Kindergarten Report Overview

The Kindergarten materials meet the expectations for alignment to standards and research-based practices for foundational skills instruction. Materials include ample explicit instruction in letter identification. Letter identification practice includes both lowercase and uppercase letters in meaningful print, including environmental print to introduce each new letter, an alphabet book for each letter that includes examples on each page, uppercase letters in student names, and identifying letters in shared reading texts. Materials include extensive instruction, modeling, and student practice in concepts of print. Materials provide explicit instruction in all grade-level phonological awareness skills through systematic modeling and provide ample opportunities for students to practice each new sound and sound pattern. Materials provide explicit instruction in phonics through systematic and repeated modeling within daily lessons over the course of the year. Materials include regular teacher modeling and student practice opportunities in building, manipulating, and encoding phonemes and words and contain explicit, systematic teacher-level instruction of teacher modeling that demonstrates the use of phonics to encode sounds to letters and words in writing tasks with teacher modeling and teacher sample dialogue. Materials include systematic and explicit instruction in reading common high-frequency words by sight within the High-frequency words lessons found throughout all units and modules. Materials include regular explicit instruction and modeling of word analysis strategies through teacher scripts and teacher modeling. Materials provide systematic and explicit instruction and practice in fluency, focusing on automaticity in decoding through the use of Fluency grid practice sheets as they read letter names, sounds, and high-frequency words. The online teacher resource contains detailed information and instructional routines that help the teacher to effectively implement all foundational skills content. Materials contain a clear and evidence-based explanation for the expected hierarchy for teaching phonological awareness skills. The materials contain a phonemic awareness scope and sequence of instruction and practice based on the expected hierarchy and a clear evidence-based explanation for the expected hierarchy for teaching phonics skills. Materials include a variety of decodable texts that contain grade-level phonics skills aligned to the program’s scope and sequence to ensure that students secure newly-taught phonics skills, and materials provide ample opportunities to review previously-taught phonics skills. Materials include regular assessment opportunities in print concepts, letter recognition, and letter formation. Assessments include daily Observation checklists and digital Practice Interactivities, formative Unit Assessments, and summative Interim Assessments.

Materials include regular assessment opportunities in phonics in and out of context and in word recognition and analysis. Materials include standards correlation information within daily lessons and attached to specific questions, tasks, and assessments. Materials include extensive opportunities for reteaching and enrichment. Materials support the effective use of technology and visual design to enhance student learning through eBooks, such as Shared readers, Decodable texts and Grade-level texts, and animated student games and videos.