Indicator 3i

Every retrieved chunk across grades K, 1, and 2 contains a dedicated 'Instructional Practices' section that explicitly explains the program's instructional approaches and routines—naming and describing each strategy and its purpose (e.g., Phonemic Blending and Segmentation as grapheme-to-phoneme matching [E3][E4][E5], Letter-Sound Chant [E1][E2], Syllable Sleuth and Words Rule for syllable-type decoding [E8][E10][E11][E12], Letter/Digraph Stories as mnemonics [E9], Engagement Texts and Decodable Readers [E6][E7]). These sections direct teachers to review the routines 'for guidance on how to teach the skills,' demonstrating intentional, systematic explanation of the design. The named strategies (explicit/systematic phonics, phonemic awareness, decodable readers, grapheme-phoneme correspondence) are themselves the research-based strategies of structured-literacy/Science-of-Reading instruction, identified and explained throughout. Structural evidence shows the materials intentionally support this indicator.