CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct...

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