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Program: 1Supplemental/Intervention Curriculum ReviewAccelerated Vocabulary
Accelerated Vocabulary
Renaissance Learning, Inc.
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 2Supplemental/Intervention Curriculum ReviewAccelerated Vocabulary
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 5 1
Program: 3Supplemental/Intervention Curriculum ReviewAlligators to Zucchini
Alligators to Zucchini
Great Source Education Group
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
35% 35%
Kindergarten First Grade Second Grade Third Grade
14% 14% 14% 14%
4% 4% 4%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 4Supplemental/Intervention Curriculum ReviewAlligators to Zucchini
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 2 4 2
Total Points/Total Possible Points _________ / _________ = _________7 20 35%
Program: 5Supplemental/Intervention Curriculum ReviewAlligators to Zucchini
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
Program: 6Supplemental/Intervention Curriculum ReviewAlligators to Zucchini
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 3 14
Total Points/Total Possible Points _________ / _________ = _________5.5 38 14%
Program: 7Supplemental/Intervention Curriculum ReviewAlligators to Zucchini
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 10
Total Points/Total Possible Points _________ / _________ = _________1 24 4%
Program: 8Supplemental/Intervention Curriculum ReviewAlligators to Zucchini
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 7
Program: 9Supplemental/Intervention Curriculum ReviewAlligators to Zucchini
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 9
Program: 10Supplemental/Intervention Curriculum ReviewBookroom Collection
Bookroom Collection
Benchmark Education
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 11Supplemental/Intervention Curriculum ReviewBookroom Collection
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 2 5
Program: 12Supplemental/Intervention Curriculum ReviewBuild Up Kit Complete
Build Up Kit Complete
Benchmark Education
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2004
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
88% 88%
Kindergarten First Grade Second Grade Third Grade
76% 76% 76% 76%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 13Supplemental/Intervention Curriculum ReviewBuild Up Kit Complete
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
6 3 1
Total Points/Total Possible Points _________ / _________ = _________17.5 20 88%
Program: 14Supplemental/Intervention Curriculum ReviewBuild Up Kit Complete
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
Program: 15Supplemental/Intervention Curriculum ReviewBuild Up Kit Complete
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
10 5 1 1 2
Total Points/Total Possible Points _________ / _________ = _________29 38 76%
Program: 16Supplemental/Intervention Curriculum ReviewBuild-a-Word Books
Build-a-Word Books
Steck Vaughn
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2002
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
38% 38% 38%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 17Supplemental/Intervention Curriculum ReviewBuild-a-Word Books
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
Program: 18Supplemental/Intervention Curriculum ReviewBuild-a-Word Books
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 5 2 4 6
Total Points/Total Possible Points _________ / _________ = _________13.5 36 38%
Program: 19Supplemental/Intervention Curriculum ReviewComprehension Plus
Comprehension Plus
Pearson Learning Group
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2002
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 20Supplemental/Intervention Curriculum ReviewComprehension Plus
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 2 1
Program: 21Supplemental/Intervention Curriculum ReviewComprehension Plus
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 6 1 1
Program: 22Supplemental/Intervention Curriculum ReviewComprehension Plus
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 6 1 1
Program: 23Supplemental/Intervention Curriculum ReviewCurious George Reading & Phonics
Curious George Reading & Phonics
Great Source Education
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2002
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
35% 35%
Kindergarten First Grade Second Grade Third Grade
22% 22%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 24Supplemental/Intervention Curriculum ReviewCurious George Reading & Phonics
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 2 3 3
Total Points/Total Possible Points _________ / _________ = _________7 20 35%
Program: 25Supplemental/Intervention Curriculum ReviewCurious George Reading & Phonics
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
Program: 26Supplemental/Intervention Curriculum ReviewCurious George Reading & Phonics
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 2 4 8
Total Points/Total Possible Points _________ / _________ = _________7 32 22%
Program: 27Supplemental/Intervention Curriculum ReviewCurious George Reading & Phonics
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
7
Program: 28Supplemental/Intervention Curriculum ReviewDaily Vocabulary
Daily Vocabulary
Great Source Education
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1994
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 29Supplemental/Intervention Curriculum ReviewDaily Vocabulary
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 4 5
Program: 30Supplemental/Intervention Curriculum ReviewDiscovery World
Discovery World
Rigby
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1998
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 31Supplemental/Intervention Curriculum ReviewDiscovery World
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 4 2 2
Program: 32Supplemental/Intervention Curriculum ReviewDominie Collection of Aesop’s Fables
Dominie Collection of Aesop’s Fables
Dominie Press, Inc.
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1999
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
15% 15% 15%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 33Supplemental/Intervention Curriculum ReviewDominie Collection of Aesop’s Fables
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 4 7
Total Points/Total Possible Points _________ / _________ = _________3.5 24 15%
Program: 34Supplemental/Intervention Curriculum ReviewDominie Collection of Aesop’s Fables
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 1 3 4
Program: 35Supplemental/Intervention Curriculum ReviewDominie Collection of Myths and Legends
Dominie Collection of Myths and Legends
Dominie Press, Inc.
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
6% 6%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 36Supplemental/Intervention Curriculum ReviewDominie Collection of Myths and Legends
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 7
Total Points/Total Possible Points _________ / _________ = _________1 18 6%
Program: 37Supplemental/Intervention Curriculum ReviewDominie Collection of Myths and Legends
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 5 1
Program: 38Supplemental/Intervention Curriculum ReviewDominie Collection of Traditional Tales
Dominie Collection of Traditional Tales
Dominie Press, Inc.
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1999
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
8% 8% 8%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 39Supplemental/Intervention Curriculum ReviewDominie Collection of Traditional Tales
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 8
Total Points/Total Possible Points _________ / _________ = _________2 24 8%
Program: 40Supplemental/Intervention Curriculum ReviewDominie Collection of Traditional Tales
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 2 4
Program: 41Supplemental/Intervention Curriculum ReviewDominie Habitats of the World
Dominie Habitats of the World
Dominie Press, Inc
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2001
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
0% 0%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 42Supplemental/Intervention Curriculum ReviewDominie Habitats of the World
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
9
Total Points/Total Possible Points _________ / _________ = _________0 18 0%
Program: 43Supplemental/Intervention Curriculum ReviewDominie Habitats of the World
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 1 6
Program: 44Supplemental/Intervention Curriculum ReviewDominie Joy Chapter Books
Dominie Joy Chapter Books
Dominie Press, Inc.
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
0% 0%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 45Supplemental/Intervention Curriculum ReviewDominie Joy Chapter Books
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
9
Total Points/Total Possible Points _________ / _________ = _________0 18 0%
Program: 46Supplemental/Intervention Curriculum ReviewDominie Joy Chapter Books
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 3 5
Program: 47Supplemental/Intervention Curriculum ReviewDominie Vocabulary Builders
Dominie Vocabulary Builders
Dominie Press, Inc.
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2000
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 48Supplemental/Intervention Curriculum ReviewDominie Vocabulary Builders
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 4 4
Program: 49Supplemental/Intervention Curriculum ReviewDominie World of Animals
Dominie World of Animals
Dominie Press, Inc.
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2002
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
6% 6%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 50Supplemental/Intervention Curriculum ReviewDominie World of Animals
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 7
Total Points/Total Possible Points _________ / _________ = _________1 18 6%
Program: 51Supplemental/Intervention Curriculum ReviewDominie World of Animals
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 4 3
Program: 52Supplemental/Intervention Curriculum ReviewEarly Reading Intervention
Early Reading Intervention
Scott Foresman
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
95% 95%
Kindergarten First Grade Second Grade Third Grade
81% 81%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 53Supplemental/Intervention Curriculum ReviewEarly Reading Intervention
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
9 1
Total Points/Total Possible Points _________ / _________ = _________19 20 95%
Program: 54Supplemental/Intervention Curriculum ReviewEarly Reading Intervention
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
Program: 55Supplemental/Intervention Curriculum ReviewEarly Reading Intervention
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
10 3 1 1 1
Total Points/Total Possible Points _________ / _________ = _________26 32 81%
Program: 56Supplemental/Intervention Curriculum ReviewEarly Success
Early Success
Houghton Mifflin
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
36% 36%
13% 16%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 57Supplemental/Intervention Curriculum ReviewEarly Success
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
Program: 58Supplemental/Intervention Curriculum ReviewEarly Success
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 3 5 4
Total Points/Total Possible Points _________ / _________ = _________11.5 32 36%
Program: 59Supplemental/Intervention Curriculum ReviewEarly Success
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 3 6
Total Points/Total Possible Points _________ / _________ = _________2.5 20 13%
Program: 60Supplemental/Intervention Curriculum ReviewEarly Success
Rating
Phonics Decoding
CriterionGrade
K 1 2 32 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
Program: 61Supplemental/Intervention Curriculum ReviewEarly Success
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 5 4 4
Total Points/Total Possible Points _________ / _________ = _________11.5 32 36%
Program: 62Supplemental/Intervention Curriculum ReviewEarly Success
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 3 4
Total Points/Total Possible Points _________ / _________ = _________2.5 16 16%
Program: 63Supplemental/Intervention Curriculum ReviewEarobics Literacy Launch (step 1)
Earobics Literacy Launch (step 1)
Cognitive Concepts
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2001
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
53% 53%
Kindergarten First Grade Second Grade Third Grade
34% 34%
13%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 64Supplemental/Intervention Curriculum ReviewEarobics Literacy Launch (step 1)
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 1 2 2 2
Total Points/Total Possible Points _________ / _________ = _________10.5 20 53%
Program: 65Supplemental/Intervention Curriculum ReviewEarobics Literacy Launch (step 1)
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
Program: 66Supplemental/Intervention Curriculum ReviewEarobics Literacy Launch (step 1)
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 5 3 5
Total Points/Total Possible Points _________ / _________ = _________11 32 34%
Program: 67Supplemental/Intervention Curriculum ReviewEarobics Literacy Launch (step 1)
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
5 5
Total Points/Total Possible Points _________ / _________ = _________2.5 20 13%
Program: 68Supplemental/Intervention Curriculum ReviewEarobics Literacy Launch (step 1)
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 3
Program: 69Supplemental/Intervention Curriculum ReviewEarobics Literacy Launch (step 1)
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 1 2
Program: 70Supplemental/Intervention Curriculum ReviewEarobics Literacy Launch (step 2)
Earobics Literacy Launch (step 2)
Cognitive Concepts
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2001
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
34% 34%
17% 17%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 71Supplemental/Intervention Curriculum ReviewEarobics Literacy Launch (step 2)
Rating
Phonics Decoding
CriterionGrade
K 1 2 32 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
Program: 72Supplemental/Intervention Curriculum ReviewEarobics Literacy Launch (step 2)
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 1 3 6 5
Total Points/Total Possible Points _________ / _________ = _________11.5 34 34%
Program: 73Supplemental/Intervention Curriculum ReviewEarobics Literacy Launch (step 2)
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 3 5
Total Points/Total Possible Points _________ / _________ = _________3 18 17%
Program: 74Supplemental/Intervention Curriculum ReviewEarobics Literacy Launch (step 2)
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 8
Program: 75Supplemental/Intervention Curriculum ReviewEarobics Literacy Launch (step 2)
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 4 4
Program: 76Supplemental/Intervention Curriculum ReviewEdmark Reading Program
Edmark Reading Program
Riverdeep
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1992
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
13% 13% 13% 13%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 77Supplemental/Intervention Curriculum ReviewEdmark Reading Program
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
Program: 78Supplemental/Intervention Curriculum ReviewEdmark Reading Program
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 1 2 14
Total Points/Total Possible Points _________ / _________ = _________5 38 13%
Program: 79Supplemental/Intervention Curriculum ReviewEdmark Reading Program
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 7
Program: 80Supplemental/Intervention Curriculum ReviewEdmark Reading Program
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 8
Program: 81Supplemental/Intervention Curriculum ReviewFactivity Series
Factivity Series
Dominie Press, Inc.
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2001
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 82Supplemental/Intervention Curriculum ReviewFactivity Series
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 1 3
Program: 83Supplemental/Intervention Curriculum ReviewFast ForWord Bookshelf (Vol. 1 & 2)
Fast ForWord Bookshelf (Vol. 1 & 2)
Scientific Learning Corporation
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2001
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
4% 4% 4%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 84Supplemental/Intervention Curriculum ReviewFast ForWord Bookshelf (Vol. 1 & 2)
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
Program: 85Supplemental/Intervention Curriculum ReviewFast ForWord Bookshelf (Vol. 1 & 2)
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 15
Total Points/Total Possible Points _________ / _________ = _________1.5 36 4%
Program: 86Supplemental/Intervention Curriculum ReviewFast ForWord Bookshelf (Vol. 1 & 2)
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 8
Program: 87Supplemental/Intervention Curriculum ReviewFast ForWord Bookshelf (Vol. 1 & 2)
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 8
Program: 88Supplemental/Intervention Curriculum ReviewFirst Stories
First Stories
Pacific Learning
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2000
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
11%
Kindergarten First Grade Second Grade Third Grade
17%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 89Supplemental/Intervention Curriculum ReviewFirst Stories
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 5
Total Points/Total Possible Points _________ / _________ = _________2 18 11%
Program: 90Supplemental/Intervention Curriculum ReviewFirst Stories
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Program: 91Supplemental/Intervention Curriculum ReviewFirst Stories
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 2 8
Total Points/Total Possible Points _________ / _________ = _________4 24 17%
Program: 92Supplemental/Intervention Curriculum ReviewFirst Stories
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 2 2
Program: 93Supplemental/Intervention Curriculum ReviewFluency Kit for Independent Practice (1)
Fluency Kit for Independent Practice (1)
Benchmark Education Company
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
40% 40% 40%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 94Supplemental/Intervention Curriculum ReviewFluency Kit for Independent Practice (1)
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
5 4 3
Total Points/Total Possible Points _________ / _________ = _________9.5 24 40%
Program: 95Supplemental/Intervention Curriculum ReviewFluency Kit for Independent Practice (1)
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 3 6
Program: 96Supplemental/Intervention Curriculum ReviewFluency Kit for Independent Practice (2)
Fluency Kit for Independent Practice (2)
Benchmark Education Company
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2004
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
48% 48% 48%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 97Supplemental/Intervention Curriculum ReviewFluency Kit for Independent Practice (2)
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 3 2 4
Total Points/Total Possible Points _________ / _________ = _________11.5 24 48%
Program: 98Supplemental/Intervention Curriculum ReviewFluency Kit for Independent Practice (2)
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
10
Program: 99Supplemental/Intervention Curriculum ReviewFluent Reader (Made EZ)
Fluent Reader (Made EZ)
Renaissance Learning, Inc.
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
11% 11% 11% 11%
71% 71% 71%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 100Supplemental/Intervention Curriculum ReviewFluent Reader (Made EZ)
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
Program: 101Supplemental/Intervention Curriculum ReviewFluent Reader (Made EZ)
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 4 13
Total Points/Total Possible Points _________ / _________ = _________4 38 11%
Program: 102Supplemental/Intervention Curriculum ReviewFluent Reader (Made EZ)
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
8 2 2
Total Points/Total Possible Points _________ / _________ = _________17 24 71%
Program: 103Supplemental/Intervention Curriculum ReviewFoundations
Foundations
Wright Group/McGraw Hill
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2001
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
33% 33% 33%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 104Supplemental/Intervention Curriculum ReviewFoundations
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 3 2 5
Total Points/Total Possible Points _________ / _________ = _________8 24 33%
Program: 105Supplemental/Intervention Curriculum ReviewFoundations
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 7
Program: 106Supplemental/Intervention Curriculum ReviewGreat Leaps (3-5)
Great Leaps (3-5)
Diamuid, Inc.
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1998
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
66%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 107Supplemental/Intervention Curriculum ReviewGreat Leaps (3-5)
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 2 3 1
Total Points/Total Possible Points _________ / _________ = _________10.5 16 66%
Program: 108Supplemental/Intervention Curriculum ReviewGreat Leaps (K-2)
Great Leaps (K-2)
Diarmuid, Inc.
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1998
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
66% 66%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 109Supplemental/Intervention Curriculum ReviewGreat Leaps (K-2)
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 2 3 1 1
Total Points/Total Possible Points _________ / _________ = _________14.5 22 66%
Program: 110Supplemental/Intervention Curriculum ReviewGuided Reading: Story Box
Guided Reading: Story Box
Wright Group/McGraw Hill
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1995
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
27% 27%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 111Supplemental/Intervention Curriculum ReviewGuided Reading: Story Box
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 2 1 6
Total Points/Total Possible Points _________ / _________ = _________6 22 27%
Program: 112Supplemental/Intervention Curriculum ReviewGuided Reading: Story Box
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 3 1 1 4
Program: 113Supplemental/Intervention Curriculum ReviewGuided Reading: Sunshine
Guided Reading: Sunshine
Wright Group/McGraw Hill
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2000
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
18% 18%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 114Supplemental/Intervention Curriculum ReviewGuided Reading: Sunshine
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 8
Total Points/Total Possible Points _________ / _________ = _________4 22 18%
Program: 115Supplemental/Intervention Curriculum ReviewGuided Reading: Sunshine
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 4 2 3
Program: 116Supplemental/Intervention Curriculum ReviewHeadsprout
Headsprout
Yriondo Educational Resources
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
72% 72% 72%
61% 61%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 117Supplemental/Intervention Curriculum ReviewHeadsprout
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
Program: 118Supplemental/Intervention Curriculum ReviewHeadsprout
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 11 1 1 1
Total Points/Total Possible Points _________ / _________ = _________26 36 72%
Program: 119Supplemental/Intervention Curriculum ReviewHeadsprout
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 3 2 2
Total Points/Total Possible Points _________ / _________ = _________13.5 22 61%
Program: 120Supplemental/Intervention Curriculum ReviewHeadsprout
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 4 2
Program: 121Supplemental/Intervention Curriculum ReviewHeadsprout
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 1 4 3
Program: 122Supplemental/Intervention Curriculum ReviewHigh Frequency Word Vocabulary Kit
High Frequency Word Vocabulary Kit
Benchmark Education Company
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 123Supplemental/Intervention Curriculum ReviewHigh Frequency Word Vocabulary Kit
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 1 2 5
Program: 124Supplemental/Intervention Curriculum ReviewImages Theme Books
Images Theme Books
Great Source Education
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1997
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
13% 0% 0%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 125Supplemental/Intervention Curriculum ReviewImages Theme Books
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 1 7
Total Points/Total Possible Points _________ / _________ = _________2.5 20 13%
Program: 126Supplemental/Intervention Curriculum ReviewImages Theme Books
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
7
Program: 127Supplemental/Intervention Curriculum ReviewImages Theme Books
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 1 3
Program: 128Supplemental/Intervention Curriculum ReviewImages Theme Books
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
8
Total Points/Total Possible Points _________ / _________ = _________0 16 0%
Program: 129Supplemental/Intervention Curriculum ReviewImages Theme Books
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
9
Program: 130Supplemental/Intervention Curriculum ReviewImages Theme Books
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 7
Program: 131Supplemental/Intervention Curriculum ReviewImages Theme Books
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
8
Total Points/Total Possible Points _________ / _________ = _________0 16 0%
Program: 132Supplemental/Intervention Curriculum ReviewImages Theme Books
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
10
Program: 133Supplemental/Intervention Curriculum ReviewImages Theme Books
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 2 5
Program: 134Supplemental/Intervention Curriculum ReviewKaleidoscope (Level A)
Kaleidoscope (Level A)
SRA
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
80%
63%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 135Supplemental/Intervention Curriculum ReviewKaleidoscope (Level A)
Rating
Phonics Decoding
CriterionGrade
K 1 2 32 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
Program: 136Supplemental/Intervention Curriculum ReviewKaleidoscope (Level A)
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
8 5 1 2
Total Points/Total Possible Points _________ / _________ = _________25.5 32 80%
Program: 137Supplemental/Intervention Curriculum ReviewKaleidoscope (Level A)
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 2 2 2
Total Points/Total Possible Points _________ / _________ = _________10 16 63%
Program: 138Supplemental/Intervention Curriculum ReviewKaleidoscope (Level A)
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 5 1
Program: 139Supplemental/Intervention Curriculum ReviewKaleidoscope (Level A)
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 4 2
Program: 140Supplemental/Intervention Curriculum ReviewKaleidoscope (Level B)
Kaleidoscope (Level B)
SRA
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
78%
63%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 141Supplemental/Intervention Curriculum ReviewKaleidoscope (Level B)
Rating
Phonics Decoding
CriterionGrade
K 1 2 32 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
Program: 142Supplemental/Intervention Curriculum ReviewKaleidoscope (Level B)
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
7 7 1 2
Total Points/Total Possible Points _________ / _________ = _________26.5 34 78%
Program: 143Supplemental/Intervention Curriculum ReviewKaleidoscope (Level B)
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 2 2 2
Total Points/Total Possible Points _________ / _________ = _________10 16 63%
Program: 144Supplemental/Intervention Curriculum ReviewKaleidoscope (Level B)
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 5 2
Program: 145Supplemental/Intervention Curriculum ReviewKaleidoscope (Level B)
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 3 3 2
Program: 146Supplemental/Intervention Curriculum ReviewKid Phonics 1
Kid Phonics 1
Great Source Education
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1994-1995
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
38% 38%
Kindergarten First Grade Second Grade Third Grade
7% 7% 7%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 147Supplemental/Intervention Curriculum ReviewKid Phonics 1
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 2 4 2
Total Points/Total Possible Points _________ / _________ = _________7.5 20 38%
Program: 148Supplemental/Intervention Curriculum ReviewKid Phonics 1
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
Program: 149Supplemental/Intervention Curriculum ReviewKid Phonics 1
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 3 14
Total Points/Total Possible Points _________ / _________ = _________2.5 36 7%
Program: 150Supplemental/Intervention Curriculum ReviewKid Phonics 1
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 8
Program: 151Supplemental/Intervention Curriculum ReviewKid Phonics 2
Kid Phonics 2
Great Source Education
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1994-1995
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
22%
Kindergarten First Grade Second Grade Third Grade
16% 16% 16%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 152Supplemental/Intervention Curriculum ReviewKid Phonics 2
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 4 3
Total Points/Total Possible Points _________ / _________ = _________3.5 16 22%
Program: 153Supplemental/Intervention Curriculum ReviewKid Phonics 2
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
Program: 154Supplemental/Intervention Curriculum ReviewKid Phonics 2
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 4 11
Total Points/Total Possible Points _________ / _________ = _________6 38 16%
Program: 155Supplemental/Intervention Curriculum ReviewKid Phonics 2
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 8
Program: 156Supplemental/Intervention Curriculum ReviewKidCentered Learning Toolkit: Alphabet Study
KidCentered Learning Toolkit: Alphabet Study
Dominie Press, Inc.
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
10% 10%
Kindergarten First Grade Second Grade Third Grade
1% 1% 1%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 157Supplemental/Intervention Curriculum ReviewKidCentered Learning Toolkit: Alphabet Study
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 9
Total Points/Total Possible Points _________ / _________ = _________2 20 10%
Program: 158Supplemental/Intervention Curriculum ReviewKidCentered Learning Toolkit: Alphabet Study
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
Program: 159Supplemental/Intervention Curriculum ReviewKidCentered Learning Toolkit: Alphabet Study
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 17
Total Points/Total Possible Points _________ / _________ = _________.5 36 1%
Program: 160Supplemental/Intervention Curriculum ReviewKidCentered Tool Kit:Word Study
KidCentered Tool Kit:Word Study
Dominie Press, Inc.
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
20% 20%
Kindergarten First Grade Second Grade Third Grade
19% 19% 19%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 161Supplemental/Intervention Curriculum ReviewKidCentered Tool Kit:Word Study
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 4 4
Total Points/Total Possible Points _________ / _________ = _________4 20 20%
Program: 162Supplemental/Intervention Curriculum ReviewKidCentered Tool Kit:Word Study
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
Program: 163Supplemental/Intervention Curriculum ReviewKidCentered Tool Kit:Word Study
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 4 11
Total Points/Total Possible Points _________ / _________ = _________7 36 19%
Program: 164Supplemental/Intervention Curriculum ReviewLadders to Literacy
Ladders to Literacy
Paul H. Brookes
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1998
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
56%
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 165Supplemental/Intervention Curriculum ReviewLadders to Literacy
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 5 1
Total Points/Total Possible Points _________ / _________ = _________10 18 56%
Program: 166Supplemental/Intervention Curriculum ReviewLanguage! (2nd ed.)
Language! (2nd ed.)
Sopris West
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2000
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
56%
56%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 167Supplemental/Intervention Curriculum ReviewLanguage! (2nd ed.)
Rating
Phonics Decoding
CriterionGrade
K 1 2 32 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
Program: 168Supplemental/Intervention Curriculum ReviewLanguage! (2nd ed.)
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 8 5 3
Total Points/Total Possible Points _________ / _________ = _________19 34 56%
Program: 169Supplemental/Intervention Curriculum ReviewLanguage! (2nd ed.)
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 3 1 3
Total Points/Total Possible Points _________ / _________ = _________9 16 56%
Program: 170Supplemental/Intervention Curriculum ReviewLanguage! (2nd ed.)
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 2 2 4
Program: 171Supplemental/Intervention Curriculum ReviewLanguage! (2nd ed.)
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
5 4
Program: 172Supplemental/Intervention Curriculum ReviewLanguage for Learning
Language for Learning
SRA
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1999
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 173Supplemental/Intervention Curriculum ReviewLanguage for Learning
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 2 2 1
Program: 174Supplemental/Intervention Curriculum ReviewLanguage for Learning
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
6 4
Program: 175Supplemental/Intervention Curriculum ReviewLanguage for Thinking
Language for Thinking
SRA
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2002
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 176Supplemental/Intervention Curriculum ReviewLanguage for Thinking
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 2 3 2
Program: 177Supplemental/Intervention Curriculum ReviewLanguage for Thinking
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 5 3
Program: 178Supplemental/Intervention Curriculum ReviewLexia Strategies for Older Students (S.O.S.)
Lexia Strategies for Older Students (S.O.S.)
Lexia Learning Systems
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
46%
47%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 179Supplemental/Intervention Curriculum ReviewLexia Strategies for Older Students (S.O.S.)
Rating
Phonics Decoding
CriterionGrade
K 1 2 32 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
Program: 180Supplemental/Intervention Curriculum ReviewLexia Strategies for Older Students (S.O.S.)
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 7 1 4 4
Total Points/Total Possible Points _________ / _________ = _________15.5 34 46%
Program: 181Supplemental/Intervention Curriculum ReviewLexia Strategies for Older Students (S.O.S.)
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 3 1
Total Points/Total Possible Points _________ / _________ = _________7.5 16 47%
Program: 182Supplemental/Intervention Curriculum ReviewLexia Strategies for Older Students (S.O.S.)
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 7
Program: 183Supplemental/Intervention Curriculum ReviewLexia Strategies for Older Students (S.O.S.)
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 5
Program: 184Supplemental/Intervention Curriculum ReviewLittle Readers
Little Readers
Great Source Education Company
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1997
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
3%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 185Supplemental/Intervention Curriculum ReviewLittle Readers
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 9
Total Points/Total Possible Points _________ / _________ = _________.5 20 3%
Program: 186Supplemental/Intervention Curriculum ReviewLittle Readers
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
7
Program: 187Supplemental/Intervention Curriculum ReviewLittle Readers
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 1 1 2
Program: 188Supplemental/Intervention Curriculum ReviewMatchword
Matchword
Wright Group/McGraw Hill
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2001
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
10% 10%
Kindergarten First Grade Second Grade Third Grade
3% 3% 3% 3%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 189Supplemental/Intervention Curriculum ReviewMatchword
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 8
Total Points/Total Possible Points _________ / _________ = _________2 20 10%
Program: 190Supplemental/Intervention Curriculum ReviewMatchword
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
Program: 191Supplemental/Intervention Curriculum ReviewMatchword
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 17
Total Points/Total Possible Points _________ / _________ = _________1 38 3%
Program: 192Supplemental/Intervention Curriculum ReviewMatchword
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 9
Program: 193Supplemental/Intervention Curriculum ReviewMatchword
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
10
Program: 194Supplemental/Intervention Curriculum ReviewNext Steps
Next Steps
Great Source Education Group
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1999
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
21% 21% 21%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 195Supplemental/Intervention Curriculum ReviewNext Steps
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 6 5
Total Points/Total Possible Points _________ / _________ = _________5 24 21%
Program: 196Supplemental/Intervention Curriculum ReviewNext Steps
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 4 4
Program: 197Supplemental/Intervention Curriculum ReviewNext Steps
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 1 3 3
Program: 198Supplemental/Intervention Curriculum ReviewOpen Court Phonics Kits
Open Court Phonics Kits
SRA
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2000
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
81% 88%
Kindergarten First Grade Second Grade Third Grade
52% 77% 58% 53%
70% 72% 66%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 199Supplemental/Intervention Curriculum ReviewOpen Court Phonics Kits
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 3 2
Total Points/Total Possible Points _________ / _________ = _________14.5 18 81%
Program: 200Supplemental/Intervention Curriculum ReviewOpen Court Phonics Kits
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Program: 201Supplemental/Intervention Curriculum ReviewOpen Court Phonics Kits
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 4 2 1 3
Total Points/Total Possible Points _________ / _________ = _________12.5 24 52%
Program: 202Supplemental/Intervention Curriculum ReviewOpen Court Phonics Kits
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 4
Total Points/Total Possible Points _________ / _________ = _________14 16 88%
Program: 203Supplemental/Intervention Curriculum ReviewOpen Court Phonics Kits
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
Program: 204Supplemental/Intervention Curriculum ReviewOpen Court Phonics Kits
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
5 9 1 1
Total Points/Total Possible Points _________ / _________ = _________24.5 32 77%
Program: 205Supplemental/Intervention Curriculum ReviewOpen Court Phonics Kits
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 3 1 1 1
Total Points/Total Possible Points _________ / _________ = _________14 20 70%
Program: 206Supplemental/Intervention Curriculum ReviewOpen Court Phonics Kits
Rating
Phonics Decoding
CriterionGrade
K 1 2 32 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
Program: 207Supplemental/Intervention Curriculum ReviewOpen Court Phonics Kits
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 8 1 3 2
Total Points/Total Possible Points _________ / _________ = _________18.5 32 58%
Program: 208Supplemental/Intervention Curriculum ReviewOpen Court Phonics Kits
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 5 2
Total Points/Total Possible Points _________ / _________ = _________11.5 16 72%
Program: 209Supplemental/Intervention Curriculum ReviewOpen Court Phonics Kits
Rating
Phonics Decoding
CriterionGrade
K 1 2 32 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
Program: 210Supplemental/Intervention Curriculum ReviewOpen Court Phonics Kits
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 7 3 1 4
Total Points/Total Possible Points _________ / _________ = _________18 34 53%
Program: 211Supplemental/Intervention Curriculum ReviewOpen Court Phonics Kits
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 3 2
Total Points/Total Possible Points _________ / _________ = _________10.5 16 66%
Program: 212Supplemental/Intervention Curriculum ReviewOrbit Grade 3 Chapter Books
Orbit Grade 3 Chapter Books
Pacific Learning
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2000
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 213Supplemental/Intervention Curriculum ReviewOrbit Grade 3 Chapter Books
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 8
Program: 214Supplemental/Intervention Curriculum ReviewOrbit Grade 3 Chapter Books
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 3 4
Program: 215Supplemental/Intervention Curriculum ReviewOrbit Grade 3 Collections
Orbit Grade 3 Collections
Pacific Learning
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2001
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 216Supplemental/Intervention Curriculum ReviewOrbit Grade 3 Collections
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 4 5
Program: 217Supplemental/Intervention Curriculum ReviewOrbit Grade 3 Collections
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 5 2
Program: 218Supplemental/Intervention Curriculum ReviewOrbit Shared Reading (posters)
Orbit Shared Reading (posters)
Pacific Learning
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2001
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 219Supplemental/Intervention Curriculum ReviewOrbit Shared Reading (posters)
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
5 5
Program: 220Supplemental/Intervention Curriculum ReviewOrbit Shared Reading (posters)
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 3 4
Program: 221Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
Pacific Literacy Guided Reading
Pacific Learning
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2000
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
3% 3%
Kindergarten First Grade Second Grade Third Grade
10% 11% 13%
10% 13%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 222Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 8
Total Points/Total Possible Points _________ / _________ = _________.5 18 3%
Program: 223Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Program: 224Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 1 9
Total Points/Total Possible Points _________ / _________ = _________2.5 24 10%
Program: 225Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
7
Program: 226Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 4
Program: 227Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 7
Total Points/Total Possible Points _________ / _________ = _________.5 16 3%
Program: 228Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
Program: 229Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 5 10
Total Points/Total Possible Points _________ / _________ = _________3.5 32 11%
Program: 230Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 8
Total Points/Total Possible Points _________ / _________ = _________2 20 10%
Program: 231Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
7
Program: 232Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 3 1
Program: 233Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
Rating
Phonics Decoding
CriterionGrade
K 1 2 32 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
Program: 234Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 4 11
Total Points/Total Possible Points _________ / _________ = _________4 32 13%
Program: 235Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 6
Total Points/Total Possible Points _________ / _________ = _________2 16 13%
Program: 236Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 8
Program: 237Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 3 5
Program: 238Supplemental/Intervention Curriculum ReviewPacific Literacy Shared Reading
Pacific Literacy Shared Reading
Pacific Learning
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1997
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
8% 8%
Kindergarten First Grade Second Grade Third Grade
6% 6% 6%
14% 14%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 239Supplemental/Intervention Curriculum ReviewPacific Literacy Shared Reading
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 7
Total Points/Total Possible Points _________ / _________ = _________1.5 20 8%
Program: 240Supplemental/Intervention Curriculum ReviewPacific Literacy Shared Reading
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
Program: 241Supplemental/Intervention Curriculum ReviewPacific Literacy Shared Reading
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 15
Total Points/Total Possible Points _________ / _________ = _________2 36 6%
Program: 242Supplemental/Intervention Curriculum ReviewPacific Literacy Shared Reading
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 4 6
Total Points/Total Possible Points _________ / _________ = _________3 22 14%
Program: 243Supplemental/Intervention Curriculum ReviewPacific Literacy Shared Reading
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 6
Program: 244Supplemental/Intervention Curriculum ReviewPacific Literacy Shared Reading
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 3 5
Program: 245Supplemental/Intervention Curriculum ReviewPhonemic Awareness in Young Children
Phonemic Awareness in Young Children
Paul H. Brookes
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1998
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
75% 75%
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 246Supplemental/Intervention Curriculum ReviewPhonemic Awareness in Young Children
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
6 2 2
Total Points/Total Possible Points _________ / _________ = _________15 20 75%
Program: 247Supplemental/Intervention Curriculum ReviewPhonicsQ: The Complete Cueing System
PhonicsQ: The Complete Cueing System
PhonicsQ
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
5% 5%
Kindergarten First Grade Second Grade Third Grade
8% 8% 8% 8%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 248Supplemental/Intervention Curriculum ReviewPhonicsQ: The Complete Cueing System
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 8
Total Points/Total Possible Points _________ / _________ = _________1 20 5%
Program: 249Supplemental/Intervention Curriculum ReviewPhonicsQ: The Complete Cueing System
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
Program: 250Supplemental/Intervention Curriculum ReviewPhonicsQ: The Complete Cueing System
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 4 14
Total Points/Total Possible Points _________ / _________ = _________3 38 8%
Program: 251Supplemental/Intervention Curriculum ReviewPM Plus Readers
PM Plus Readers
Rigby
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2000
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
21% 21% 21%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 252Supplemental/Intervention Curriculum ReviewPM Plus Readers
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 1 8
Total Points/Total Possible Points _________ / _________ = _________5 24 21%
Program: 253Supplemental/Intervention Curriculum ReviewPM Plus Readers
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 3 5
Program: 254Supplemental/Intervention Curriculum ReviewPrimary Phonics
Primary Phonics
Educators Publishing Service
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2001
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
32% 32% 32%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 255Supplemental/Intervention Curriculum ReviewPrimary Phonics
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
Program: 256Supplemental/Intervention Curriculum ReviewPrimary Phonics
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
10 3 5
Total Points/Total Possible Points _________ / _________ = _________11.5 36 32%
Program: 257Supplemental/Intervention Curriculum ReviewQuick Reads
Quick Reads
Pearson Learning Group
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
53% 53%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 258Supplemental/Intervention Curriculum ReviewQuick Reads
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 1 2 3
Total Points/Total Possible Points _________ / _________ = _________9.5 18 53%
Program: 259Supplemental/Intervention Curriculum ReviewQuick Reads
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 1 5
Program: 260Supplemental/Intervention Curriculum ReviewQuick Reads Technology Edition
Quick Reads Technology Edition
Pearson Learning Group
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
56% 56%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 261Supplemental/Intervention Curriculum ReviewQuick Reads Technology Edition
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 1 1 3
Total Points/Total Possible Points _________ / _________ = _________10 18 56%
Program: 262Supplemental/Intervention Curriculum ReviewQuick Reads Technology Edition
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 6
Program: 263Supplemental/Intervention Curriculum ReviewRead Naturally
Read Naturally
Read Naturally
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2000
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
92% 92% 92%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 264Supplemental/Intervention Curriculum ReviewRead Naturally
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
8 4
Total Points/Total Possible Points _________ / _________ = _________22 24 92%
Program: 265Supplemental/Intervention Curriculum ReviewRead Well
Read Well
Sopris West
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2004
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
91%
Kindergarten First Grade Second Grade Third Grade
94%
100%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 266Supplemental/Intervention Curriculum ReviewRead Well
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
5 3
Total Points/Total Possible Points _________ / _________ = _________14.5 16 91%
Program: 267Supplemental/Intervention Curriculum ReviewRead Well
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
Program: 268Supplemental/Intervention Curriculum ReviewRead Well
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
12 4
Total Points/Total Possible Points _________ / _________ = _________30 32 94%
Program: 269Supplemental/Intervention Curriculum ReviewRead Well
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
10
Total Points/Total Possible Points _________ / _________ = _________20 20 100%
Program: 270Supplemental/Intervention Curriculum ReviewRead Well
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 1 3
Program: 271Supplemental/Intervention Curriculum ReviewRead Well
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 4
Program: 272Supplemental/Intervention Curriculum ReviewRead Well (K)
Read Well (K)
Sopris West
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2004
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
97%
Kindergarten First Grade Second Grade Third Grade
92%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 273Supplemental/Intervention Curriculum ReviewRead Well (K)
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
8 1
Total Points/Total Possible Points _________ / _________ = _________17.5 18 97%
Program: 274Supplemental/Intervention Curriculum ReviewRead Well (K)
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Program: 275Supplemental/Intervention Curriculum ReviewRead Well (K)
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
8 4
Total Points/Total Possible Points _________ / _________ = _________22 24 92%
Program: 276Supplemental/Intervention Curriculum ReviewRead Well (K)
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 1 3
Program: 277Supplemental/Intervention Curriculum ReviewRead Well (K)
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 2
Program: 278Supplemental/Intervention Curriculum ReviewReader’s Theater (Kit 1)
Reader’s Theater (Kit 1)
Benchmark Education Company
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
21% 21% 21%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 279Supplemental/Intervention Curriculum ReviewReader’s Theater (Kit 1)
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 1 2 7
Total Points/Total Possible Points _________ / _________ = _________5 24 21%
Program: 280Supplemental/Intervention Curriculum ReviewReader’s Theater (Kit 1)
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 1 7
Program: 281Supplemental/Intervention Curriculum ReviewReader’s Theater (Kit 2)
Reader’s Theater (Kit 2)
Benchmark Education
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2004
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
10% 10% 10%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 282Supplemental/Intervention Curriculum ReviewReader’s Theater (Kit 2)
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 9
Total Points/Total Possible Points _________ / _________ = _________2.5 24 10%
Program: 283Supplemental/Intervention Curriculum ReviewReader’s Theater (Kit 2)
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 3 5
Program: 284Supplemental/Intervention Curriculum ReviewReading Explorers Pathfinders Tutoring Kit
Reading Explorers Pathfinders Tutoring Kit
Benchmark Education Company
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2001
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
23% 23%
Kindergarten First Grade Second Grade Third Grade
36% 36% 36% 36%
21% 21% 21%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 285Supplemental/Intervention Curriculum ReviewReading Explorers Pathfinders Tutoring Kit
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 2 5
Total Points/Total Possible Points _________ / _________ = _________4.5 20 23%
Program: 286Supplemental/Intervention Curriculum ReviewReading Explorers Pathfinders Tutoring Kit
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
Program: 287Supplemental/Intervention Curriculum ReviewReading Explorers Pathfinders Tutoring Kit
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 1 1 6 7
Total Points/Total Possible Points _________ / _________ = _________13.5 38 36%
Program: 288Supplemental/Intervention Curriculum ReviewReading Explorers Pathfinders Tutoring Kit
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 1 2 7
Total Points/Total Possible Points _________ / _________ = _________5 24 21%
Program: 289Supplemental/Intervention Curriculum ReviewReading Explorers Pathfinders Tutoring Kit
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 1 2 4
Program: 290Supplemental/Intervention Curriculum ReviewReading Explorers Pathfinders Tutoring Kit
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 3 2 4
Program: 291Supplemental/Intervention Curriculum ReviewReading Mastery Classic I
Reading Mastery Classic I
SRA
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
93% 93%
Kindergarten First Grade Second Grade Third Grade
89% 89%
85%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 292Supplemental/Intervention Curriculum ReviewReading Mastery Classic I
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
8 1 1
Total Points/Total Possible Points _________ / _________ = _________18.5 20 93%
Program: 293Supplemental/Intervention Curriculum ReviewReading Mastery Classic I
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
Program: 294Supplemental/Intervention Curriculum ReviewReading Mastery Classic I
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
14 1 1
Total Points/Total Possible Points _________ / _________ = _________28.5 32 89%
Program: 295Supplemental/Intervention Curriculum ReviewReading Mastery Classic I
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
6 2 2
Total Points/Total Possible Points _________ / _________ = _________17 20 85%
Program: 296Supplemental/Intervention Curriculum ReviewReading Mastery Classic I
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 4
Program: 297Supplemental/Intervention Curriculum ReviewReading Mastery Classic I
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 5
Program: 298Supplemental/Intervention Curriculum ReviewReading Mastery Classic II
Reading Mastery Classic II
SRA
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
82% 82%
84% 84%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 299Supplemental/Intervention Curriculum ReviewReading Mastery Classic II
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
Program: 300Supplemental/Intervention Curriculum ReviewReading Mastery Classic II
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
10 5 1 2
Total Points/Total Possible Points _________ / _________ = _________29.5 36 82%
Program: 301Supplemental/Intervention Curriculum ReviewReading Mastery Classic II
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
5 5 1
Total Points/Total Possible Points _________ / _________ = _________18.5 22 84%
Program: 302Supplemental/Intervention Curriculum ReviewReading Mastery Classic II
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 7
Program: 303Supplemental/Intervention Curriculum ReviewReading Mastery Classic II
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 9
Program: 304Supplemental/Intervention Curriculum ReviewReading Mastery Fast Cycle
Reading Mastery Fast Cycle
SRA
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
84%
Kindergarten First Grade Second Grade Third Grade
96% 96%
89% 89%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 305Supplemental/Intervention Curriculum ReviewReading Mastery Fast Cycle
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 5
Total Points/Total Possible Points _________ / _________ = _________13.5 16 84%
Program: 306Supplemental/Intervention Curriculum ReviewReading Mastery Fast Cycle
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
Program: 307Supplemental/Intervention Curriculum ReviewReading Mastery Fast Cycle
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
15 3
Total Points/Total Possible Points _________ / _________ = _________34.5 36 96%
Program: 308Supplemental/Intervention Curriculum ReviewReading Mastery Fast Cycle
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
7 3 1
Total Points/Total Possible Points _________ / _________ = _________19.5 22 89%
Program: 309Supplemental/Intervention Curriculum ReviewReading Mastery Fast Cycle
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 7
Program: 310Supplemental/Intervention Curriculum ReviewReading Mastery Fast Cycle
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 9
Program: 311Supplemental/Intervention Curriculum ReviewRigby Focus
Rigby Focus
Rigby
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2002
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
5% 6%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 312Supplemental/Intervention Curriculum ReviewRigby Focus
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 1 3
Program: 313Supplemental/Intervention Curriculum ReviewRigby Focus
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 9
Total Points/Total Possible Points _________ / _________ = _________1 20 5%
Program: 314Supplemental/Intervention Curriculum ReviewRigby Focus
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 1 3
Program: 315Supplemental/Intervention Curriculum ReviewRigby Focus
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 7
Total Points/Total Possible Points _________ / _________ = _________1 16 6%
Program: 316Supplemental/Intervention Curriculum ReviewRigby Focus
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 1 5
Program: 317Supplemental/Intervention Curriculum ReviewRoad to the Code
Road to the Code
Paul H. Brookes
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2000
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
80% 80%
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 318Supplemental/Intervention Curriculum ReviewRoad to the Code
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
5 4 1
Total Points/Total Possible Points _________ / _________ = _________16 20 80%
Program: 319Supplemental/Intervention Curriculum ReviewSails Literacy Series
Sails Literacy Series
Rigby
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2002
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
46% 46% 46%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 320Supplemental/Intervention Curriculum ReviewSails Literacy Series
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 2 2 4
Total Points/Total Possible Points _________ / _________ = _________11 24 46%
Program: 321Supplemental/Intervention Curriculum ReviewSails Literacy Series
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 8
Program: 322Supplemental/Intervention Curriculum ReviewShutterbug Books
Shutterbug Books
Steck-Vaughn
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 323Supplemental/Intervention Curriculum ReviewShutterbug Books
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 7
Program: 324Supplemental/Intervention Curriculum ReviewShutterbug Books
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 4 4
Program: 325Supplemental/Intervention Curriculum ReviewSoar to Success
Soar to Success
Houghton Mifflin
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2001
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
47%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 326Supplemental/Intervention Curriculum ReviewSoar to Success
Rating
Phonics Decoding
CriterionGrade
K 1 2 32 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
Program: 327Supplemental/Intervention Curriculum ReviewSoar to Success
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 4 1 2 6
Total Points/Total Possible Points _________ / _________ = _________16 34 47%
Program: 328Supplemental/Intervention Curriculum ReviewSoar to Success
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 2 1 1 2
Program: 329Supplemental/Intervention Curriculum ReviewStart Up Phonics Kit
Start Up Phonics Kit
Benchmark Education Company
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2004
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
65% 65%
Kindergarten First Grade Second Grade Third Grade
58% 58% 58% 58%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 330Supplemental/Intervention Curriculum ReviewStart Up Phonics Kit
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 5 3
Total Points/Total Possible Points _________ / _________ = _________13 20 65%
Program: 331Supplemental/Intervention Curriculum ReviewStart Up Phonics Kit
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
Program: 332Supplemental/Intervention Curriculum ReviewStart Up Phonics Kit
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
6 6 1 6
Total Points/Total Possible Points _________ / _________ = _________22 38 58%
Program: 333Supplemental/Intervention Curriculum ReviewStoryteller Guided Reading
Storyteller Guided Reading
Wright Group/McGraw Hill
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
17% 17% 17%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 334Supplemental/Intervention Curriculum ReviewStoryteller Guided Reading
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 3 7
Total Points/Total Possible Points _________ / _________ = _________4 24 17%
Program: 335Supplemental/Intervention Curriculum ReviewStoryteller Guided Reading
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 1 4 2
Program: 336Supplemental/Intervention Curriculum ReviewSuper QAR
Super QAR
Wright Group/McGraw Hill
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2002
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 337Supplemental/Intervention Curriculum ReviewSuper QAR
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 2 1
Program: 338Supplemental/Intervention Curriculum ReviewSuper QAR
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 4 3
Program: 339Supplemental/Intervention Curriculum ReviewSuper QAR
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 3 5
Program: 340Supplemental/Intervention Curriculum ReviewThe Wright Skills
The Wright Skills
Wright Group/McGraw Hill
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2000
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
70% 70%
Kindergarten First Grade Second Grade Third Grade
71% 71% 71% 71%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 341Supplemental/Intervention Curriculum ReviewThe Wright Skills
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 6 1 1
Total Points/Total Possible Points _________ / _________ = _________14 20 70%
Program: 342Supplemental/Intervention Curriculum ReviewThe Wright Skills
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
Program: 343Supplemental/Intervention Curriculum ReviewThe Wright Skills
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
6 7 4 1 1
Total Points/Total Possible Points _________ / _________ = _________27 38 71%
Program: 344Supplemental/Intervention Curriculum ReviewTIME for Kids Exploring Nonfiction Reading in the Content Areas
TIME for Kids Exploring Nonfiction Reading in theContent AreasTeacher Created Materials
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2002
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
5% 3% 3%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 345Supplemental/Intervention Curriculum ReviewTIME for Kids Exploring Nonfiction Reading in the Content Areas
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 3 1 2
Program: 346Supplemental/Intervention Curriculum ReviewTIME for Kids Exploring Nonfiction Reading in the Content Areas
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 2 2
Program: 347Supplemental/Intervention Curriculum ReviewTIME for Kids Exploring Nonfiction Reading in the Content Areas
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 8
Total Points/Total Possible Points _________ / _________ = _________1 20 5%
Program: 348Supplemental/Intervention Curriculum ReviewTIME for Kids Exploring Nonfiction Reading in the Content Areas
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 2 2
Program: 349Supplemental/Intervention Curriculum ReviewTIME for Kids Exploring Nonfiction Reading in the Content Areas
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 2 2
Program: 350Supplemental/Intervention Curriculum ReviewTIME for Kids Exploring Nonfiction Reading in the Content Areas
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 7
Total Points/Total Possible Points _________ / _________ = _________.5 16 3%
Program: 351Supplemental/Intervention Curriculum ReviewTIME for Kids Exploring Nonfiction Reading in the Content Areas
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 6 2
Program: 352Supplemental/Intervention Curriculum ReviewTIME for Kids Exploring Nonfiction Reading in the Content Areas
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 5 1
Program: 353Supplemental/Intervention Curriculum ReviewTIME for Kids Exploring Nonfiction Reading in the Content Areas
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 7
Total Points/Total Possible Points _________ / _________ = _________.5 16 3%
Program: 354Supplemental/Intervention Curriculum ReviewTIME for Kids Exploring Nonfiction Reading in the Content Areas
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 5 3
Program: 355Supplemental/Intervention Curriculum ReviewTIME for Kids Exploring Nonfiction Reading in the Content Areas
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 3 3 1
Program: 356Supplemental/Intervention Curriculum ReviewTouchphonics
Touchphonics
Educators Publishing Service
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1999
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
76% 76% 76% 76%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 357Supplemental/Intervention Curriculum ReviewTouchphonics
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
Program: 358Supplemental/Intervention Curriculum ReviewTouchphonics
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
7 8 3 1
Total Points/Total Possible Points _________ / _________ = _________29 38 76%
Program: 359Supplemental/Intervention Curriculum ReviewVocabulary for Achievement
Vocabulary for Achievement
Great Source Education
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2001
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 360Supplemental/Intervention Curriculum ReviewVocabulary for Achievement
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
5 1 3 1
Program: 361Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
Voyager Extended Day Progarm
Voyager Expanded Learning
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2002
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
81%
Kindergarten First Grade Second Grade Third Grade
52% 25% 25%
40% 9% 22%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 362Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 3 1
Total Points/Total Possible Points _________ / _________ = _________13 16 81%
Program: 363Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
Program: 364Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 6 2 7
Total Points/Total Possible Points _________ / _________ = _________16.5 32 52%
Program: 365Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 1 4 2
Total Points/Total Possible Points _________ / _________ = _________8 20 40%
Program: 366Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 3
Program: 367Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 3
Program: 368Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
Rating
Phonics Decoding
CriterionGrade
K 1 2 32 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
Program: 369Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 8 5
Total Points/Total Possible Points _________ / _________ = _________8 32 25%
Program: 370Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 5
Total Points/Total Possible Points _________ / _________ = _________1.5 16 9%
Program: 371Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 1 4 2
Program: 372Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 5 1 1
Program: 373Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
Rating
Phonics Decoding
CriterionGrade
K 1 2 32 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
Program: 374Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 12 3
Total Points/Total Possible Points _________ / _________ = _________8.5 34 25%
Program: 375Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 3 3
Total Points/Total Possible Points _________ / _________ = _________3.5 16 22%
Program: 376Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 4 3 2
Program: 377Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 4 1 1
Program: 378Supplemental/Intervention Curriculum ReviewVoyager Passport
Voyager Passport
Voyager Expanded Learning
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2004
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
92% 97%
Kindergarten First Grade Second Grade Third Grade
90% 92% 75% 81%
80% 91% 63%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 379Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
7 1 1
Total Points/Total Possible Points _________ / _________ = _________16.5 18 92%
Program: 380Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Program: 381Supplemental/Intervention Curriculum ReviewVoyager Passport
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
7 5
Total Points/Total Possible Points _________ / _________ = _________21.5 24 90%
Program: 382Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 2 1
Program: 383Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 2 2
Program: 384Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
7 1
Total Points/Total Possible Points _________ / _________ = _________15.5 16 97%
Program: 385Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
Program: 386Supplemental/Intervention Curriculum ReviewVoyager Passport
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
11 5
Total Points/Total Possible Points _________ / _________ = _________29.5 32 92%
Program: 387Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
5 2 3
Total Points/Total Possible Points _________ / _________ = _________16 20 80%
Program: 388Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 5 1
Program: 389Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 3 1
Program: 390Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Phonics Decoding
CriterionGrade
K 1 2 32 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
Program: 391Supplemental/Intervention Curriculum ReviewVoyager Passport
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
7 5 2 1 1
Total Points/Total Possible Points _________ / _________ = _________24 32 75%
Program: 392Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
6 1 1
Total Points/Total Possible Points _________ / _________ = _________14.5 16 91%
Program: 393Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 4 1 3
Program: 394Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 1 3 2
Program: 395Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Phonics Decoding
CriterionGrade
K 1 2 32 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
Program: 396Supplemental/Intervention Curriculum ReviewVoyager Passport
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
10 4 1 1 1
Total Points/Total Possible Points _________ / _________ = _________27.5 34 81%
Program: 397Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 4 1 2
Total Points/Total Possible Points _________ / _________ = _________10 16 63%
Program: 398Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
5 1 2 2
Program: 399Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
5 3 1
Program: 400Supplemental/Intervention Curriculum ReviewWords at Work
Words at Work
Pacific Learning
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2000
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
20% 20%
Kindergarten First Grade Second Grade Third Grade
13% 13% 13%
Phonemic Awareness
Phonics
Fluency
Type of Program:
Program: 401Supplemental/Intervention Curriculum ReviewWords at Work
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 4 4
Total Points/Total Possible Points _________ / _________ = _________4 20 20%
Program: 402Supplemental/Intervention Curriculum ReviewWords at Work
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
Program: 403Supplemental/Intervention Curriculum ReviewWords at Work
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 6 11
Total Points/Total Possible Points _________ / _________ = _________4.5 36 13%
Program: 404Supplemental/Intervention Curriculum ReviewWords at Work
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 1 6