FINAL (R) (A) Savvas MyView 2020 C

READ Act
Request for Advisory List Submissions

Part II - Program Review
Core Instructional Programming
2021-2022
The Colorado Reading to Ensure Academic Development Act (READ Act) requires the Colorado Department of Education to create an advisory list of
evidence-based or scientifically based instructional programming in reading (C.R.C., 22-7-1209). Part 2 of the process to create an advisory list of
programs involves the use of rubrics to evaluate core, supplemental and intervention program materials. A separate rubric is used for each type of
instructional program.
These rubrics are designed for reviewing programs that teach students to read in English. If a program is teaching reading in another language, the
scope and sequence for learning to read in that language must be considered.
Core Programming: A comprehensive program used to teach initial and differentiated instruction in the regular classroom. Core reading programs
typically encompass both content (curriculum) and strategies (instruction) for teaching the included domains and skills. They provide the instructional
priorities, sequence, delivery methods, and materials to articulate how to teach students so they will achieve grade level standards.
Supplemental Programming: A program selected to supplement core reading instruction when the core program doesn’t provide enough instruction or
practice in key areas to meet student needs.
Intervention Programming: A program designed to provide scientifically-based, high-quality instruction for students who are below proficient in
reading.
The core, supplemental, and intervention programs will be reviewed in two phases. In Phase 1, expert reviewers will evaluate programs on the key
elements and features of scientifically-based reading instruction, including:
• research alignment
• explicit instruction
• sequential instruction
• systematic and cumulative instruction
• coordinated components
• related elements
January 2022 Core Program Rubric Introduction

Programs that meet criteria in Phase 1 will move on to Phase 2. The Phase 2 review involves evaluating the extent to which programs implement
effective instructional practices for teaching the essential early literacy skills:
• phonemic awareness
• vocabulary
• phonics
• oral reading fluency
• reading comprehension
The criteria for each grade are organized into sections based on the essential early literacy skills.
Core Programming will recommended for each grade level which meets the phase 2 rubric criteria.
January 2022 Core Program Rubric Introduction

Rating Definitions for Core Programming
Fully Met or Met

Items marked as Fully Met should have evidence of all components of the criteria throughout the program. Reviewers are encouraged to
note evidence and feedback for the publisher.
Items marked as Fully Met or Met will receive a score of 1.
Partially Met
Items should be marked as Partially Met when some aspect of the criteria is met but others are not, and/or the criteria is met in one part
of the program but not met in others. Reviewers are encouraged to note evidence and feedback for the publisher.
Items marked as Partially Met will receive a score of 0.5.
Not Met
Items are marked as Not Met when no evidence of the criteria could be found in the program materials submitted by the publisher, or
when there is evidence of a practice that is contrary to the criteria. Reviewers should note feedback for the publisher.
Items marked Not met will receive a score of 0.
January 2022 Core Program Rubric Rating Definitions

Core Program Review Rubric
Phase 1: Required Features of Scientifically-Based or Evidence Based Core Reading Programs
Section 1: Research Alignment - The program reflects current

and confirmed research in reading and cognitive science.
Rating Evidence/Feedback Score
Must receive one point for each criterion in Section 1 in order
to move forward to Phase 2 review.
ESSA level 4 evidence and supporting

documentation was included. The independent
For the grades for which the program is submitted, the research group JEM & R to conduct a one-unit
1 program must include evidence of alignment to ESSA Evidence Met formative field test of its myView English 1
Level 1, 2, 3 or 4. If Level 4, then a logic model must be Language Arts program.
submitted.
The myView Foundational Research Evidence

Base book describes the Gradual Release model,
Brain Research, The Simple View of Reading
The program provides evidence of grounding in conceptual (Gough & Tumner), Scarborough's Rope,
research and theoretical models with reference to research Reciprocity of Writing and Reading, explicit and
articles and websites. If the program is constructed for systematic instruction, differentiation, and
2 Met 1
learning to read in a language other than English, a conceptual multimodal learning.
model and research foundation, as well as evidence that it is
not merely a translation of an English program is provided.
Evidence of instruction in each of the five

There is an obvious emphasis on teaching and learning the five components throughout the program was
3 essential early literacy skills. Met provided. 1
Evidence was provided that supports this

The program reflects the understanding that reading is a criterion.
4 language-based skill and learning to read depends on mapping Met 1
sounds to print.
January 2022 Core Program Rubric Phase 1

Word recognition is explicitly taught through relating sounds As letter-sound relationships are taught in
isolation, students are also taught to blend the
5 to letters, and not visual memory, guessing, the shape of the Met sounds to decode words. 1
word, or the use of context clues to decode words.
Total Met Section 1: 5

All points needed to move to Phase 2 review. out of 5
Section 2: Explicit Instruction – Students are introduced to Rating Evidence/Feedback Score

the new skill before they are asked to perform it.
The Reading Routines Companion includes the
Science of learning to read, explicit systematic
routines, phonological and phonemic awareness
Lessons include instructional routines and/or scripts that note routines, phonics routines, fluency routines, and
what the teacher should say, include a step-by-step sequence, comprehension routines. It should be noted that
1 include procedures, and consistent academic language and Met in the absence of this supplemental handbook 1
vocabulary that relates back to grade level outcomes and the lessons in the teacher's editions alone do not
standards. meet this criterion in each of the essential
literacy skills.
Explicit and systematic routines are provided in

the Reading Routines Companion. However, it
Routines include language for the teacher to introduce, define should be noted that lessons within the Teacher's
2 or explain new skills through demonstration and modeling Met Editions alone only minimally meet this criteria. 1
before students are asked to perform the skills.
Explicit and systematic routines multiple

opportunities for students to practice and receive
corrective feedback are provided in the
There are multiple opportunities for students to practice new supplementary materials. It should be noted that
3 skills with instructions for the teacher to give immediate Met the Teacher's Edition alone does not provide 1
corrective feedback. ample opportunities for practice or instructions
for corrective feedback.

out of 3

Section 3: Sequential Instruction - There is a detailed scope
and sequence including a list of specific skills taught, a
sequence for teaching the skills over the course of the year, Rating Evidence/Feedback Score
and a timeline showing when skills are taught (by week,
month, unit).
Program includes documentation of and evidence

of skill being taught (by week, month, unit), the
sequence, and a timeline is noted by grade level.
The scope and sequence for a skill within a grade shows a However, in some grades the progression of skills
(i.e. phonemic awareness skills) does not follow a
1 clear progression from easier to harder, and is appropriate for Not met clear sequence. 0
the grade for which the program is designed.
In general this criterion is met; however, in some

instances certain essential skills are spiraled in a
way that does not provide adequate practice
Advanced skills are not introduced before students have been before moving to a more difficult task (e.g.
2 taught pre-requisite skills. Met 1
phonemic awareness).
The foundational skills Scope & Sequence shows

when skills are taught across grades K-3.
3 The scope and sequence at each grade level articulates when
skills are taught across grades. Met 1

out of 3
Section 4: Systematic & Cumulative Instruction – The

structured lesson format includes a plan, procedure, or Rating Evidence/Feedback Score
routine that is carried through the sequence of teaching
skills.

Clear and consistent lesson formats are
provided in the Reading Routines
Companion; however, the Teacher's Edition
A clear and consistent lesson format is present in program lacks clear lesson structures in many places
1 lessons for each of the five foundational skill areas at each Met and used alone would not meet this criterion. 1
grade.
Each Unit has a suggested weekly plan with

There is a daily schedule of lessons noting suggestions for the suggested daily times for foundational skills
length of lessons and units. There is a daily schedule of lessons instruction.
2 noting suggestions for the length of time dedicated to each of Met 1
the foundational skill areas that is consistent across lessons
and units.
Time is spent in whole group and small group formats, with Evidence provided of whole group and
3 the majority of instruction delivered in small, flexible, skill- Met differentiated small group instruction daily. 1
based groups.
Independent or group practice occurs after teacher-led Evidence provided that students are
4 instruction on the essential skills, not before the teacher-led Met instructed prior to practicing new skills. 1
instruction and not without it or instead of it.
Clear instructional routines are provided in
the supplemental texts but are not provided
within the main teacher's editions for many
Lessons include instructional routines, noting what the teacher essential skills. This criterion is met only
when considering the evidence in the
5 should say, which includes a step-by-step sequence, Met supplementary resources (such as the 1
procedures, and consistent language across lessons and
grades. Reading Routines Companion).
The teacher's manual does not provide clear

and explicit directions for teaching many of
the essential skills. The Reading Routines
The teacher manual(s) include directions for how to Companion and intervention book provide
implement lessons (e.g., materials, target skill, script or these directions, but are not clearly
6 Not met 0
wording for how to teach, examples to use, specific content referenced within the Teacher's Edition.
such as word lists or book list).

7 High-priority skills are cumulatively reviewed. Met 1

out of 7
Section 5: Coordinated Components - Elements of the

program are clearly linked.
Skills are introduced in whole group, carried
through small group, and supported with
daily independent or group practice. More
structured and explicit routines are provided
in the supplementary handbooks than are
provided in the Teacher's Editions. There is
The same routines, terminology, and procedures are used little reference within the Teacher's Editions
1 across skill areas and over time. Met 1
to promote use of these more explicit
resources day to day.
myView Literacy begins reading instruction

by teaching alphabetic awareness and
concepts of print. Students learn to recognize
and name letters and match upper- and
lowercase letters. They progress from
concepts of print to phonics where they
There is a clear link between foundational skills and higher distinguish letters from words, identify
order skills. Skills are integrated across areas (e.g. phonemic patterns in words, and finally use letter-
2 Met 1
awareness and phonics, phonemic awareness and oral sound relationships to decode words and
language). construct meaning when words are joined in
connected text.

Each lesson provides lessons and materials
Lessons and materials are available for differentiating for targeted instruction for ELL: Emerging,
Developing, and Expanding/Bridging and for
3 instruction for students who are struggling or need Met struggling students as well as enrichment. 1
enrichment, in the core program and in supplemental
programs.
Teacher-Led Options include supports for

Strategy Groups and Acceleration Groups.
Teachers can access reteaching and/or
Differentiation and support are provided for supporting extension in the above-mentioned resources,
4 English Learners, students who are struggling, and those who Met including myFocus Intervention and the 1
need acceleration. Language Awareness Handbook.

out of 4
Section 6: Related Elements – The program contains

features that are optimal for delivering effective instruction.
The Assessment overview for each grade

includes Baseline Testing, Unit testing,
Middle-Of-Year Testing, and Summative End-
Assessment OF-Year Testing. Each Unit of each grade
· Formative (e.g., progress monitoring) level includes formative assessments,
1 · Summative (e.g., unit tests) Met progress check-ups, cold reads, and project- 1
· Framework for data-based decision making based inquiry application and assessments.

Environment
· Classroom management to support small group
2 instruction Met 1
· Motivation for students (e.g., built-in choice,
charts/graphs of progress, immediate feedback on progress)
Program includes a correlations companion

that creates a crosswalk between myView
Literacy Common Core 2020 Enhanced
Version and the Kindergarten Reading
Routines Companion to the Colorado
3 Explicit links to state standards and grade level expectations. Met Academic Standards 2020 for Reading, 1
Writing, and Communicating, Kindergarten.

out of 3
Rating Summary
Total Points Criteria

To move forward, a program must be marked as "Met" in all criteria in Section 1 as well as receive a score of 20 points or higher.
23 20-25 points = program moves to Phase 2
out of 25 points 0-19 points = program doesn't move to Phase 2
Decision
20-25 points = program moves to Phase 2

Phase 2: Required Instructional Practices for Teaching Essential Early Literacy Skills
Kindergarten
Section 1: Phonological and Phonemic Awareness

In the core instructional program… Rating Evidence/Feedback Score
Original Rating: Partially Met

a detailed scope and sequence of phonological and phonemic
awareness skills progresses from easier (e.g., blending Original Comment: The progression is from easier to more complex,
but the pacing does not provide adequate practice of the skill before
1 compound words or segmenting onset-rime) to more difficult Fully met moving to the next skill. Skills spiral. 1
(e.g., segmenting phonemes), culminating in advanced skills
such as addition, deletion and substitution of phonemes
Appeal Rating: Fully Met
new skills are explicitly modeled using multiple unambiguous

examples, where the new skill is introduced, defined and/or
2 explained, a model or demonstration is provided, students are Fully met 1
given opportunity to practice orally with immediate corrective
feedback
students are taught strategies to demonstrate and practice

3 how sounds are connected to letters (e.g. phoneme-grapheme Fully met 1
mapping) (working toward understanding of the alphabetic
principle)
4 students analyze spoken words at the phoneme level, Fully met 1

including segmenting individual phonemes
movement and/or manipulatives are used to make sounds in
5 Fully met 1
words concrete
Original Rating: Fully Met

Original Comment: Week 1: Day 1 initial sound, day 3 final sound.
the order of attention to phonemes in three-phoneme words Week 2 day 1 middle sounds. Week 4 Day 1 Middle sounds, Day 3
6 is first sound, last sound, middle sound Fully met initial and Final sounds. Limited amount of time to practice initial and 1
final sounds before they move on to middle.
January 2022 Core Program Rubric: Phase 2 Kindergarten

Original Comment: Instruction for phonological skills occurs 3 times a
week instead of daily. The scope and sequence addresses high
priority skills; however, there is not enough time and practice
instructional time is focused on high priority skills such as provided.
7 isolating beginning phoneme, blending, segmenting and Fully met Appeal Rating: Fully Met 1
manipulating phonemes
Appeal Comments: The submitted appeal evidence states,
"Instruction in phonological awareness occurs three times per week
in the Teacher's Edition specifically. However, teachers are
encouraged to use the Reading Routines Companion in tandem with
their Teacher's Edition and to ensure that Phonological Awareness
skills are modeled daily."

students are taught to blend and segment phonemes in Original Comment: Reviewers were unable to locate 4 and 5
8 three-, four- and five-phoneme words Fully met phoneme words used to practice blending and segmenting. 1
Original Rating: Not Met

students are taught to pull apart the two phonemes in
9 consonant blends when segmenting Fully met Original Comment: Evidence not found. 1
students spend time practicing orally producing the sounds in

10 spoken words, not just identifying the sounds or matching the Fully met 1
sounds using objects or pictures
the activities and materials are designed to elicit high levels of
11 Fully met 1
responding and engagement
differentiation of phonemic awareness instruction is linked to
12 assessment data, with flexible grouping based on students’ Fully met 1
needs and progress.
Score Summary 12
out of 12
Section 2: Phonics and Word Study


there is a detailed scope and sequence of phonics skills that Original Comment: Consonant blends are taught before the entire
progresses from simple letter-sounds to more complex alphabet is taught in unit 2 week 4 moving students to 4 phoneme
1 Fully met 1
patterns words.

the phonics lesson format includes
o brief cumulative review of previously taught skills, Original Comment: Clear lesson format with all components. The
o a phonological warm up,
o phoneme-grapheme matching, beginning readers in Kindergarten are predictable text though, not
2 o word reading accuracy, Fully met decodable, for example Week 1 lesson 4. Leveled readers are also 1
used throughout the units with students. Only one decodable
o fluency building at the word, phrase, and eventually simple
sentence level, available per skill.
o word dictation, Appeal Rating: Fully Met
o transfer to simple decodable text

feedback (e.g. an explicit step by step routine is utilized)
letter-sound instruction starts with high-utility letters (i.e., m,

4 Fully met 1
s, a, r, t)
5 letter-sound instruction integrates the letter name, sound, and Fully met Utilizes the Gradual Release of Responsibility method. 1
explicitly and systematically how to write the symbol
the letter that represents the sound is explicitly modeled with
6 multiple unambiguous examples before students practice and Fully met 1
apply

Original Comment: Review occurs on week 6. Week 6 is not with the
other weeks in the TE. Teachers would need to know that it is in the
letter-sound combinations are learned to automaticity back of the book. Reviewers could not locate daily/weekly review of
7 through frequent and cumulative review Partially met previous concepts. 0.5

Appeal Comments: Daily Quick Checks are included in the program
to monitor progress.
8 phonics lessons include segmenting at the level of individual Fully met 1

phonemes then matching graphemes to phonemes
easily confused letters, letter-sounds and words (those that

9 look or sound similar) are not taught in close sequence but are Fully met 1
separated in time
a few short vowel letter-sounds are taught early so students

10 Fully met 1
can blend VC and CVC patterns to read and write words
11 there is an explicit strategy for blending letter sounds into Fully met 1
words

12 there are multiple opportunities to practice blending letter Fully met 1
sounds for the purpose of reading and writing words
students are taught and practice how to build regular words
13 for which they know all letter sounds Fully met Letter tiles are used. 1

Original Comment: More focus appears to be on leveled readers
than decodables early on in the program. 1 decodable vs multiple
leveled readers that have repetitive structures. Teachers would have
to make a choice to focus on decodables instead of what the
teacher's edition states. The quality of the lesson would be
students practice to automaticity in word lists, phrases and
controlled decodable texts that provide enough exposures to dependent on teacher knowledge instead of having multiple choices
14 Partially met for decodables. 0.5
the learned words that they become sight words
Appeal Comments: The submitted appeal evidence states, "The
leveled readers are optional for students to practice during
independent time." Decodable stories and decodable text are used
with students.

regular word types are introduced first (e.g., VC, CVC, CV) Original Comment: No evidence of VC words taught early on.
15 Fully met 1

Original Comment: Evidence that irregularities are pointed out in
high utility words is not found.
TE states: "Tell students that some words are not spelled the way
irregularities are pointed out in high utility words (i.e., have, I, they sound. These words need to be learned by remembering the
16 said) while still focusing attention on the predictable letter- Not met letters. Say When you remember the letters in the in these words, 0
sound combinations you will be able to identify and read them. Point to the word as you
say them. Say the."
Appeal Rating: Not Met

Appeal Comments: Evidence that irregularities are pointed out in
high utility words was not found.
Reviewers noted that the many places throughout the TE, language
17 irregular, high-utility words are introduced and practiced to Fully met such as "high-frequency words are ones that appear often in texts 1
automaticity but do not follow regular word study patterns" was stated, which
inaccurate.
the number of irregular words introduced in a lesson is Original Rating: Partially Met
Original Comment: 3 irregular words are introduced per week.
18 minimized Fully met 1

words are taught and learned in isolation before practiced in
19 text; words in texts used for independent reading are the ones Fully met 1
that have been taught in prior phonics lessons

Original Comment: Cumulative review occurs in week 6. It is noted
there is cumulative review of known letter-sound though that this week is placed in the back of the book which gives
20 combinations and words Fully met the message that review is not important and could be skipped since 1
it is not in sequence with the other weeks.

there are repeated opportunities to read words in context of Original Comment: Reviewers only found 1 decodable book per
week. Words and phrases did not appear to be taught outside of
the controlled decodable text that contain the phonic using the decodable.
21 elements and irregular words students have learned Fully met 1
previously
Appeal Comments: Students have opportunities to apply learned
concepts through decodable passages.
activities and materials are designed to elicit high levels of

22 responding and engagement Fully met 1
differentiation of phonics instruction is linked to assessment

data, with flexible grouping based on students’ needs and Daily, weekly, and unit based assessments are available with reports
23 Fully met 1
progress teachers can use to determine needs and progress made.
Score Summary 21
out of 23
Section 3: Vocabulary
1 there is a detailed scope and sequence of vocabulary skills Fully met 1
words selected for instruction are rich, high-utility words that

will appear in conversation and literature, those that must be
2 Fully met 1
learned to understand a concept or text, and words from
content area instruction

new words are explicitly modeled using student-friendly
definitions, multiple unambiguous examples and non-
examples, and students are given opportunity to practice
3 Fully met 1
using the words with immediate corrective feedback
words that have been taught are repeated multiple times in a

4 Fully met 1
variety of contexts
5 new words are integrated into sentences and students are Fully met 1
prompted to use them in sentences across multiple domains
students are engaged in processing word meanings at deeper

6 levels, to associate new words with known words Fully met 1

Original Comment: Review occurs on week 6. It is not in the main TE
edition. Reviewers could not locate daily/weekly review of previous
there is cumulative review and practice of previously learned concepts.
7 words Partially met 0.5
Appeal Rating: Partially Met
Appeal Comments: Reviewers were unable to locate a weekly
cumulative review of previously learned vocabulary words.
students are exposed to a wide range of words through

8 teachers reading aloud from a wide range of stories and Fully met 1
informational text

Original Comment: Routine for teaching morphemes was included,
morphemic analysis is taught explicitly and systematically to but reviewers did not find evidence of these type of words being
explicitly taught to students. Teachers would need to identify words
support building word meaning through knowledge of root and then apply the routine to the word.
9 words, prefixes and suffixes Fully met 1
Routines for teaching prefixes, suffixes and word parts are found in
the Reading Routines Companion.

activities and materials are designed to elicit high levels of Original Comment: Limited evidence of engagement found. Limited
10 responding and engagement Fully met turn and talks, or other ways to respond. 1
differentiation of vocabulary instruction is linked to

needs and progress

Score Summary 10.5
out of 11
Section 4: Listening Comprehension


Original Comment: Evidence not found in detailed scope and
there a clear scope and sequence that guides listening sequence.
1 comprehension instruction, in which the goals are explicitly Partially met Appeal Rating: Partially Met 0.5
stated and in which the ideas follow a logical order
Appeal Comments: Weekly comprehension skill lessons are noted;
however, reviewers were unable to locate evidence of a clear scope
and sequence, explicitly stated goals, or a logical progression of skills
for listening comprehension.
2 students are explicitly taught to do an oral retelling of events Fully met Unit 1 week 2 Routines 1
or stories that were read to them

Original Comment: Questions are asked about the characters, plot
etc. but specific modeling of story structure was not found.
story structure (e.g., beginning, middle, end) is modeled with
3 multiple unambiguous examples Partially met 0.5
Appeal Comments: Anchor charts for story structure are found in the
materials; however, reviewers were unable to locate evidence of
how story structure is taught and modeled.
high-utility (e.g., words selected for instruction are rich, high-

utility words that will appear in conversation and literature,
4 those that must be learned to understand a concept or text, Fully met 1
and words from content area instruction) words are pre-
selected and taught before, during and after reading aloud
the materials support engaging in interactive discussion on a

5 wide variety of topics to expand and deepen background Fully met 1
knowledge
6 the text selections include model questions to ask while Fully met 1
reading aloud

Original Comment: Evidence not found in detailed scope and
sequence.
the specific content knowledge students will learn throughout
7 the year is clearly stated, mapped out across the year, and Partially met Appeal Rating: Partially Met 0.5
prepares students for later grades
Unit Themes, Overviews, Essential Questions, and Cross-Curricular
Content Knowledge lessons are noted; however, reviewers were
unable to locate evidence of clearly stated content knowledge and
how it is mapped across the year.
complex topics are introduced in a carefully planned sequence

8 through teachers reading aloud, discussions, and projects, Fully met 1
starting with a basic introduction and building towards a
deeper understanding
differentiation of listening comprehension instruction is linked

9 to assessment data, with flexible grouping based on students’ Fully met Differentiation is provided in the Small group section. Quick check 1
Notice and Assess If/Then statements are provided each week.
needs and progress.
Score Summary 7.5
out of 9

First Grade
Section 1: Phonological and Phonemic Awareness


Original Comment: All parts of phonological and
phonemic awareness skills are present; however a
there is a detailed scope and sequence of phonological and progression from easier to more difficult skills is not
phonemic awareness skills that progress from easier to more evident in the scope and sequence.
difficult, culminating in advanced skills such as addition,
1 deletion and substitution of phonemes Fully met Unit 1 starts with medial sounds, then moves to final 1
sounds. On Unit 2 they begin with Rhyming words, then
moves to add, remove and then in week 4 manipulate
phonemes. Skills cycle back around in later units.

feedback
movement and/or manipulatives are used to make sounds in

3 words concrete to demonstrate and practice how sounds are Fully met 1
connected to letters (e.g. phoneme-grapheme mapping)
(working toward understanding of the alphabetic principle)
students analyze spoken words at the phoneme level,
4 including segmenting individual phonemes Fully met 1

Original Comment: Week 1 lesson 1 starts with medial
sound. Week 4 then recognizes initial sounds. Week 6 has
the order of attention to phonemes in three-sound words is final sounds.
5 first, last, middle sound Fully met 1
Appeal Comments: The scope and sequence
demonstrates identification of first, last or middle sounds
in words.
January 2022 Core Program Rubric: Phase 2 First Grade

instructional time is focused on high priority skills such as Original Comment: Instruction for phonological skills
isolating beginning sound, blending, segmenting and occurs 3 times a week instead of daily connections. The
6 manipulating phonemes Fully met scope and sequence does focus on high priority skills. 1

students are taught to blend and segment sounds in three-, Original Comment: Reviewers were unable to locate 4
7 four-, and five-phoneme words Fully met and 5 phoneme blends. 1

Original Comment: Phoneme segmentation practice with
consonant blends is located in the Reading Routines
Companion. However, lessons do not explicitly teach or
students are taught to pull apart the two phonemes in focus on pulling apart the two phonemes in consonant
8 consonant blends when segmenting Fully met blends. 1

Appeal Comment: Evidence found that students are
asked to pull apart the two phonemes in consonant
blends.
students spend time practicing orally producing the sounds in

9 spoken words, not just identifying the sounds or matching the Fully met 1
sounds using objects or pictures
10 responding and engagement Fully met 1
differentiation of phonemic awareness instruction is linked to

needs and progress
Score Summary 11
out of 11


there is a detailed scope and sequence of phonics patterns
that progresses from simple word types, lengths, and Original Rating: Not Met
1 complexities to more complex words and syllable types Fully met 1
Original Comment: Criterion rating/evidence left blank.

o brief cumulative review of previously taught skills, Original Rating: Partially Met
o a phonological warm up, Original Comments: Not a lot of opportunities to read
o phoneme-grapheme matching, with the pattern taught. Phonological warm up only
2 o word reading accuracy, Partially met occurs 3 days a week. Cumulative review does not occur 0.5
o fluency building at the word, phrase, and eventually simple every time. No evidence of phrase reading and limited
sentence level, sentence level reading is evident.
o word dictation,
o transfer to simple decodable text Appeal Rating: Partially Met
Appeal Comments: Cumulative review is not explicitly
scripted at the beginning of each lesson' however, the
individual student interactives provide teachers with the
ability to review as far back as needed.

feedback (e.g. an explicit step by step routine is utilized)
there is an explicit strategy for blending letter sounds into

4 words that is taught with multiple unambiguous examples Fully met 1
easily confused letters, letter-sounds and words (those that

5 look or sound similar) are not taught in close sequence but are Fully met 1
separated in time
there are multiple opportunities to blend and read words, and
6 to use letter-sound correspondence to read and write words Fully met Letter tiles and worksheets are used. 1
(e.g. phoneme–grapheme mapping)
7 students are taught and practice how to build regular words Fully met 1
for which they know all letter sounds

students practice to automaticity in word lists, phrases and Original Comments: Evidence that students practice
8 controlled decodable text that provide enough exposures for Fully met words to automaticity in phrases was not found in the 1
the words to become sight words materials.

regular word types are introduced first (e.g., VC, CVC, CV) Original Rating: Partially Met
9 Fully met 1
Original Comments: No evidence of VC words was found.

Reviewers noted that the many places throughout the TE,
10 irregular, high-utility words are introduced and practiced to Fully met language such as "high-frequency words are ones that 1
automaticity appear often in texts but do not follow regular word
study patterns" was stated, which is not true.
irregularities are pointed out in high frequency words (e.g., Original Rating: Not Met
Original Comments: Words are taught as whole words
11 have, I, said) while still focusing attention on the predictable Not met which must be memorized. 0
letter-sound combinations
Appeal Comments: A routine for pointing out the
irregularities in high frequency words was not found in
the Teacher Guides or the Reading Routines Companion.
the number of irregular words introduced in a lesson is Original Rating: Partially Met
minimized Original Comments: 5 irregular words are introduced per
12 Fully met week. 1
words are taught and learned in isolation before practiced in

13 text; words in texts used for independent reading are the ones Fully met 1
that have been taught in prior phonics lessons
there is cumulative review of known letter-sound

14 combinations and words Fully met Original Rating: Partially Met 1
Original Comments: Cumulative review occurs in week 6.
It is noted though that this week is placed in the back of
the book, which gives the message that review is not
important and could be skipped.

there are repeated opportunities to read words in context of
the controlled decodable text that contain the phonic
15 elements and irregular words students have learned Fully met 1
previously

instruction in patterns and word families is done after letter-
16 sound correspondences in the unit Fully met 1
activities and materials are designed to elicit high levels of Original Rating: Partially Met
17 responding and engagement Fully met Original Comments: Letter tiles are used. 1

data, with flexible grouping based on students’ needs and
18 progress Fully met Daily formative assessments, flexible group if/then 1
choices.
Score Summary 16.5

out of 18
1 will appear in conversation and literature, those that must be Fully met Found in Detailed Scope and sequence, not TE. 1

Original Comment: Step-by-step, explicit routines are
new words are explicitly modeled using student-friendly included in the Reading Routines Companion manual for
definitions, multiple unambiguous examples and non- grade 1; however, reviewers could not locate within the
2 examples, and students are given opportunity to practice Fully met Unit guide a reference to this material and the connected 1
using the words with immediate corrective feedback lesson, so it could easily be missed by teachers utilizing
the curriculum.

Appeal Comment: Routines are included in the Reading
Companion manual and a crosswalk of the standards
addressed in resources is available.
3 words that have been taught are repeated multiple times in a Fully met Units build the context over 5 weeks. 1
variety of contexts
new words are integrated into sentences and students are
4 prompted to use them in sentences Fully met 1

students are engaged in processing word meanings at deeper Original Comment: No evidence found.
5 levels, to associate new words with known words Partially met 0.5
Appeal Comments: Introduction of new words does not
include scripting of student-friendly definitions that
associate the new word with words most students
already know. There are multiple vocabulary routines
included in the Reading Routines Companion Manual.

Original Comment: Review occurs on week 6. Week 6 is
there is cumulative review and practice of previously learned not with all of the other weeks though and could easily be
words
6 Partially met overlooked. Reviewers could not locate daily/weekly 0.5
review of previous concepts.

Appeal Comments: Reviewers were unable to locate a
weekly cumulative review of previously learned
vocabulary words.
7 reading aloud from a wide range of stories and informational Fully met 1
text

Original Comment: Routine for teaching morphemes was
morphemic analysis is taught explicitly and systematically to included, but reviewers did not find evidence of these
support building word meaning through knowledge of root type of words being explicitly taught to students.
8 words, prefixes and suffixes Fully met Teachers would need to identify words and then apply 1
the routine to the words.

Appeal Comment: The routine Word Parts for Meaning
provides instruction for morphemes. Word lists that have
a morphological connection to vocabulary words were
found.

responding and engagement Original Rating: Partially Met
9 Fully met Original Comment: Limited evidence of engagement 1
found. Limited turn and talks, or other ways to respond.

needs and progress
Score Summary 9
out of 10
Section 4: Text Reading and Fluency

sentence and passage reading are introduced after students Original Rating: Partially Met
can accurately and automatically read a sufficient number of Original Comment: A limited number of word level
1 VC and CVC words along with a few high-utility irregular words Fully met reading is done prior to reading passages. Reviewers were 1
unable to locate sentence level reading.
the texts students are asked to read independently are A decodable text based on the phonics element each
controlled to include only the letter-sounds, phonic elements week is provided for students to read independently or
2 and word types that have been previously taught in phonics Partially met with a partner. Additional texts for independent reading 0.5
lessons are selected by a leveling system which does not account
for phonic elements or word types, student choice or a
previously read text.

fluency building in connected text is done only with passages Original Comment: Reviewers were unable to locate the
the student can decode accurately (without hesitation or Cold Reads materials to analyze the text students are
3 guessing) Fully met asked to read for fluency work. 1
Appeal Comment: There is repeated exposure to the
skills through the decodable passages included in the
Student Interactive.
there are sufficient numbers of controlled decodable text that

align to the phonics scope and sequence to allow students to
4 practice to automaticity Fully met There are 3 decodable texts per week that integrate the 1
irregular words.
materials are available for teachers to read aloud for the

purpose of modeling fluent reading, building vocabulary and
5 background knowledge, and exposing students to text more Fully met 1
complex than students could read on their own

differentiation of fluency instruction is linked to assessment
6 data, with flexible grouping based on students’ needs and Fully met 1
progress
Score Summary 5.5

out of 6
Section 5: Listening and Reading Comprehension

a clear scope and sequence guides comprehension instruction,

1 in which the goal of the comprehension unit is explicitly stated Fully met 1
and in which the ideas follow a logical order
students use controlled decodable text for independent, small

group or scaffolded reading instruction until they can
accurately read
a. one-syllable words in isolation that contain short vowels, Original Rating: Partially Met
digraphs and blends, silent e, r-controlled vowels Original Comment: No evidence of reading instruction in
2 b. two-syllable words with short vowels, silent e, schwa Fully met r-controlled vowels or multisyllabic words in the context 1
c. 50 high-utility words with spelling patterns that haven’t of a decodable was found. Texts for small group reading
been taught (e.g., go, he, said, are, to, was, you, they, there, instruction appear to focus on text selection using a
from) leveling system, which may not take into account
decodability of text in relation to phonics knowledge.
3 the background knowledge necessary to understand text, that Fully met Units are built by topic over weeks so students can 1
is read to or by students, is explicitly taught or activated explore language and connect learning.
comprehension strategies are taught with multiple carefully Original Rating: Partially Met
designed unambiguous examples and text selection Original Comment: Routines are in the Reading Routine
4 Fully met Companion, but are not referenced in the TE. Teachers 1
would need to make the connection to have both the
strategy as well as the example.
5 reading comprehension is practiced with cumulative review Fully met Curriculum spirals so the different skills are practiced 1
over the course of the year multiple times.
students hear teachers modeling and thinking aloud to Original Rating: Partially Met
identify components of story structure, using story structure Original Comment: Think alouds and components of story
6 as a tool for prompting information to compare and contrast, Fully met structure are present. No evidence of compare/contrast, 1
organize information, and group related ideas to maintain a organizing information and grouping related ideas found
consistent focus by reviewers.

there are multiple opportunities to listen to and explore
7 narrative and expository text forms and engage in interactive Fully met 1
discussion of the meanings of text
8 previously taught content, skills, and strategies are connected Fully met 1
with new content and texts
text used for initial instruction in reading comprehension uses:

· familiar vocabulary,
· only words students can read accurately and have been Original Rating: Partially Met
Original Comment: Texts used for initial instruction in
9 learned previously, Fully met reading comprehension (as differentiated from language 1
· previously learned content knowledge,
· simple sentences, comprehension) appear to be selected using a leveling
· short passages system, which may not take into account students' ability
to decode the text accurately.

text used for reading comprehension instruction has an
10 explicit structure (obvious beginning, middle and end) Fully met 1

11 the year is clearly stated, mapped out across the year, and Fully met 1

12 through teachers reading aloud, discussions, and projects, Fully met 1
differentiation of comprehension instruction is linked to

needs and progress
Score Summary 13
out of 13

Second Grade

a detailed scope and sequence of phonics patterns moves
1 from simple word types, lengths, and complexities to more Fully met 1
complex words, syllable types, and multi-syllable words

o brief cumulative review of previously taught skills,
o a phonological warm up, Original Rating: Partially Met
o phoneme-grapheme matching, Original Comment: Phonics skills are taught over the course of 5 lessons. A phonological awareness
o word reading accuracy, warm up occurs only in lesson 1. While the lessons briefly highlight and review the phonic patterns,
2 Fully met 1
o fluency building at the word, phrase, and eventually simple there is little opportunity provided to ensure accurate word reading. The evidence provided by the
sentence level, vendor does not show examples of consistent practice opportunities at the word, phrase, and
o word dictation, sentence level. A decodable text is available incorporating the highlighted phonic pattern(s),it
o transfer to simple decodable text appears this text is used for independent practice during teacher-led small groups.

examples, where the new skill is introduced, defined and/or Original Rating: Partially Met
explained, a model or demonstration is provided, students are Original Comment: The examples provided by the vendor indicate that skills are explicitly introduced
3 given opportunity to practice orally with immediate corrective Fully met and a model is provided; however, much of the practice opportunities are offered through a 1
feedback workbook/worksheet, which limits opportunities for oral practice and immediate corrective
feedback.
phonics lessons include step by step routines to teach new

4 advanced phonics patterns Fully met Original Comment: Step-by-step, explicit routines are included in the Reading Routines Companion 1
manual for grade 2; however, reviewers could not locate within the Unit guide a reference to this
material and the connected lesson, so it could easily be missed by teachers utilizing the curriculum.
students practice to automaticity the full continuum of the

phonological and phonemic awareness skills from early (rhyming
5 and onset-rime) to basic (segmenting and blending) to advanced Fully met 1
(sound manipulation and deletion) that were previously learned in
kindergarten and first grade
multi-syllable words are explicitly taught using prefixes,

6 suffixes, syllable types and known word parts to aid in word Fully met 1
recognition
larger, high-utility patterns (e.g., -ight, -ing) are taught
7 explicitly and practiced to automaticity to increase fluency of Fully met 1
word recognition
January 2022 Core Program Rubric: Phase 2 Second Grade

Reviewers noted that in many places throughout the TE, language such as "high-frequency words are
8 high-utility words are introduced and practiced to Fully met ones that appear often in texts but do not follow regular word study patterns" was stated, which is 1
automaticity
inaccurate.
phonics patterns and high-utility words are taught and learned
9 in isolation before introduced in text that students read Fully met 1
independently
text for independent reading doesn’t contain words that have Original Rating: Not Met
phonics patterns that haven’t been taught in prior phonics Original Comment: Text for independent reading is not monitored for phonics patterns that have
10 Partially met been taught. Students may choose to reread the weekly story, self select, or read a leveled reader 0.5
lessons
(using a leveling system).
Appeal Comments: Multiple texts are available for independent reading including decodable text.
the number of irregular words introduced in a lesson is

11 minimized Fully met Note: The lessons do not differentiate between regular and irregular spellings when introducing high- 1
frequency words.
instruction of similar, easily-confused letter patterns are Original Rating: Partially Met
separated in time Original Comment: Many spelling patterns are introduced together with little support for identifying
12 Fully met 1
when these patterns are used (e.g. i, ie, igh, i_e, y in one lesson for long /i/).

there are multiple opportunities to read the previously
learned regular and irregular words in the context of Original Rating: Partially Met
13 controlled text (also known as decodable text) Partially met Original Comment: There appears to be as single text available to practice each weekly skill. No 0.5
evidence was provided of additional phrase level, sentence level or connected text resources.

instruction in irregular, high-utility words focuses on Original Comment: Evidence not located. "High frequency" words appear to be a blend of regularly
predictable letter-sound combinations and irregularities and irregularly spelled words, and no evidence of a focus on the predictable vs. irregular parts of
14 Not met 0
high-utility words was located by reviewers.

Appeal Comments: A routine for pointing out the irregularities in high frequency words was not
found in the Teacher Guides or the Reading Routines Companion.
15 regular and irregular words are cumulatively reviewed Fully met 1
spelling is integrated with the phonics instruction Original Rating: Partially Met
16 Fully met Original Comment: Students are asked to "decode and write" words in lessons 2-3 in the weekly 1
sequence of lessons. However, there does not appear to be explicit instruction in spelling during the
phonics lesson or reviewed on the student worksheets. Spelling instruction tied to the phonics skill is
included in the reading-writing bridge; however, it is not clear how this connects.

activities and materials are designed to elicit high levels of Original Comment: Some opportunities to respond and engage are present within the lessons;
17 responding and engagement Fully met however, many of the lessons require students to listen, then apply to a workbook page or respond 1
as a volunteer. More opportunities for multisensory learning, collaborative structures and choral
response would enhance the phonics lessons.

data, with flexible grouping based on students’ needs and
18 progress Fully met 1
Score Summary 16
out of 18
will appear in conversation and literature, those that must be
1 Fully met 1
new words are explicitly modeled using student-friendly Original Rating: Partially Met
definitions, multiple unambiguous examples and non- Original Comment: Vocabulary is addressed throughout the shared reading and includes both high-
2 examples, and students are given opportunity to practice Fully met utility and content specific terms. However, directions provided for the teacher in the teacher's guide 1
using the words with immediate corrective feedback only minimally address explicit modeling and rely on teacher knowledge to including multiple
opportunities for practice with both examples and non-examples of word use. While the Reading
Routines Companion includes many options for vocabulary routines, reviewers could not locate how
this companion is referenced within the Teacher's guide to make use of these routines.

Appeal Comment: Routines are included in the Reading Companion manual and a crosswalk of the
standards addressed in resources is available.
words that have been taught are repeated multiple times in a

3 variety of contexts Fully met 1

new words are integrated into sentences and students are Original Comment: Evidence provided by the vendor did not demonstrate that Tier 1 vocabulary
prompted to use them in sentences lessons direct the teacher to integrate new words into sentences. This instruction seems to be
4 Fully met 1
provided as reteaching or intervention when needed. Students are asked to use words in sentences
in some of the lessons and in the Student Interactive workbook.

there is cumulative review and practice of previously learned General academic terms are taught across a unit to provide cumulative practice and use in multiple
6 words Fully met 1
contexts.

7 reading aloud from a wide range of stories and informational Fully met 1
text
morphemic analysis is taught explicitly and systematically to Original Rating: Partially Met
support building word meaning through knowledge of root Original Comment: Evidence of instruction to support building word meaning through knowledge of
8 Fully met prefixes and suffixes was found; however, evidence of explicit and systematic instruction in root 1
words, prefixes and suffixes
words was not located by reviewers.

students are taught to predict meaning using antonyms and
9 synonyms, words in compound words, and prefixes and Fully met 1
suffixes
10 students are taught simple multiple meaning words Fully met 1
students are asked to demonstrate understanding word

11 meaning by using words in oral and written sentences Fully met 1

activities and materials are designed to elicit high levels of Original Comment: Much of the vocabulary work for daily instruction directs students back to a
12 responding and engagement Fully met workbook page. Some opportunities for collaborative peer discussions or work are available, but the 1
program would be enhanced by increasing these opportunities and explicitly providing directions to
teachers.
Regular informal "checks" for vocabulary understanding inform focus in small group instruction with
13 assessment data, with flexible grouping based on students’ Fully met opportunities to focus on vocabulary. 1
needs and progress
Score Summary 13
out of 13

sentence and passage reading is introduced after students can
1 accurately and automatically read a sufficient number of Fully met 1
regular and irregular words

the texts students are asked to read independently are Original Comment: A decodable text based on the phonics element each week is provided for
controlled to include only the phonic elements and word types students to read independently or with a partner. Additional texts for independent reading are
2 Fully met 1
that have been previously taught in phonics lessons selected by a leveling system (which does not account for phonic elements or word types), student
choice or a previously read text.
fluency building in connected text is done only with passages
the student can decode accurately (without hesitation or Original Rating: Not Met
3 guessing) Not met Original Comment: Reviewers were unable to locate the Cold Reads materials to analyze the text 0
students are asked to read for fluency work.

there are sufficient numbers of controlled decodable text that
aligns to the phonics scope and sequence are available to
Each week students have access to one decodable text in the core curriculum. The intervention guide
4 allow students to practice to automaticity Fully met 1
provides an additional short passage for students who need extra support.

5 purpose of modeling fluent reading, building vocabulary and Fully met 1
background knowledge, and exposing students to text more
complex than students could read on their own
differentiation of oral reading fluency instruction is linked to

assessment data, with flexible grouping based on students’ A fluency assessment is available for regular progress monitoring and options for routines and fluency
6 Fully met 1
needs and progress small group work are available for flexible grouping.
Score Summary 5
out of 6
Section 4: Reading Comprehension

there is a clear scope and sequence that guides
comprehension instruction, in which the goal of the
1 comprehension unit is explicitly stated and in which the ideas Fully met 1
follow a logical order
2 the background knowledge necessary to understand text, that Fully met 1

is read to or by students, is explicitly taught or activated
modeling and thinking aloud are used to identify components

of story structure, using story structure as a tool for prompting
3 information to compare and contrast, organize information, Fully met 1
and group related ideas to maintain a consistent focus

Original Comment: Texts used for initial instruction in reading comprehension (as differentiated from
text used for initial instruction in reading comprehension uses: language comprehension) appear to be selected using a leveling system, which may not take into
· familiar vocabulary, account students' ability to decode the text accurately.
· only words students can read accurately and have been
learned previously, Appeal Rating: Fully Met
4 Fully met 1
· previously learned content knowledge,
· simple sentences,
· short passages

previously taught content, skills, and strategies are connected
6 with new content and texts Fully met 1
lessons include explicit instruction in the structure and use of

conventions of informational text such as titles, headings,
7 Fully met 1
information from graphs and charts to locate important
information
lessons include explicit instruction in analyzing elements of

8 narrative text and comparing and contrasting elements within Fully met 1
and among texts
a coherent sequence of questions and tasks supports students

to examine language (vocabulary, sentences, and structure)
9 Fully met 1
and apply their knowledge and skills in reading, writing,
speaking and listening

reading comprehension is practiced with cumulative review
10 Fully met 1
over the course of the year
differentiation of reading comprehension instruction is linked
Formative assessment options are available with each lesson and allows for flexible grouping options
12 to assessment data, with flexible grouping based on students’ Fully met related to comprehension skills. 1
needs and progress
Score Summary 12
out of 12

Third Grade

there is a detailed scope and sequence of phonics patterns
that progresses from simple word types, lengths, and
1 complexities to more complex words, syllable types, and Fully met 1
multi-syllable words (orthographically larger and more
complex units)

new skills are explicitly modeled using multiple unambiguous Original Comment: New skills are briefly introduced and modeled with short practice
explained, a model or demonstration is provided, students are opportunities in the Teacher's Edition. Much more comprehensive lessons with more explicit and
2 given opportunity to practice orally with immediate corrective Fully met extensive instruction and practice opportunities are demonstrated in the Reading Routines 1
Companion; however, these lessons are not referenced directly in the Teacher's Edition and rely
feedback
upon teacher knowledge of the program to readily access.

phonics lessons include step by step routines to teach new Original Comment: Step-by-step, explicit routines are included in the Reading Routines
advanced phonics patterns Companion manual for grade 3; however, reviewers could not locate within the Unit guide a
3 Fully met 1
reference to this material and the connected lesson, so it could easily be missed by teachers
utilizing the curriculum. Minimal guidance for providing explicit instruction exists within the
teacher's manual.

o brief cumulative review of previously taught skills,
o a phonological warm up, Original Rating: Partially Met
o phoneme-grapheme matching, Original Comment: The phonics lesson format provides instruction in the skill being addressed
o word reading accuracy, (i.e. syllable division patterns) and word reading accuracy, but the lessons do not consistently
4 o fluency building at the word, phrase, and eventually simple Fully met provide access to phrase or sentence level text. Lessons provide very little reference to or practice 1
sentence level, with previously taught skills or phonological warm ups that connect to the new skill. Reviewers
o word dictation, were able to locate decodable text passages that align to the skill sequence; however, these
o transfer to simple decodable text resources are not mentioned in the teacher guides. The lack of connection to the phonics lesson
makes it less likely the decodable passages available will be utilized by classroom teachers as part
of a well structured phonics lesson.
January 2022 Core Program Rubric: Phase 2 Third Grade

students practice to automaticity the full continuum of the Original Comment: No evidence of phonological or phonemic awareness skills being addressed or
phonological and phonemic awareness skills from early practiced within the 3rd grade materials specifically.
(rhyming and onset-rime) to basic (segmenting and blending)
5 to advanced (sound manipulation and deletion) that were Not met Appeal Rating: Not Met 0
previously learned in kindergarten and first grade Appeal Comment: Submitted appeal evidence states, "The Reading Routines Companion
Teacher's Edition provides explicit instruction and practice for all areas of phonemic awareness.
The screening routines within this resource allow third grade teachers to identify specific areas of
deficit in phonemic awareness with their older students. The table of contents at the front of the
Third Grade Reading Routines Companion Teacher's Edition outlines the phonemic awareness and
word study routines that can be used to help students address all skills that we learned previously
in kindergarten and first grade." Reviewers were unable to find this in the third grade Reading
Routines Companion.
multi-syllable words are explicitly taught using root words,
6 prefixes, suffixes, syllable types and known word parts to aid Fully met 1
in word recognition
7 there is sufficient practice in automatic reading of longer, Fully met 1

more complex, multi-syllable words
Reviewers noted that the many places throughout the TE, language such as "high-frequency
8 high-utility words are introduced and practiced to Fully met words are ones that appear often in texts but do not follow regular word study patterns" was 1
automaticity
stated, which is inaccurate.
phonics patterns and high-utility words are taught and learned
9 in isolation before being introduced in text that students read Fully met 1
independently
text for independent reading doesn’t contain words that have Original Rating: Not Met
10 phonics patterns that haven’t been taught in prior phonics Partially met Original Comment: Text for independent reading is selected using a leveling system not based on 0.5
lessons phonic decoding, self selection or rereading of a previously read text. No evidence was found for
this criterion.
Appeal Comments: Multiple texts are available for independent reading including decodable text.
the number of irregular words introduced in a lesson is
11 minimized Fully met 2 irregular words are introduced per week. 1
instruction of similar, easily-confused letter patterns are

12 separated in time Fully met It should be noted that all the graphemes for one sound, i.e. long u, are taught in one week. This 1
occurs in multiple weeks.
there are multiple opportunities to read the previously Original Rating: Partially Met
learned regular and irregular words in the context of Original Comment: There is a decodable text passage available for each skill as well as a short
13 controlled text (also known as decodable text) Partially met passage presented in intervention lessons. However, reviewers could not locate in the teacher's 0.5
manual how these resources are connected to lessons and made readily available to students for
practice.

instruction in irregular, high-utility words focuses on Original Comment: Evidence not located. "High frequency" words appear to be a blend of
14 predictable letter-sound combinations and irregularities Not met regularly and irregularly spelled words, and no evidence of a focus on the predictable vs. irregular 0
parts of high-utility words was located by reviewers.

Appeal Comments: A routine for pointing out the irregularities in high frequency words was not
found in the Teacher Guides or the Reading Routines Companion.
15 regular and irregular words are cumulatively reviewed Fully met 1

spelling (encoding) is integrated with the phonics instruction Original Comment: Spelling lessons each week align to the phonics/word study skill; however, the
16 Fully met spelling lessons are separated from and not integrated into the phonics lessons. 1

activities and materials are designed to elicit high levels of Original Comment: Some opportunities to respond and engage are present within the lessons;
however, many of the lessons require students to listen, then apply to a workbook page or
17 responding and engagement Fully met respond as a volunteer. More opportunities for multisensory learning, collaborative structures 1
and choral response would enhance the phonics lessons.
differentiation of phonics instruction is linked to assessment Original Rating: Not Met

data, with flexible grouping based on students’ needs and Original Comment: The vendor did not provided evidence to support how phonics assessment
18 progress Fully met data is used to differentiate instruction at the 3rd grade level. 1

Score Summary 15
out of 18
1 will appear in conversation and literature, those that must be Fully met 1

Original Comment: Vocabulary is addressed throughout the shared reading and includes both
high-utility and content specific terms. However, directions provided for the teacher in the
new words are explicitly modeled using student-friendly teacher's guide only minimally address explicit modeling and rely on teacher knowledge to
definitions, multiple unambiguous examples and non- including multiple opportunities for practice with both examples and non-examples of word use.
examples, and students are given opportunity to practice While the Reading Routines Companion includes many options for vocabulary routines, reviewers
2 Fully met 1
using the words with immediate corrective feedback could not locate how this companion is referenced to make use of these routines within the
Teacher's guide.

Appeal Comment: Routines are included in the Reading Companion manual and a crosswalk of
the standards addressed in resources is available.
3 words that have been taught are repeated multiple times in a Fully met 1
variety of contexts
new words are integrated into sentences and students are
4 prompted to use them in sentences Fully met 1

there is cumulative review and practice of previously learned

6 words Fully met 1
7 students are exposed o a wide range of words through reading Fully met 1
aloud from a wide range of stories and informational text
morphemic analysis is taught explicitly and systematically to Original Rating: Partially Met
support building word meaning through knowledge of root Original Comment: Evidence of prefixes and suffixes found. Evidence of explicit and systematic
8 words, prefixes and suffixes Fully met instruction on root words not found by reviewers. 1
students are taught to predict meaning using antonyms and

9 synonyms, individual words in compound words, and prefixes Fully met 1
and suffixes

students are taught multiple meaning words Original Comment: Evidence not found.
10 Fully met 1
11 students are asked to demonstrate understanding word Fully met 1

meaning by using words in oral and written sentences

Original Comment: Students are asked to use dictionaries to look up words, but evidence was not
students are taught to use grade-appropriate dictionaries found that instruction is provided in how to use them appropriately.
12 Fully met 1
Appeal Comments: Specific Lessons on How to Use a Glossary and a Dictionary are found in the
back of the Teacher's Edition in the Glossary Support section.

Original Comment: Much of the vocabulary work for daily instruction directs students back to a
activities and materials are designed to elicit high levels of workbook page. Some opportunities for collaborative peer discussions or work are available, but
13 responding and engagement Fully met the program would be enhanced by increasing these opportunities and explicitly providing 1
directions to teachers.

14 assessment data, with flexible grouping based on students’ Fully met Regular informal "checks" for vocabulary understanding inform focus in small group instruction 1
with opportunities to focus on vocabulary.
needs and progress
Score Summary 14
out of 14

sentence and passage reading is introduced after students can
1 accurately and automatically read a sufficient number of Fully met 1
regular and irregular words

Original Comment: Text for independent reading is selected using a leveling system not based on
the texts students are asked to read independently are phonic decoding, self selection or rereading of a previously read text. Decodable texts are
2 controlled to include only the phonic elements and word types Fully met available within the curriculum but there is not reference to their use as a source for selection of 1
that have been previously taught in phonics lessons
text for independent reading.

Original Comment: Reviewers were unable to locate the Cold Reads materials to analyze the text
fluency building in connected text is done only with passages students are asked to read for fluency work.
the student can decode accurately (without hesitation or
3 Fully met 1
guessing) Appeal Rating: Fully Met

Original Comment: Decodable text passages for third grade were located within the materials;
sufficient numbers of controlled decodable text that aligns to
the phonics scope and sequence are available to allow however, these are not referenced clearly in the teacher's manual to ensure they align to word
4 Fully met study lessons and are accessible to students. 1
students to practice to automaticity

5 purpose of modeling fluent reading, building vocabulary and Fully met 1
background knowledge, and exposing students to text more
complex than students could read on their own.

differentiation of oral reading fluency instruction is linked to Original Comment: Vendor states that Cold Reads provided for grade 2 are also used for grade 3.
assessment data, with flexible grouping based on students’
6 needs and progress Fully met No evidence of how reading fluency instruction links to assessment data found for 3rd grade 1
specifically.
Score Summary 6
out of 6
Section 4: Reading Comprehension

there is a clear scope and sequence that guides
comprehension instruction, in which the goal of the
1 Fully met 1
comprehension unit is explicitly stated and in which the ideas
follow a logical order

3 reading comprehension is practiced with cumulative review Fully met Curriculum spirals so the difference skills are practiced multiple times. 1
over the course of the year
4 the background knowledge necessary to understand text, that Fully met 1

will be read to or by students, is explicitly taught or activated
modeling and thinking aloud are used to identify components

5 of story structure, using story structure as a tool for prompting Fully met 1
information to compare and contrast, organize information,
and group related ideas to maintain a consistent focus
text used for reading comprehension instruction uses:

· familiar vocabulary Original Rating: Partially Met
· only words students can read accurately Original Comment: Texts used for initial instruction in reading comprehension (as differentiated
6 · previously learned content knowledge Fully met from language comprehension) appear to be selected using a leveling system, which may not take 1
· more complex sentence structure into account students' ability to decode the text accurately.
· longer passages

8 previously taught content, skills and strategies are connected Fully met 1
with new content and text
topics from science, social studies, math and the arts are
9 integrated into the content studied through text read aloud by Fully met 1
the teacher and independent reading
lessons include explicit instruction in the structure and use of

10 conventions of informational text such as titles, headings, Fully met 1
information from graphs and charts to locate important
information

lessons include explicit instruction in analyzing elements of Evidence of analyzing within a text found in weekly story. Evidence of comparing and contrasting
11 narrative text and comparing and contrasting elements within Fully met 1
and among texts among other text found in Teacher-Led Options. This may lead to teachers skipping over this skill.
a coherent sequence of questions and tasks support students

to examine language (vocabulary, sentences, and structure)
12 Fully met Found in the Close Reading Lessons. 1
and apply their knowledge and skills in reading, writing,
speaking and listening

including teachers reading aloud, discussions, and projects,
13 Fully met 1
differentiation of reading comprehension instruction is linked Formative assessment options are available with each lesson and allows for flexible grouping
14 to assessment data, with flexible grouping based on students’ Fully met 1
needs and progress options related to comprehension skills.
Score Summary 14
out of 14

Usability and Professional Development
Section 5: Usability

Original Comments: There are many
additional resources that make the lessons
higher quality. It is difficult to locate each of
these resources and use together since
1 materials are well organized and easy to locate Fully met references to the higher quality materials are 1
not available within the teacher's guides.

Appeal Comments: A crosswalk document is
provided that shows where lessons for each
standard are in the manuals.
January 2022 Core Program Rubric: Phase 2 Usability

Original Comments: The explicit, systematic
routines that are provided in the Reading
Routines Companion are not listed in the
Teacher's Edition. Teachers would have to
know that they are there in order to have
high quality lesson structures. It appears that
the Companion was added after original
2 teacher editions are concise and easy to manage with clear Fully met publication of the curriculum. This makes 1
connections between teacher resources implementation of the resource contingent
upon access to, knowledge of and comfort
aligning the resource to the original
curriculum.

Appeal Comments: A crosswalk document is
provided that shows where lessons for each
standard are in the manuals.

Original Comments: Upon further inspection,
it appears decodable text resources for grade
3 were possibly added post-publication as
3 the reading selections are centrally located within the Fully met they are not referenced within the teacher's 1
materials and the center of the focus editions.

Appeal Comments: Decodable readers are
available for all grade levels.
the content can be reasonably completed within a regular

4 school year and the pacing of content allows for maximum Fully met 1
student understanding

Original Comments: Times listed on the
suggested weekly plan, not in the actual
lessons themselves. In some cases, the
5 the materials provide guidance about the amount of time a Fully met "suggested" time may be insufficient to 1
task might reasonably take properly address a skill (e.g. 5-10 minutes for
academic vocabulary AND word study in
grade 3).
Score Summary 5
out of 5
Section 6: Professional Development

Professional Development The program includes a variety of
1 · Professional development and coaching are available to Met professional development options. 1
support implementing the program with fidelity.
Original Comments: Evidence that the
professional development includes ongoing
assessment of participant learning and an
end of course assessment are not found.
Professional Development – Program Specific Advisory List Appeal Rating: While the professional
2 · Meets statute criteria Not met development includes performance tasks, an
0
· Assurances signed end of course assessment of participant
learning was not noted.
Score Summary 1
out of 2

Core
For Program
a grade level Ratings Summary
to be rated as Meets Expectations, all but one section must be rated as Meets Expectations.
That single section must receive the rating Meets or Partially Meets.
If more than one section is rated as Partially Meets, the grade level must be rated as Partially Meets Expectations.
If any one section is rated as Doesn’t Meet Expectations, the grade level must be rated as Doesn’t Meet Expectations.
All sections have to be rated as Partially Meets or Meets for the grade level rating to be Meets Expectations.
Phase 1: Required Features of Scientifically-Based or Evidence Based Core Reading Programs
Section Point Total Criteria
1: Research Alignment 5 out of 5

2: Explicit Instruction 3 out of 3
3: Sequential Instruction 2 out of 3
4: Systematic & Cumulative Instruction 6 out of 7
5: Coordinated Components 4 out of 4
6: Related Elements 3 out of 3
Overall Points 23 out of 25 points
Decision 20-25 points = program moves to Phase 2
Kindergarten
Section Point Total Criteria Recommendation
January 2022 Core Program Rubric Program Summary

10 - 12 points = Meets Expectations
1: Phonological and 12 out of 12 points 6 - 9 points = Partially Meets Expectations Meets Expectations
Phonemic Awareness
0 - 5 points = Doesn’t Meet Expectations

2: Phonics and Word Study 21 out of 23 points 11 - 17 points = Partially Meets Expectations Meets Expectations
9 – 11 points = Meets Expectations

3: Vocabulary 10.5 out of 11 points 6 - 8 points = Partially Meets Expectations Meets Expectations

4: Listening Comprehension 7.5 out of 9 points 4 - 6 points = Partially Meets Expectations Meets Expectations
Grade Level Rating Meets Expectations

Reviewer Comments
First Grade

1: Phonological and 11 out of 11 points 6 - 7 points = Partially Meets Expectations Meets Expectations
Phonemic Awareness

2: Phonics and Word Study 16.5 out of 18 points 9 - 14 points = Partially Meets Expectations Meets Expectations

3: Vocabulary 9 out of 10 points 5 - 7 points = Partially Meets Expectations Meets Expectations

4: Text Reading and Fluency 5.5 out of 6 points 3 - 4 points = Partially Meets Expectations Meets Expectations

5: Reading Comprehension 13 out of 13 points 6 - 9 points = Partially Meets Expectations Meets Expectations

Reviewer Comments
Second Grade


2: Vocabulary 13 out of 13 points 7 – 9 points = Partially Meets Expectations Meets Expectations

3: Text Reading and Fluency 5 out of 6 points 3 - 4 points = Partially Meets Expectations Meets Expectations


Reviewer Comments
Third Grade


2: Vocabulary 14 out of 14 points 7 - 10 points = Partially Meets Expectations Meets Expectations

3 :Text Reading and Fluency 6 out of 6 points 3 - 4 points = Partially Meets Expectations Meets Expectations


Reviewer Comments
Usability

Usability 5 out of 5 points 3 points = Partially Meets Expectations Meets Expectations
Score Summary Meets Expectations

Reviewer Comments
Professional Development
Professional Development meets the criteria

Section Point Total for further review by the Department for Recommendation
inclusion on the Professional Development
Advisory List.
Professional Development 1 out of 2 points 2 points = Meets Expectations Doesn’t Meet Expectations
Score Summary Doesn’t Meet Expectations

Reviewer Comments

Core Program Final Summary
Program Name, Publisher,

Publication Year MyView, Savvas Learning Company, 2020
1/25/22 Team 1
Review Team
Appeal: Team 2, 3/9/22
Phase 1 20-25 points = program moves to Phase 2
Usability Meets Expectations
Professional Development Doesn’t Meet Expectations
Phase 2
Grade Recommendation
Kindergarten Meets Expectations
January 2022 Core Program Rubric Final Summary

First Grade Meets Expectations
Second Grade Meets Expectations
Third Grade Meets Expectations
Original Recommendation: Not Recommended.

Overall Appeal Recommendation: Recommended grades K-3.
January 2022 Core Program Rubric Final Summary

FINAL (R) (A) Savvas MyView 2020 C

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January 2022 Core Program Rubric Introduction

January 2022 Core Program Rubric Introduction

Fully Met or Met

January 2022 Core Program Rubric Rating Definitions

Phase 1: Required Features of Scientifically-Based or Evidence Based Core Reading Programs

Section 1: Research Alignment - The program reflects current

ESSA level 4 evidence and supporting

The myView Foundational Research Evidence

Evidence of instruction in each of the five

Evidence was provided that supports this

January 2022 Core Program Rubric Phase 1

Total Met Section 1: 5

Section 2: Explicit Instruction – Students are introduced to Rating Evidence/Feedback Score

Explicit and systematic routines are provided in

Explicit and systematic routines multiple

Total Met Section 2: 3

January 2022 Core Program Rubric Phase 1

Program includes documentation of and evidence

In general this criterion is met; however, in some

The foundational skills Scope & Sequence shows

Total Met Section 3: 2

Section 4: Systematic & Cumulative Instruction – The

January 2022 Core Program Rubric Phase 1

Each Unit has a suggested weekly plan with

The teacher's manual does not provide clear

January 2022 Core Program Rubric Phase 1

Total Met Section 4: 6

Section 5: Coordinated Components - Elements of the

myView Literacy begins reading instruction

January 2022 Core Program Rubric Phase 1

Teacher-Led Options include supports for

Total Met Section 5: 4

Section 6: Related Elements – The program contains

The Assessment overview for each grade

January 2022 Core Program Rubric Phase 1

Program includes a correlations companion

Total Met Section 6: 3

Total Points Criteria

January 2022 Core Program Rubric Phase 1

Section 1: Phonological and Phonemic Awareness

Original Rating: Partially Met

new skills are explicitly modeled using multiple unambiguous

students are taught strategies to demonstrate and practice

4 students analyze spoken words at the phoneme level, Fully met 1

Original Rating: Fully Met

Appeal Rating: Fully Met

January 2022 Core Program Rubric: Phase 2 Kindergarten

Original Rating: Partially Met

Appeal Rating: Fully Met

Original Rating: Not Met

students spend time practicing orally producing the sounds in

Section 2: Phonics and Word Study

Original Rating: Partially Met

Appeal Rating: Fully Met

January 2022 Core Program Rubric: Phase 2 Kindergarten

new skills are explicitly modeled using multiple unambiguous

letter-sound instruction starts with high-utility letters (i.e., m,

Original Rating: Partially Met

Appeal Rating: Fully Met

8 phonics lessons include segmenting at the level of individual Fully met 1

easily confused letters, letter-sounds and words (those that