Kindergarten Report Overview

Pathways to Reading Kindergarten materials reviewed partially meet the criteria for alignment to standards and research-based practices for foundational skills instruction.

Materials partially meet the criteria for materials provide explicit instruction for letter identification of all 26 letters. Materials do not explicitly teach the letters q and x. Additionally, it is unclear if both lowercase and uppercase letters are included in instruction. No instruction for letter formation is included in instructional materials.  Materials partially meet the criteria for materials provide instructional support for general concepts of print and connect learning of print concepts to books.

Materials provide frequent opportunities students to engage in phonological awareness activities across the phonological awareness hierarchy; however, explicit instruction of counting syllables is not evident.

Materials provide practice of each newly taught sound (phoneme) and sound pattern and provide a variety of multimodal/multisensory activities for student practice. Materials emphasize explicit phonics instruction through systematic and repeated modeling. Materials include explicit instruction of all grade-level phonics standards through the use of the "Large Group" and "Small Group" manuals; however, reading of complete words is limited to calling on students during "Large Group" instruction which may not provide opportunities for all students to read complete words and in "Small Group" a student may be in a level below grade-level, which may not provide opportunities for all students to decode grade-level words. Materials provide explicit modeling provided by the teacher and peer-to-peer feedback on accuracy to build towards automaticity. Materials provide teachers with guidance to assist students with confirmation reading or self-correct errors in the "Flip and Assist Manual;" however, limited opportunities are provided to read emergent-level texts for purpose and understanding.