of errors they make, and when they self-correct.

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

  • In the OCR Foundational Skills Kit, Grade K, Foundational Skills Benchmark Assessment, Diagnosis, the directives are for students who score below benchmark are as follows and these are general: reteach students who need extra help, use Skills Practice Workbooks, differentiate during Workshop, and assign students to intervention who need intensive help.

  • In the OCR Foundational Skills Kit, Grade K, Resources, Assessment, Assessment Book, page vii, provides some general suggestions for students to help them progress, but they are not specific. The materials state, “The High-Frequency Word assessments are based on five words plus an automaticity rating for a total score of six. The acceptable level of performance is four out of six. Also, you may choose to examine a student’s performance on the High-Frequency Word assessments at the word level. Here are some patterns of performance you might consider. 

    • Misreading regular vowels and consonants suggests that the student needs more practice in reading highly decodable words.

    •  A student who reads highly decodable words well but has difficulty with less decodable words probably understands the most common sound spellings. The student probably needs practice in reading common words that have uncommon sound spellings. 

    • When a student reads words correctly but slowly or with hesitation, the student likely lacks confidence. Paired reading with an adult or older student who reads will help to build confidence and fluency. 

    • Frequent self-corrections imply that the student is not yet reading automatically. Paired reading with an adult or older student who reads will help to build automaticity.”

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

Materials guide teachers for scaffolding and adapting lessons and activities to support students who read, write, speak, or listen below grade level, or at the OCR “Approaching Level”. Each digital lesson has a toggle that can be switched on for differentiation support strategies and lesson extensions/adaptations. These activities can also be found in the Differentiated Instruction Guide in the Resource Library. The Program Overview refers to small groups as part of Workshop time, but there is no guidance in the Foundational Skills Kit that explains how or when to do Workshop small groups. Although the program overview indicates differentiated instruction occurs in small group settings, and differentiated instruction guides are provided in daily lessons, no mention of changing from the whole group to small group exists in the digital guide.

Examples include but are not limited to:

• Materials provide opportunities for small group reteaching.

  • In the OCR Foundational Skills Kit, Grade K, Teacher Edition, Resource Library, Program Overview, page 7, refers to Workshop time to allow for small groups, but there is no elaboration of this in the lessons.

  • In the OCR Foundational Skills Kit, Grade K, Teacher Edition, Resource Library, Program Overview, page 21, indicates that differentiated instruction tips in the teacher guide should be used in small groups, but these do not show up in the lessons.

  • In Unit 2, Lesson 2, Day 5, materials provide a differentiated instruction guide for the sections labeled word part blending and how the alphabet works.

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

  • In the OCR Foundational Skills Kit, Grade K, Teacher Edition, Resource Library, Intervention, Differentiated Instruction Guide, contains all of the leveled lesson differentiation that can be accessed individually in the Digital Teacher Edition including an “Approaching Level”.

  • In Unit 3, Lesson 3, Day 1, in oral segmenting and materials, includes a differentiated instruction guide. The materials include word sets for teacher use. 

  • In Unit 9, Lesson 1, Day 5, materials provide teachers with differentiated instruction guides in three of ten activities on Day 5. Materials include using sound-by-sound blending routines to scaffold whole-word blending routines in the lesson.

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

Materials provide a Supplemental Word List in the Appendix found in the Resource Library to extend learning in the lesson. The Program Overview references lessons containing detailed suggestions for differentiated instruction for those Beyond Level. Although there is a toggle switch for differentiated learning in the digital teacher edition, differentiation for beyond level was noted in the printed teacher edition labeled as beyond level at the bottom margin. The differentiated activities for Beyond Level are only evident in the print Teacher Edition, not the Digital Teacher Edition. Many of the above-grade-level activities are not seen as doing more than their classmates, but rather different activities based on skill level.

Examples include but are not limited to:

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

  • In the OCR Foundational Skills Kit, Grade K, Resource Library, Appendix, Supplemental Word List, can be used in several ways to extend the lessons. Words are listed by beginning sounds, ending sounds, and medial vowel sounds.

  • In the OCR Foundational Skills Kit, Grade K, Resource Library, Program Overview, every lesson contains detailed suggestions for differentiating instruction for the following groups of students: Approaching Level, On Level, and Beyond Level This is seen in the print materials but not online materials.

  • In Unit 3, Lesson 1, Day 2, Alphabetic Principle, students Beyond Level come up with words and explain if they start with the s/s/.

  • In Unit 7, Lesson 2, Day 4, Phonemic Awareness, students Beyond Level come up with their own words to segment using Elkonin boxes.

• There are few instances of advanced students simply doing more assignments than their classmates.

  • In Unit 3, Lesson 2, Day 1, Differentiated Instruction, High - Frequency Words, “Approaching Level, if students have difficulty hearing the sound at the beginning of the word, the teacher says the onset first, then the rime, and then the whole word, such as /g/...oat, goat.” “On Level - For additional practice, students continue linking the sound to the letter with rhyming word pairs such as sack, pack, sit, pit; sock, tock; sap, map, tap.” “Beyond Level - Students come up with their own words and indicate whether or not the word begins with s/s/.”

  • In Unit 8, Lesson 2, Day 2, Differentiated Instruction: Letter Sound Recognition, the students Beyond Level come up with their own words and indicate whether or not the word has the /ī/ sound.

  • In Unit 10, Lesson 1, Day 3, the printed version provides differentiated instruction for students At Grade Level to recreate a rhyme and students Beyond Level to create their rhyming pairs.