Indicator 2e

The materials show an intentional, cohesive year-long word-study system organized into sequential cycles across multiple sectors (S1–S4) in both grades, where words are explicitly taught, then encountered and applied across decodable readers and engagement texts [E1][E2][E9][E10][E11]. Beyond high-frequency words, there is structural evidence of building word knowledge for meaning across texts: an Interactive Word Wall students return to [E3], and morphology work where students apply word parts—basewords, suffixes, and prefixes—to decode and understand unknown words [E5]. The recurring cycle overviews with word lists, teaching notes, and daily activities [E4][E6][E7][E8][E12] demonstrate a planned, repeated structure for students to interact with and reinforce words in and across texts. Much retrieved evidence centers on high-frequency/foundational word work rather than rich academic vocabulary, which limits confidence, but the structural design supports the indicator.