EdReports ela K-2

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Gateway 1: Alignment to Research-Based
Practices and Standards for Foundational
Skills Instruction
Criterion 1.1 Materials and instruction provide systematic and explicit instruction and
practice for letter recognition.
Indicator 1b Materials regularly and systematically offer assessment opportunities that
measure student progress through mastery of letter recognition and printing
letters (as indicated by the program scope and sequence). (K)
Scoring:
2 points
Materials meet ALL of the
requirements of this indicator.
1 point
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials regularly and systematically provide a variety of assessment opportunities over the course of the
year to demonstrate students’ progress toward mastery and independence of letter recognition, and letter
formation.
● Assessment materials provide teachers and students with information concerning students’ current
skills/level of understanding of letter recognition, and letter formation.
● Materials support teachers with instructional suggestions for assessment-based steps to help students to
progress toward mastery in letter recognition

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ores the importance of integrating meaningful and observable assessment opportunities
throughout the year to monitor students’ progress in recognizing, naming, and forming letters. Instructionally
aligned assessments help educators identify when students require teaching, additional practice, or adaptations
to ensure students are developing the foundational print knowledge needed for fluent reading and writing.
Resources:
● Assessment of Handwriting Skills
Indicator 1b Guiding Question:
How do the materials provide assessment of letter identification and letter formation?
Evidence Collection
● Examine the Teacher Edition and student materials of the resource for alignment to Foundational
Standards at each grade level. Review:
○ Table of Contents (including prefatory materials to see the rationale for how assessment is
approached)
○ Assessment sections (diagnostic assessments, checklists, rubrics, running records, observation forms)
○ Protocols for how to support students performing below grade level
● Look for evidence of systematic instruction AND assessment to support development of foundational
skills.
● Teacher Edition identifies metrics and systems for progress monitoring the foundational skills to support
the teacher in identifying students’ growth toward reading grade leve

rtially Meets Expectations
● 8-13 points
Does Not Meet Expectations
● < 8 points
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Gateway 1: Alignment to Research-Based
Practices and Standards for Foundational
Skills Instruction
Criterion 1.2 Materials emphasize explicit, systematic instruction of research-based and/or
evidence-based phonemic awareness.
Indicator 1c Scope and sequence clearly delineate the sequence in which phonemic
awareness skills are to be taught, with a clear, evidence-based explanation for
the expected hierarchy of phonemic awareness competence.
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of the
requirements of this indicator.
● Materials contain a clear, evidence-based explanation for the expected sequence for teaching phonemic
awareness skills.
● Materials have a cohesive sequence of phonemic awareness instruction based on the expected hierarchy
to build toward students’ immediate application of the skills.
● Materials prioritize phonemic awareness instruction (isolation, blending, segmenting, manipulation) and
introduce phonological sensitivity tasks (e.g., rhyming, syllabl

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ant blends, digraphs, diphthongs, and
vowel teams. Brady recommends that blending and segmentation tasks evolve accordingly to include words
with more advanced syllable structures. Additionally, deletion tasks and activities that integrate writing help
students solidify their understanding of how phonemes function within increasingly complex word forms.
This sequence–from simple to complex–ensures that phonemic awareness instruction is not only
developmentally appropriate but also strategically aligned with phonics instruction. It supports students in
acquiring the manipulation skills that are essential for decoding unfamiliar words, spelling accurately, and
building a foundation for fluent, automatic reading.
Resources:
● Building Phoneme Awareness: Know What Matters
● A 2020 Perspective on Research Findings on Alphabetics (Phoneme Awareness and Phonics):
Implications for Instruction
● They Say You Can Do Phonemic Awareness Instruction “In the Dark”, But Should You? A Critical
Evaluation of the Trend Toward Advanced Phonemic Awareness Training
Indicator 1c Guiding Questions:
What is the scope and sequence for phonemic awareness skills?
Evidence Collection
● Examine the Teacher Edition and student materials of the resource for alignment to Foundational
Standards at each grade lev

e student be doing in materials that meet this indicator?
○ What phonemic activities do students practice?
○ Do students practice all phonemic awareness skills in the sequence?
○ Are students supported with manipulatives (e.g., Elkonin boxes, chips) during phonemic practice, and
is there a gradual release to promote independent skill use?
○ Do students have opportunities to connect phonemes to graphemes, or are phonemic awareness
activities limited to oral tasks only?
During the cluster meeting:
● Share evidence of the indicator.
● Discuss the evidence of a coherent scope and sequence for phonemic awareness instruction in the
materials.
● Discuss any questions that were not answered by this instructional material.
● Look for and discuss whether the indicator was met fully, partially, or did not meet any scoring bullet in
the scoring section.
● Agree on the final rating.
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Gateway 1: Alignment to Research-Based
Practices and Standards for Foundational
Skills Instruction
Criterion 1.2 Materials emphasize explicit, systematic instruction of research-based and/or
evidence-based phonemic awareness.
Indicator 1d Materials include systematic and explicit instruction in phonemic awareness
with repe

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ystematic instruction of research-based and/or
evidence-based phonemic awareness.
Indicator 1d Materials include systematic and explicit instruction in phonemic awareness
with repeated teacher modeling.
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials include systematic, explicit instruction in sounds (phonemes).
● Materials provide the teacher with examples for instruction in sounds (phonemes).
● Materials include teacher guidance for corrective feedback when needed for students.
About this indicator:
What is the purpose of this Indicator?
This indicator focuses specifically on phonemic awareness instruction, which involves helping students attend to
and manipulate the smallest units of sound in spoken language. Phonemic awareness is distinct from phonics or
print-based tasks; students working on these skills should be able to complete them orally, without visual
support.

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Brady (2020), phoneme awareness supports the development of precise phonological and
orthographic representations in the brain, which are essential for fluent reading and spelling. While phonemic
awareness instruction focuses on the oral manipulation of sounds, it also prepares students to understand what
letters represent and how they correspond to spoken phonemes.
As students develop phoneme-level awareness, their growing knowledge of graphemes further reinforces their
understanding of the alphabetic principle. Research emphasizes that instruction in these two domains should be
sequenced and coordinated to build a strong foundation for decoding and encoding. While the direct instruction
of graphemes occurs in the phonics component of instruction, phonemic awareness instruction should still be
intentionally aligned with this broader progression so that students can successfully transfer oral sound skills to
print-based applications over time.
Resources:
● Explicit Instruction Explanation
● What is Explicit Instruction?
● Exploring the Foundations of Explicit Instruction
● Review Kindergarten Phonological Awareness
○ RF.K.2d-e
● Review Grade 1 Phonological Awareness
○ RF.1.2a-d
Indicator 1d Guiding Question:
How do the materials provide explicit, systematic instruction of grade-l

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al Awareness
○ RF.K.2d-e
● Review Grade 1 Phonological Awareness
○ RF.1.2a-d
Indicator 1d Guiding Question:
How do the materials provide explicit, systematic instruction of grade-level phonemic awareness skills?
Evidence Collection
● Examine the Teacher Edition and student materials of the resource for alignment to Foundational
Standards for phonemic awareness at each grade level. Review:
○ Introduction section that describes the materials and phonemic awareness routines for units.
○ Scope and sequence of the units.
○ Instruction, questions, and tasks found in relevant foundational sections of daily lessons about
phonemic awareness.
● Teacher Edition identifies lessons and oral activities for teacher modeling phonemic awareness and
comparing sounds, contrasting sounds, blending sounds, substituting sounds, segmenting sounds, and
manipulating sounds.
● Teacher Edition provides guidance and prompting for corrective feedback within daily lessons.
Cluster Meeting
Preparing for the cluster meeting:
● What should the teacher be doing in materials that meet this indicator?
○ How do the materials support regular, systematic teacher modeling of newly taught phonemes during
phonemic awareness instruction?
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lignment to Research-Based
Practices and Standards for Foundational
Skills Instruction
Criterion 1.2 Materials emphasize explicit, systematic instruction of research-based and/or
evidence-based phonemic awareness.
Indicator 1e Materials include daily, brief lessons in phonemic awareness.
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Daily phonemic awareness instruction aligns to the scope and sequence, progressing from isolation,
blending, and segmenting to more advanced phoneme manipulations, with phoneme-grapheme
correspondences introduced to connect sounds to letters.
● Materials include opportunities for students to practice connecting sounds to letters.
● Materials include directions to the teacher for demonstrating how to pronounce each phoneme
(articulation/mouth formation).
About this indicator:
What is the purpose of this Indicator?
This indicator addresses the importance of student practice in phonemic awareness and the immediate
application of those skills through connection to graphemes.

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plicit and systematic instructional
approaches, they are better able to support students within RTI and MTSS frameworks and reduce the number of
students reading below grade level. These same approaches are not only effective for intervention and
remediation but also serve as strong core instructional practices for all learners, including those with dyslexia and
other specific reading disabilities.
By embedding daily phonemic awareness practice and phoneme-grapheme connections into the instructional
routine, materials can help ensure all students receive the support they need to build strong word-reading and
spelling skills from the earliest stages of reading development.
Resources:
● Building Phoneme Awareness: Know What Matters
● Current Knowledge about Instruction in Letter Knowledge, Phoneme Awareness and
Handwriting: What to Teach, When to Start, and Why to Integrate
Indicator 1e Guiding Question:
Evidence Collection
● Examine the Teacher Edition and student materials of the resource for alignment to Foundational
Standards for phonemic awareness at each grade level.

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Gateway 1: Alignment to Research-Based
Practices and Standards for Foundational
Skills Instruction
Criterion 1.2 Materials emphasize explicit, systematic instruction of research-based and/or
evidence-based phonemic awareness.
Indicator 1f Materials regularly and systematically offer assessment opportunities that
measure student progress of phonemic awareness (as indicated by the
program scope and sequence).
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials provide a variety of assessment opportunities throughout the year (e.g., at least three times per
year or aligned to key instructional benchmarks) to monitor student progress in phonemic awareness.
Assessment types may include oral tasks, encoding assessments, decoding activities requiring phoneme
manipulation, and teacher observations.
● Assessment materials provide teachers-and, when appropriate, caregivers-with clear information about
students’ current skill levels in phonemic awareness.
● Materials support teachers with instructional suggestions or next steps based on ass

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Instruction and Assessment. American Federation of
Teachers.
https://www.thereadingleague.org/wp-content/uploads/2020/10/Brady-Expanded-Version-of-Alphabetics-
TRLJ.pdf
● Burns, M. K., Maki, K. E., Helman, L., McComas, J. J., & Young, H. (2018). Contributions of the components
of phonemic awareness to letter-sound knowledge with kindergarten students in high-poverty urban
elementary schools. Reading & Writing Quarterly: Overcoming Learning Difficulties, 34(5), 409–418.
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https://doi.org/10.1080/10573569.2018.1468835
● Moats, L. C. (2020). Speech to Print: Language Essentials for Teachers of Reading (3rd ed.). Paul H.
Brookes Publishing.
● National Center on Improving Literacy. (2022). Screening and Assessment Practices in Early Literacy.
Retrieved from https://improvingliteracy.org
● Phonemic Awareness Assessment
Indicator 1f Guiding Question:
How do the materials provide assessment for phonemic awareness?
Evidence Collection
● Examine the Teacher Edition and student materials of the resource for alignment to Foundational
Standards at each grade level.

rely on foundational knowledge of grapheme-phoneme
relationships and phonemic segmentation. Over time, this knowledge expands to include more advanced
syllabic and morphemic units. Research by Ehri (2020) shows that when spelling, pronunciation, and meaning
are securely linked in memory, vocabulary retention and reading comprehension improve–underscoring the
importance of early, structured phonics instruction.
Together, these findings affirm that high-quality phonics instruction should be systematic, explicit, and
developmentally sequenced to ensure that all students develop the decoding skills necessary for accurate
and fluent reading.
Scoring:
Meets Expectations
● 30-32 points
Partially Meets Expectations
● 16-29 points
Does Not Meet Expectations
● < 16 points
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Gateway 1: Alignment to Research-Based
Practices and Standards for Foundational
Skills Instruction
Criterion 1.3 Materials emphasize explicit, systematic instruction of research-based and/or
evidence-based phonics.
Indicator 1g Scope and sequence clearly delineate an intentional sequence in which
phonics skills are to be taught, with a clear explanation for the order of the
sequence.
Scoring:
4 points
Materials meet ALL of the
req

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Students are
taught to blend phonemes for reading and segment them for spelling, with instruction aligned to a sequence
that introduces the most common sound-symbol patterns first. As they gain proficiency, students are gradually
introduced to alternative spellings and high-frequency words with irregular correspondences. Effective programs
also provide students with opportunities to apply their growing phonics knowledge by reading decodable texts
that closely follow the taught phonics sequence (Buckingham et al., 2019).
Together, this body of research emphasizes that phonics instruction should not only be structured and
sequential, but also cumulative and immediately applicable. When taught thai way, phonics becomes the
on-ramp to word recognition and a critical driver for reading success.
Resources:
● Clymer’s utility of phonic generalizations
Indicator 1g Guiding Questions:
What is the scope and sequence for phonics skills?
Evidence Collection
● Examine the Teacher Edition and student materials of the resource for alignment to Foundational
Standards at each grade level.

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Gateway 1: Alignment to Research-Based
Practices and Standards for Foundational
Skills Instruction
Criterion 1.3 Materials emphasize explicit, systematic instruction of research-based and/or
evidence-based phonics.
Indicator 1h Materials are absent of the three-cueing system.
Scoring:
4 points
Materials meet ALL of the requirements of this
indicator.
0 points
Materials meet NONE of the requirements of this
indicator.
● Materials do not contain elements of instruction that are based on the three-cueing system for teaching
decoding.
About this indicator:
What is the purpose of this Indicator?
This indicator focuses on the presence and use of the three-cueing systems in foundational skills materials as a
means to teach phonics instruction. The "three cueing systems" refer to a theory of reading developed by
educator Ken Goodman in the 1960s, which suggests that readers use three cues—semantic (meaning),
syntactic (grammar), and graphophonic (letter-sound relationships)—to decode words while reading; however,
relying too heavily on semantic and syntactic cues can lead to guessing or "predictive reading," where children
guess words based on context rather than sounding them out.

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struggle with comprehension and fluency.
For this reason, effective instructional materials emphasize phonics as the primary and most reliable method for
decoding unfamiliar words. Programs aligned to the research avoid incorporating instructional cues or strategies
that encourage guessing from pictures or context, and instead provide direct instruction and practice in
grapheme-phoneme correspondences (Primary National Strategy, 2006).
Resources:
● The Three-Cueing System
● The three-cueing model: Down for the count?
● The Three-Cueing System: Help or Hindrance?
Indicator 1h Guiding Question:
Evidence Collection
● Examine the Teacher Edition and student materials.
Review:
○ The Table of Contents, any pacing guides, and phonics scope and sequence provided by the
publisher.
○ Review daily lesson plans for teaching decoding skills.
○ Review any additional resources, including optional tasks.
○ Review decodable texts and any other texts provided.
○ Review teacher-facing protocols and directions for implementation and use of decodable texts,
and any other texts provided.
Cluster Meeting
Preparing for the cluster meeting:
● How do materials teach decoding within the daily lesson plans?
● Do materials include additional resources or optional tasks that include prompting students to iden

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Gateway 1: Alignment to Research-Based
Practices and Standards for Foundational
Skills Instruction
Criterion 1.3 Materials emphasize explicit, systematic instruction of research-based and/or
evidence-based phonics.
Indicator 1i Materials, questions, and tasks provide reasonable pacing where phonics
(decoding and encoding) skills are taught one at a time and allot time where
phonics skills are practiced to automaticity, with cumulative review.
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials include reasonable pacing of newly taught phonics skills.
● The lesson plan design allots time to include sufficient student practice to work towards automaticity.
● Materials contain distributed, cumulative, and interleaved opportunities for students to practice and review
all previously learned grade-level phonics.
About this indicator:
What is the purpose of this Indicator?
This indicator focuses on the pacing and timing within individual phonics lessons as well as across the year.
While indicator 3c examines overall pacing across all foundational skills, Indicator 1i specifically looks at the
pa

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g within individual phonics lessons as well as across the year.
While indicator 3c examines overall pacing across all foundational skills, Indicator 1i specifically looks at the
pacing of phonics instruction–ensuring that newly taught skills are given adequate time for student practice and
mastery.
Research emphasizes that young learners require extended time and structured practice to master new phonics
concepts. According to Blevins (2019) and the International Literacy Association, newly introduced phonics skills
should be systematically reviewed for a sustained period–typically 4 to 6 weeks–after initial instruction to
support mastery, not just exposure.
Without purposeful review and reinforcement, students may struggle to transfer skills to independent reading
and writing tasks. Fast-moving pacing within many curricula often underestimates the time it takes to build
phonics mastery. To address this, materials should incorporate cycles of review and repeated practice
opportunities, including activities such as blending, dictation, and rereading decodable texts.

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iminate between patterns, supports long-term retention, and improves accuracy. This
contracts with blocked practice, where students complete one skill before moving on to the next. Interleaved
practice maximizes learning by helping students apply skills, flexibly and under varied conditions (Hughes &
Joo-Young, 2020).
Together, this body of research affirms that phonics instruction should be paced to allow for mastery, include
frequent cumulative review, and be structured in a way that supports efficient decoding and fluent reading
development.
Resources:
● Phonics Instruction by National Reading Panel
● Effective Approaches for Scheduling and Formatting Practice Distributed, Cumulative, and Interleaved
Practice
Indicator 1i Guiding Question:
Evidence Collection
● Examine the Teacher Edition and student materials.
Review:
○ The Table of Contents, any pacing guides, and phonics scope and sequence provided by the
publisher.
■ Look at the overview and phonics scope and sequence for the number of lessons
and/or number of days of instruction.
○ Unit overviews for number of days/weeks spent on each new phonics skill.
○ Unit overviews for amount of opportunities for cumulative review.
○ The time needed per lesson per day to teach phonics skills, as well as time spent on
cumulative revie

viding a scope and sequence for phonics skills in core
materials.
● Discuss any questions that were not answered by this instructional material.
● Look for and discuss whether the indicator was met fully, partially, or did not meet any scoring bullet in
the scoring section.
● Agree on the final rating.
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Gateway 1: Alignment to Research-Based
Practices and Standards for Foundational
Skills Instruction
Criterion 1.3 Materials emphasize explicit, systematic instruction of research-based and/or
evidence-based phonics.
Indicator 1j Materials include systematic and explicit phonics instruction with repeated
teacher modeling.
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials contain explicit instructions for systematic and repeated teacher modeling of newly taught
phonics patterns.
● Lessons include blending and segmenting practice using structured, consistent blending routines with
teacher modeling.
● Lessons include dictation of words and sentences using the newly taught phonics pattern(s).
● Materials include t

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o basic, task-specific feedback. Students who receive feedback are
more likely to improve performance on a given task compared to peers who complete the same task without
feedback. This underscores the importance of instructional materials that guide teachers in how and when to
offer feedback during phonics practice and word-reading tasks.
Taken together, these findings emphasize that strong phonics instruction includes clear modeling, practice in
key phonemic awareness skills, and opportunities for corrective feedback–all within a systematic and explicit
instructional structure.
Resources:
● Explicit Instruction Explanation
● What is Explicit Instruction?
● Exploring the Foundations of Explicit Instruction
● When Young Readers Get Stuck
● Review Kindergarten Phonics and Word Recognition
○ RF.K.3a-b; d
● Review Grade 1 Phonics and Word Recognition
○ RF.1.3a-f
● Review Grade 2 Phonics and Word Recognition
○ RF.2.3a-c
Indicator 1j Guiding Question:
How do the materials provide explicit, systematic instruction of grade-level phonics skills?
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Evidence Collection
In the Instructional Materials being reviewed:
● Examine the Teacher Edition and student materials of the resource for alignment to P

d share the evidence of grade-level phonics instruction in core materials.
● Discuss the amount of time spent on grade-level phonics instruction over the course of the school year. Is
adequate time spent? Are the skills being developed for students?
● Discuss how materials include lessons, activities, and routines for sufficient practice.
● Discuss any questions that were not answered by this instructional material.
● Look for and discuss whether the indicator was met fully, partially, or did not meet any scoring bullet in
the scoring section.
● Agree on the final ratings.
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Gateway 1: Alignment to Research-Based
Practices and Standards for Foundational
Skills Instruction
Criterion 1.3 Materials emphasize explicit, systematic instruction of research-based and/or
evidence-based phonics.
Indicator 1k Materials include frequent practice opportunities for students to decode and
encode words that consist of common and newly-taught sound and spelling
patterns.
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Lessons provid

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automatic application across reading and writing tasks.
Resources:
● ‘Encoding’ Explained: What It Is and Why It’s Essential to Literacy
● What Is Decoding?: Part 2 of Encoding vs. Decoding
● Phonics and Decoding
● Review Kindergarten Phonics and Word Recognition
○ RF.K.3a-b
● Review Grade 1 Phonics and Word Recognition
○ RF.1.3a-e
● Review Grade 2 Phonics and Word Recognition
○ RF.2.3a-c
Indicator 1k Guiding Question:
How do the materials provide students with practice opportunities of grade-level phonics skills?
Evidence Collection
● Examine the Teacher Edition and student materials of the resource for alignment to Foundational
Standards at each grade level. Review:
○ Table of Contents (including prefatory materials to see the rationale for how phonics instruction and
student practice is approached).
○ Instructions, questions, and tasks in relevant foundational sections, including prefatory material to
evaluate the quality of phonics practice.
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○ The scope and sequence.
○ The unit and/or weekly overviews.
○ The daily lessons in the Teacher Edition.
● Teacher Edition identifies lessons and activities for phonics student practice.
● Teacher Edition identifies lessons and activities about p

s and share the evidence of students’ practice of phonics in core materials.
● Discuss the amount of time spent on students’ practice of phonics over the course of the school year. Is
adequate time spent? Are the skills being developed for students?
● Discuss how materials include lessons, activities, and routines for sufficient practice.
● Discuss any questions that were not answered by this instructional material.
● Look for and discuss whether the indicator was met fully, partially, or did not meet any scoring bullet in
the scoring section.
● Agree on the final ratings.
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Gateway 1: Alignment to Research-Based
Practices and Standards for Foundational
Skills Instruction
Criterion 1.3 Materials emphasize explicit, systematic instruction of research-based and/or
evidence-based phonics.
Indicator 1l Spelling rules and generalizations are taught one at a time at a reasonable
pace.

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ize explicit, systematic instruction of research-based and/or
evidence-based phonics.
Indicator 1l Spelling rules and generalizations are taught one at a time at a reasonable
pace. Spelling words and generalizations are practiced to automaticity.
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Spelling rules and generalizations are aligned to the phonics scope and sequence.
● Materials include explanations for spelling of specific words or spelling rules.
● Students have sufficient opportunities to practice spelling rules and generalizations.
About this indicator:
What is the purpose of this Indicator?
This indicator focuses on teaching spelling rules and generalizations to students. Teaching spelling rules and
generalizations is essential for building a strong foundation in language skills, enhancing communication
abilities, and fostering confidence in students' writing capabilities. Teaching spelling rules and generalizations is
crucial for several reasons: Spelling rules provide consistency in the language.

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examine patterns at varying levels of complexity and provide
instructional routines that help students apply those patterns across reading and writing.
Resources:
● Clymer’s utility of phonic generalizations
● How Words Cast Their Spell: Spelling Is an Integral Part of Learning the Language, Not a Matter of
Memorization
Indicator 1l Guiding Question:
Evidence Collection
● Review the Teacher and student materials for the following:
○ Scope and sequence of phonics rules and generalizations.
○ Detailed explanation for the use of phonics rules and generalizations in the materials.
○ The delivery of instruction for teaching new phonics rules and generalizations.
○ How often students practice new phonics rules and generalizations.
Cluster Meeting
Preparing for the cluster meeting:
● Consider the sequence of instruction for phonics rules and generalizations.
● Consider how students practice phonics rules and generalizations.
● Consider how often students practice new phonics rules and generalizations.
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● Are students provided ample opportunities to progress towards student mastery?
● Is instruction aligned to high-utility phonics rules and generalizations?
During the cluster meeting:
● Share evi

rovided ample opportunities to progress towards student mastery?
● Is instruction aligned to high-utility phonics rules and generalizations?
During the cluster meeting:
● Share evidence of the indicator.
● Discuss and share the evidence of students’ practice of spelling rules and phonics generalizations in core
materials.
● Discuss the amount of time spent on students’ practice of phonics over the course of the school year. Is
adequate time spent? Are the skills being developed for students?
● Discuss how materials include lessons, activities, and routines for sufficient practice.
● Discuss any questions that were not answered by this instructional material.
● Look for and discuss whether the indicator was met fully, partially, or did not meet any scoring bullet in
the scoring section.
● Agree on the final ratings.
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Gateway 1: Alignment to Research-Based
Practices and Standards for Foundational
Skills Instruction
Criterion 1.3 Materials emphasize explicit, systematic instruction of research-based and/or
evidence-based phonics.
Indicator 1m Materials include decodable texts with phonics aligned to the program’s
scope and sequence and opportunities for students to use decodables for
multiple

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based phonics.
Indicator 1m Materials include decodable texts with phonics aligned to the program’s
scope and sequence and opportunities for students to use decodables for
multiple readings.
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Decodable texts reflect grade-level phonics patterns aligned to the program’s scope and sequence.
● Lessons include detailed plans for repeated readings of decodable texts to reinforce accuracy,
automaticity, and confidence.
● Reading practice occurs in decodable texts aligned to the taught phonics patterns and reflects an absence
of predictable texts. Use of decodable texts decreases over time as students demonstrate decoding
proficiency and transition into increasingly complex texts.
About this indicator:
What is the purpose of this Indicator?
This indicator focuses on the instruction and practice of phonics in the context of connected text. Decodable
texts are small readers or passages for students to read immediately after learning a phonics skill or learning
new high-frequency/irregularly-spelled words.

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Overall, using decodable texts that are tightly aligned to the phonics scope and sequence helps ensure that
students practice newly taught skills in meaningful reading situations. This type of structured practice enhances
decoding automaticity and supports students as they move toward fluency and independent reading.
Resources:
● What Are Decodable Books and Why Are They Important?
Indicator 1m Guiding Question:
How do the materials provide instruction and practice of phonics and high-frequency words through the use
of decodables?
Evidence Collection
● Examine the Teacher Edition and student materials of the resource for alignment to Foundational
Standards at each grade level. Review:
○ The Table of Contents for lesson plans about how to use decodable texts.
○ The scope and sequence for phonics and for high-frequency words/irregularly spelled words.
○ The end of the teacher manual or resources for the instructional routines for decodables.
○ Small-group opportunities that use decodable texts.
● Review in the materials for separate decodable texts.
● Look at decodables or decodable texts. A decodable text is a passage that contains the current and
previous grapheme-phoneme correspondences that students have been taught.

ng opportunities for students to read decodable texts
in core materials.
● Discuss the amount of time spent on students’ reading decodable texts over the course of the school
year. Is adequate time spent? Are the skills being developed for students?
● Discuss any questions that were not answered by this instructional material.
● Look for and discuss whether the indicator was met fully, partially, or did not meet any scoring bullet in
the scoring section.
● Agree on the final rating.
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Gateway 1: Alignment to Research-Based
Practices and Standards for Foundational
Skills Instruction
Criterion 1.3 Materials emphasize explicit, systematic instruction of research-based and/or
evidence-based phonics.
Indicator 1n Materials regularly and systematically offer assessment opportunities that
measure student progress of phonics in- and out-of-context (as indicated by
the program scope and sequence).
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials regularly and systematically provide a variety of assessment opportunit

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Out-of-context word reading is especially important when evaluating
students with reading difficulties, as it isolates their ability to decode without relying on contextual clues. This
type of assessment is particularly revealing for identifying students who may be over-relying on memorization or
guessing strategies rather than applying phonics knowledge.
In addition to formal assessments, observing students’ oral reading of texts at different difficulty levels offers
valuable insights into how they apply decoding, fluency, and word recognition strategies during authentic
reading. These observations can help teachers understand how students integrate their knowledge of phonics
patterns with broader reading behaviors, supporting more targeted and responsive instruction.
Resources:
● The critical role of phonics assessment in the Science of Reading
● Assessment: In Depth
Indicator 1n Guiding Question:
How do the materials provide assessment of phonics skills?
Evidence Collection
● Examine the Teacher Edition and student materials of the resource for alignment to Phonics Standards at
each grade level.

ontent to support application in connected
reading and writing. Over time, additional spelling and decoding patterns are introduced to build accuracy,
automaticity, and confidence. This sequencing can follow either a grapheme-based model or a word family
approach, as long as instruction builds cumulatively on prior knowledge (Brady, 2020).
Together, this research emphasizes the importance of decoding, systematic phonics instruction, and
memory-building practices to support the development of automatic word recognition in early readers.
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Scoring:
Meets Expectations
● 10-12 points
Partially Meets Expectations
● 6-9 points
Does Not Meet Expectations
● < 6 points
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Gateway 1: Alignment to Research-Based
Practices and Standards for Foundational
Skills Instruction
Criterion 1.4 Materials and instruction support students in learning and practicing regularly
and irregularly spelled words.
Indicator 1o Materials include explicit instruction in identifying the regularly spelled part
and the temporarily irregularly spelled part of words.

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and irregularly spelled words.
Indicator 1o Materials include explicit instruction in identifying the regularly spelled part
and the temporarily irregularly spelled part of words. High-frequency word
instruction includes spiraling review.
Scoring:
2 points
Materials meet ALL of the
requirements of this indicator.
1 point
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials include systematic and explicit instruction of high-frequency words with an explicit and
consistent instructional routine.
● Materials include teacher modeling of the spelling and reading of high-frequency words that includes
connecting the phonemes to the graphemes.
● Materials include a sufficient quantity of high-frequency words for students to make reading progress.
About this indicator:
What is the purpose of this Indicator?
This indicator focuses on systematic and explicit instruction of high-frequency words. Materials should include
an instructional routine for students to identify the regularly spelled and temporarily irregularly spelled part of
words.

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found that engaging students in analyzing and processing the spellings of irregular
words during instruction significantly supports their ability to recognize and read these words. Rather than
relying solely on memorization, students benefit from instruction that draws attention to the specific
orthographic features of irregular words, helping them anchor the word’s pronunciation, meaning, and spelling in
memory. This process enables students to integrate irregular words into their developing reading system more
effectively and supports broader word recognition growth.
Resources:
● Basics: Sight Words and Orthographic Mapping
● A New Model for Teaching High-Frequency Words
Indicator 1o Guiding Question:
How do the materials provide explicit, systematic instruction of grade-level phonics skills?
Evidence Collection
In the Instructional Materials being reviewed:
● Examine the Teacher Edition and student materials of the resource for alignment to Foundational
Standards at each grade level.

dards for Foundational
Skills Instruction
Criterion 1.5 Materials provide systematic and explicit instruction and practice in oral
reading fluency by mid-to-late 1st and 2nd grade. Materials for Grade 2 oral
reading fluency practice should vary (decodables and grade-level texts).
Indicator 1s Instructional opportunities are built into the materials for systematic,
evidence-based, explicit instruction in oral reading fluency.
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials include regular and varied opportunities for explicit, systematic instruction in rate, accuracy, and
prosody using grade-level decodable connected text.
● Materials provide opportunities for students to hear fluent reading of grade-level text by a model reader.
● Materials include a variety of resources for explicit instruction in oral reading fluency, supporting skill
development across the year.
About this indicator:
What is the purpose of this Indicator?
The National Reading Panel included fluency as one of the five necessary components for reading instruction.
When reading fluency is taught in Grades 1-2, students should be

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, 2014 & 2017). Struggling readers, including those
who perform poorly on high-stakes silent reading comprehension assessments, often demonstrate significant
weaknesses in fluency. Poor fluency limits their ability to decode words quickly and effortlessly, which in turn
hinders their comprehension of connected text.
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Although fluency is recognized as an essential component of early reading development and is included in
national standards such as the Common Core State Standards, many students in upper elementary, middle, and
secondary grades continue to struggle with achieving adequate levels of fluency. This persistent fluency gap
contributes to broader difficulties with reading comprehension, emphasizing the need for consistent, explicit
fluency instruction throughout students’ educational careers. Strengthening fluency supports both word reading
efficiency and higher-level comprehension processes.
Resources:
● Components of Fluency
Indicator 1s Guiding Question:
How do the materials address explicit, systematic oral reading fluency instruction?
Evidence Collection
● Examine the Teacher Edition and student materials of the resource for alignment to fluency standards at
each grade level.

dards for Foundational
Skills Instruction
Criterion 1.5 Materials provide systematic and explicit instruction and practice in oral
reading fluency by mid-to-late 1st and 2nd grade. Materials for Grade 2 oral
reading fluency practice should vary (decodables and grade-level texts).
Indicator 1t Varied and frequent opportunities are built into the materials for students to
engage in supported practice to gain automaticity and prosody beginning in
mid-Grade 1 and through Grade 2 (once accuracy is secure).
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Varied, frequent opportunities are provided over the course of the year for students to gain automaticity
and prosody in connected text, aligned to program expectations and developmental readiness.
● Materials provide practice opportunities for word reading fluency in a variety of settings (e.g.

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s design to ensure consistent development.
Research or Standards connection:
Reading fluency is a critical competency that must be explicitly addressed within literacy instruction. Research
consistently shows that fluency is not only foundational to reading development but also relatively
straightforward to measure and monitor (Rasinski, 2014 & 2017). Reliable assessment tools and evidence-based
instructional methods have been developed to support the improvement of students’ fluency skills.
Strengthening fluency is essential for enabling students to read accurately, automatically, and with appropriate
expression-key components that contribute to overall reading comprehension and academic success.
Resources:
● Fluency: In Practice
● Evidence-based Fluency Instruction
Indicator 1t Guiding Question:
How do the materials address oral reading fluency practice?
Evidence Collection
● Examine the Teacher Edition and student materials of the resource for alignment to Foundational
Standards at each grade level.

er the indicator was met fully, partially, or did not meet any scoring bullet in the
scoring section.
● Agree on the final ratings.
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Gateway 1: Alignment to Research-Based
Practices and Standards for Foundational
Skills Instruction
Criterion 1.4 Materials and instruction support students in learning and practicing regularly
and irregularly spelled words.
Indicator 1p Instructional opportunities are frequently built into the materials for students
to practice and gain decoding automaticity of high-frequency words.
Scoring:
2 points
Materials meet ALL of the
requirements of this indicator.
1 point
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Students practice decoding high-frequency words in isolation.
● Lessons provide students with frequent opportunities to decode high-frequency words in context.
● Lessons provide students with frequent opportunities to encode high-frequency words in tasks, such
as sentences, in order to promote automaticity of high-frequency words.
About this indicator:
What is the purpose of this Indicator?
The purpose of this indicator is to verify materials do not simply req

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sion rather than decoding
each word. Research shows that the development of sight word knowledge occurs through a process of linking
the visual form of a word to its pronunciation. As students encounter words repeatedly and apply phonics skills
to decode them, these visual-phonological connections become stronger, allowing words to be stored in
long-term memory for effortless retrieval.
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The goal of early reading instruction is to help students develop an analytic approach to decoding unfamiliar
words (Miles, 2018). Through consistent decoding practice and repeated exposure, students gradually transition
from sounding out words to recognizing most words automatically. Over time, even words that initially seem
irregular in their spelling patterns become familiar and function like regularly spelled words for fluent readers.
Supporting students in the process is essential for building the automaticity and comprehension skills necessary
for independent reading success.
Resources:
● Basics: Sight Words and Orthographic Mapping
● Should I teach students to memorize sight words and monitor their progress?
Indicator 1p Guiding Question:
How do the materials provide students with opportunities to r

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c Mapping
● Should I teach students to memorize sight words and monitor their progress?
Indicator 1p Guiding Question:
How do the materials provide students with opportunities to read and write high-frequency words in context?
Evidence Collection
● Examine the Teacher Edition and student materials of the resource for alignment to Foundational
Standards at each grade level. Review:
○ The Table of Contents for high-frequency words.
○ The index for high-frequency word instruction.
○ The end of the Teacher Edition or resources for the instructional routines for high-frequency words.
Sentences in the decodables for high-frequency.
○ Lessons in high-frequency/irregularly spelled words for activities that require students to read or write
high-frequency in the context of sentences.
○ Student workbooks for practice in high-frequency words.
● Look for separate ancillary materials with instructional routines for high-frequency words or irregularly
spelled words.
Cluster Meeting
Preparing for the cluster meeting:
● What should the teacher be doing in materials that meet this indicator?
○ Are opportunities to implement practice of high-frequency words in context evident in the core
instructional sequence?
○ Is there regular practice of high-frequency words for students across the units?
○ Do

dards for Foundational
Skills Instruction
Criterion 1.5 Materials provide systematic and explicit instruction and practice in oral
reading fluency by mid-to-late 1st and 2nd grade. Materials for Grade 2 oral
reading fluency practice should vary (decodables and grade-level texts).
Indicator 1u Materials regularly and systematically offer assessment opportunities that
measure student progress in oral reading fluency (as indicated by the
program scope and sequence).
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Multiple assessment opportunities are provided regularly and systematically over the course of the year
for students to demonstrate progress toward mastery and independence of oral reading fluency.
● Assessment materials provide the teacher–and, when appropriate, caregivers–with information about
students' current skills/levels in rate, accuracy, and prosody.
● Materials support the teacher with instructional adjustments to help students make progress toward
mastery and include guidance aligned to developmentally appropriate fluency benchmarks (e.g., WCPM,
prosody rubrics, or progress-monitoring tar

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onal decisions and tier placement.
Intervention practices that combine repeated reading with additional strategies have been shown to produce
greater gains in oral reading fluency. Effective combinations include techniques such as word preview
(pre-teaching isolated words), listening passage preview (modeling fluent reading), error correction during oral
reading, performance feedback (goal setting and self-monitoring), peer-mediated reading activities, and the
gradual introduction of more challenging texts (Lee & Yoon, 2017). These approaches enhance the benefits of
repeated reading by building accuracy, automaticity, and prosody, and help ensure that students develop the
fluency skills necessary for successful reading comprehension.
Resources:
● Understanding and Assessing Fluency
● Oral Reading Fluency Norms: A Valuable Assessment Tool for Reading Teachers
Indicator 1u Guiding Question:
How do the materials provide assessment of fluency?
Evidence Collection
● Examine the Teacher Edition and student materials of the resource for alignment to Fluency standards in
Grades 1-2.

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Gateway 1: Alignment to Research-Based
Practices and Standards for Foundational
Skills Instruction
Criterion 1.4 Materials and instruction support students in learning and practicing regularly
and irregularly spelled words.
Indicator 1q Materials include explicit instruction in syllabication and morpheme analysis
and provide students with practice opportunities to apply learning.
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials contain explicit instruction of syllable types and syllable division that promote decoding and
encoding of words.
● Materials contain explicit instruction in morpheme analysis to decode unfamiliar words.
● Multiple and varied opportunities are provided over the course of the year for students to learn, practice,
and apply word analysis strategies.
About this indicator:
What is the purpose of this Indicator?
This indicator focuses on syllabication and morpheme analysis. When students come across unfamiliar words to
decode, students need the skills to decode the word.

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Instruction that focuses on building automaticity with multisyllabic words is most effective when students have
repeated opportunities to manipulate and read words and word parts. A part-to-whole instructional
model–beginning with morphemes in isolation, then applying them within whole words, and ultimately using
them in connected text–helps students strengthen their word recognition skills and promotes greater reading
fluency (Toste et al., 2017).
Resources:
● On Eating Elephants and Teaching Syllabication
● Six Syllable Types
● Helping Students With Dyslexia Read Long Words Using Syllables and Morphemes
● 33. Syllables or Morphemes? When to Teach Which and Why | 2022 Literacy Symposium
Indicator 1q Guiding Question:
How do the materials provide explicit, systematic word analysis instruction and student practice of word
analysis?
Evidence Collection
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● Examine the Teacher Edition and student materials of the resource for alignment to Foundational
Standards at each grade level.

: Alignment to Research-Based
Practices and Standards for Foundational
Skills Instruction
Criterion 1.4 Materials and instruction support students in learning and practicing regularly
and irregularly spelled words.
Indicator 1r Materials regularly and systematically offer assessment opportunities that
measure student progress of word recognition and analysis (as indicated by
the program scope and sequence).
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials regularly and systematically provide a variety of assessment opportunities over the course of the
year to demonstrate students’ progress toward mastery and independence of word recognition and
analysis.
● Assessment materials provide the teacher and students with information concerning students’ current
skills/level of understanding of word recognition and word analysis.
● Materials support the teacher with instructional suggestions for assessment-based steps to help students
progress toward mastery in word recognition and word analysis.
About this indicator:
What is the purpose of this Indicator?
This indicator examines the quality of instructi

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ations of students’ oral reading behaviors across texts of varying difficulty offer useful information about
how students integrate decoding, context, and other reading strategies. Together, these practices help
educators form a more complete picture of a student’s reading development and inform targeted instructional
support.
Resources:
● The Effects of Syllable-Awareness Skills on the Word-Reading Performances of Students Reading in a
Transparent Orthography
Indicator 1r Guiding Question:
How do the materials provide assessment of all high-frequency words, word analysis, and syllabication skills?
Evidence Collection
● Examine the Teacher Edition and student materials of the resource for alignment to Foundational
Standards at each grade level. Review:
○ Table of Contents (including prefatory materials to see the rationale for how assessment is
approached)
○ Assessment sections (diagnostic assessments, checklists, rubrics, running records, observation forms)
○ Protocols for how to support students performing below grade level
● Look for evidence of systematic instruction AND assessment to support development of foundational
skills.
● Teacher Edition identifies metrics and systems for progress monitoring the foundational skills to support
the teacher in identifying students’ growt

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Gateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.1 Materials include content-rich, engaging texts that meet the text complexity
criteria for the grade level. Texts and text sets cohesively work together to
build knowledge of specific topics and/or content themes.
Indicator 2a Materials provide opportunities for students to engage in a range and volume
of reading through content-rich and engaging texts.
Narrative Only Criteria (this information will be included in the narrative report but will not affect scoring):
● Materials reflect the balance of informational and literary texts required by the grade-level standards
(50/50 in K-5), including various subgenres.
● Materials include a range of full texts and excerpts (including long-form and short-form texts),
depending on the materials’ stated purpose.
● Materials include sufficient teacher guidance (including monitoring and feedback) and (starting in
Grade 1) student accountability structures for independent reading (e.g., independent reading
procedures, proposed schedule, tracking system for independent reading).
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of th

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ng 47 studies, the researchers found a statistically significant overall
positive effect, though this effect is primarily observed in word recognition and attitudes toward reading. The
effect on comprehension was negligible. The study also explores debates surrounding independent reading,
including the level of control over students' reading choices and the role of independent reading in a
comprehensive reading program. The meta-analysis concludes that independent reading is a valuable addition
to reading instruction, particularly for fostering positive attitudes toward reading and improving word recognition
skills. However, the impact on comprehension may be less pronounced and may depend on the nature of
activities in the control group.
Resources:
● CCSS Appendix A
● CCSS Appendix B
● Placing Texts at the Center of the Standards-Aligned ELA Classroom
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Indicator 2a Guiding Question:
Are students reading a range and volume of content-rich and engaging texts, both through interaction with
the teacher and/or classmates and independently?
Evidence Collection
Note:
● The first three criteria for this indicator consider the anchor or core texts in a program.

ateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.1 Materials include content-rich, engaging texts that meet the text complexity
criteria for the grade level. Texts and text sets cohesively work together to
build knowledge of specific topics and/or content themes.
Indicator 2b Core/Anchor texts have the appropriate level of complexity for the grade
according to documented quantitative analysis, qualitative analysis, and
relationship to their associated student task.
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Accurate text complexity analysis and a rationale for educational purpose and placement in the grade
level accompany core/anchor texts.
● According to quantitative and qualitative analysis and their relationship to the associated student task,
core/anchor texts have the appropriate level of complexity for the grade.
● Materials provide opportunities for students to listen to texts read aloud that are more complex than what
they can read independently.
About this indicator:
What is the purpose of this Indicator?
This indicator examines the quantitative and qualitative complex

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ed
comprehension. A well-sequenced curriculum, starting with simpler texts and progressing to more complex
materials, helps build background knowledge and vocabulary incrementally. Supporting these efforts with a
well-structured core curriculum ensures that students receive rigorous and relevant instruction, preparing them
for advanced academic challenges and real-world literacy demands.
Resources:
● Qualitative Rubric Literary
● Qualitative Rubric Informational
● Supplemental Information for Appendix A: New Research for Text Complexity
Indicator 2b Guiding Question:
Are the anchor texts at the appropriate level of rigor/text complexity for each grade level and are a text
complexity analysis and rationale for the text’s inclusion in the materials provided?
Evidence Collection
In the instructional materials being reviewed:
● Review the Text Analysis information to identify the quantitative and qualitative information provided for
all core/anchor texts in the program.
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● Consider the appropriateness of each text’s complexity for the grade level based on the quantitative and
qualitative analysis.

ateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.1 Materials include content-rich, engaging texts that meet the text complexity
criteria for the grade level. Texts and text sets cohesively work together to
build knowledge of specific topics and/or content themes.
Indicator 2c Materials provide appropriate scaffolds for core/anchor texts that ensure all
students can access the text and make meaning. Scaffolds align with the
text’s qualitative analysis.
Scoring:
2 points
Materials meet ALL of the
requirements of this indicator.
1 point
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Scaffolds align with the qualitative complexity of the program’s texts to support students in making
meaning of each text.
● Materials include scaffolds for before, during, and after engaging with a complex text.
● Materials include teacher guidance on how to enact each scaffold based on student needs.
About this indicator:
What is the purpose of this Indicator?
This indicator examines the scaffolds materials provide for each core/anchor text. In order to access and make
meaning of challenging texts, students need various supports.

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= 0.16). Scaffolding types impacted outcomes differently: rereading scaffolds
were associated with lower scores, while syntax and structure scaffolds were linked to higher scores. These
findings suggest that targeted scaffolding can enhance comprehension, especially by addressing complex
syntax and text structure, offering a model for future interventions.
Resources:
● CCSS Appendix A
Indicator 2c Guiding Question:
Do materials provide appropriate scaffolds and teacher guidance to enact them for each core/anchor text?
Evidence Collection
In the instructional materials being reviewed:
● Review the scaffolds provided for each core/anchor text in each unit.
● Consider whether the scaffolds align to the qualitative complexity of the text.
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● Consider when each scaffold is enacted (before, during, after reading).
● Look at the teacher guidance provided on how to implement each scaffold.

s of the “making meaning” process (before, during, and
after reading).
● Discuss the teacher guidance available for implementing each scaffold.
● Discuss whether the teacher guidance provided is sufficient to successfully implement the scaffolds in the
materials.
● Look for and discuss whether the indicator was met fully, partially, or did not meet any scoring bullet in
the scoring section.
● Agree on the final rating.
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Gateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.1 Materials include content-rich, engaging texts that meet the text complexity
criteria for the grade level. Texts and text sets cohesively work together to
build knowledge of specific topics and/or content themes.
Indicator 2d Text sets (e.g., unit, module) are organized around topic(s) or theme(s) to
cohesively build student knowledge.
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Text sets are organized around a grade-appropriate, tightly-connected topic or theme.
● Text set organization provides opportunities for students

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s the critical role of substantive content knowledge,
leading to stagnation in reading achievement and exacerbating educational inequities, particularly for
disadvantaged students. Hirsh calls for a curriculum overhaul to integrate broad, content-rich instruction from an
early age, enhancing students' comprehension and helping to bridge achievement gaps.
According to CCSS’ Key Shifts in English Language Arts, “students must be immersed in information about the
world around them if they are to develop the strong general knowledge and vocabulary they need to become
successful readers and be prepared for college, career, and life. Informational texts play an important part in
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building students’ content knowledge. Further, it is vital for students to have extensive opportunities to build
knowledge through texts so they can learn independently.”
Resources:
● Key Shifts in English Language Arts
Indicator 2d Guiding Question:
Are text sets in each unit/module connected by a grade-appropriate topic or theme to cohesively build
student knowledge?
Evidence Collection
Note: It is not enough for text sets to be connected by a broad or vague topic or themes.

e writing instruction involves
evidence-based strategies that address writing proficiency issues, while assessments should focus on
providing insights to inform teaching practices. Overall, research advocates for content-rich curricula that build
progressively on students' knowledge, supporting both literacy and other academic outcomes.
Scoring:
Meets Expectations
● 38–42 points
Partially Meets Expectations
● 21–37 points
Does Not Meet Expectations
● < 21 points
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Gateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.2 Materials include questions, tasks, and assignments that are meaningful,
evidence-based, and support students in making meaning and building
knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2f Materials include a clear, research-based core instructional pathway with
reasonable pacing throughout the year, which allows students to work
towards grade-level proficiency.
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Mater

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aningful content
learning, supported by recent developments in the Common Core State Standards that advocate concentrating
on core concepts rather than a sprawling array of skills. The article urges immediate action toward building
coherent curricula as a fundamental step in improving education.
Resources:
● All CCSS ELA Standards
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Indicator 2f Guiding Question:
Do materials include a clear, research-based core instructional pathway with reasonable pacing throughout
the year, which allows students to work towards grade-level proficiency?
Evidence Collection
Note: The average school is around 180 days. This does not mean that materials should include 180 lessons;
however, the amount should be reasonable to ensure teachers have enough material to teach while also
leaving space in the curriculum for assessments, breaks, and other interruptions.
Also note that this indicator is also looking to determine whether materials have included practices that are
not supported by research, so ensuring the materials do not include Balanced Literacy practices, etc, is
important.
In the instructional materials being reviewed:
● Look for a clear outline of the essential elements that make up the core inst

cademic year.
● Discuss whether the material allows for sufficient depth in content exploration, supporting students’ ability
to engage thoroughly with the subject matter.
● Look for and discuss whether the indicator was met fully, partially, or did not meet any scoring bullet in
the scoring section.
● Agree on the final rating.
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Gateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.2 Materials include questions, tasks, and assignments that are meaningful,
evidence-based, and support students in making meaning and building
knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2g Most questions, tasks, and assignments are text-based, allowing students to
demonstrate their thinking in various formats.
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials provide opportunities to support students in making meaning of the texts being studied through
text-based questions

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l skills. Fisher and Frey outline how to craft
questions that address different levels of understanding, from literal comprehension to inferential analysis and
evaluative thinking. They offer practical examples and guidance on implementing these strategies across grade
levels, from K-5 to 6-12, showing how text-dependent questions can enhance students' engagement with
complex texts and support their development as critical thinkers.
Resources:
● CCSS Appendix A
Indicator 2g Guiding Question:
Do 80% or more of the questions, tasks, and assignments require students to use and/or close read the texts
to answer?
Evidence Collection
In the instructional materials being reviewed:
● Review tasks, questions, and assignments associated with texts, paired selections, text sets, and
chapters/units.

s include questions, tasks, and assignments that are meaningful,
evidence-based, and support students in making meaning and building
knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2h Materials support students in developing their ability to comprehend complex
ideas within and across texts through opportunities to analyze and evaluate
texts.
Scoring:
2 points
Materials meet ALL of the
requirements of this indicator.
1 point
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials provide opportunities to support students’ acquisition of print concepts, including directionality,
function (K-1), and structures and features of text (1-2).
● Materials provide opportunities for students to analyze key ideas and details (according to grade-level
standards) within individual texts and across multiple texts to support students in making meaning.
● Materials provide opportunities for students to analyze craft and structure (according to grade-level
standards) within individual texts and across multiple texts to support students in making meaning.
● Materials provide

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ntal groups (immersion in print with and without teacher-led instruction)
performed significantly better in reading readiness and word reading than the traditional readiness group. The
findings suggest that a print-rich environment fosters early literacy skills, though explicit instruction on print
concepts may not be essential for improving reading outcomes.
Resources:
● CCSS Key Shifts in English Language Arts
● CCSS Appendix A
● CCSS ELA Reading Anchor Standards (p. 10)
Indicator 2h Guiding Question:
Do the materials support students in developing their ability to comprehend complex ideas within and across
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texts through opportunities to analyze and evaluate texts?
Evidence Collection
Note:
● The first scoring bullet of this indicator attends to the key ideas and details (RI and RL.1-3) of the CCSS.
The second scoring bullet of this indicator attends to craft and structure (RI and RL.4-6) of the CCSS.

knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2i Materials provide clear protocols and teacher guidance that frequently allow
students to engage in listening and speaking about texts they are reading (or
read aloud).
Scoring:
2 points
Materials meet ALL of the
requirements of this indicator.
1 point
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials include structured protocols that support students in participating in various types of discussions,
using both background knowledge and their interpretation of the text to build upon each other’s
understanding.
● Speaking and listening instruction includes facilitation, monitoring, and feedback guidance for teachers.
About this indicator:
What is the purpose of this Indicator?
This indicator focuses on the various speaking and listening protocols included throughout a progam to build
students’ speaking and listening skills. Regular, structured discussions can increase student engagement and
motivation by making reading a more interactive and collaborative experience.

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nstruction. Moats highlights the importance of
understanding the components of language, including phonology, orthography, and morphology, to effectively
teach reading and writing. She advocates for explicit instruction in phonemic awareness, decoding, and spelling,
providing practical strategies and evidence-based practices for educators to implement in the classroom.
Through clear explanations and real-life examples, Moats equips teachers with the knowledge and tools needed
to support diverse learners, ultimately aiming to enhance students' reading and writing proficiency by building a
strong foundation in language structure.
Resources:
● CCSS ELA Speaking and Listening Anchor Standards (p. 23)
● CCSS Appendix A
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Indicator 2i Guiding Question:
Do materials provide structured protocols and teacher guidance for student engagement in evidence-based
discussions of the texts they are reading?
Evidence Collection
In the instructional materials being reviewed:
● Look for clear protocols that facilitate various types of discussions, such as whole-class, small-group, or
paired conversations.
● Ensure that the protocols encourage students to bring in their background knowledge as well as
informa

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● Discuss what resources are available for providing feedback to students aimed at improving their
speaking and listening skills, such as rubrics, checklists, or sample feedback statements that focus on
contributions’ relevance, clarity, and use of evidence.
● Look for and discuss whether the indicator was met fully, partially, or did not meet any scoring bullet in
the scoring section.
● Agree on the final rating.
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Gateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.2 Materials include questions, tasks, and assignments that are meaningful,
evidence-based, and support students in making meaning and building
knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2j Materials provide opportunities for students to engage in listening and
speaking about texts they are reading (or read-aloud).
Scoring:
2 points
Materials meet ALL of the
requirements of this indicator.
1 point
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO

---

aiming to enhance students' reading and writing proficiency by building a
strong foundation in language structure.
Resources:
● CCSS ELA Speaking and Listening Anchor Standards (p. 23)
● CCSS Appendix A
Indicator 2j Guiding Question:
Do materials include frequent opportunities for students to engage in evidence-based discussions about the
texts they are reading?
Evidence Collection
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In the instructional materials being reviewed:
● Look for specific opportunities that promote interaction among students, such as group discussions,
partner dialogues, or peer reviews (these should be specific tasks, not overall protocols).
● Ensure that these activities require students to refer to what they are reading, reinforcing the practice of
supporting their ideas with clear references.
● Check for prompts and questions that guide students to effectively refer back to the text.
● Review whether the materials encourage students to actively listen to and thoughtfully consider the
perspectives and arguments presented by their peers.
● Assess if there are activities designed to foster respectful debate and discourse, where students can
analyze differing viewpoints and deepen their understanding of the top

that are meaningful,
evidence-based, and support students in making meaning and building
knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2k Materials include explicit instruction on independent word-learning strategies
and key vocabulary words to build knowledge within and across texts.
Scoring:
2 points
Materials meet ALL of the
requirements of this indicator.
1 point
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials include structured and explicit practices for introducing key vocabulary words and independent
word-learning strategies within the context of the texts (student-friendly definitions, analyzing morphemes,
word maps, and discussion of word relationships/shades of meaning, dictionary skills, context clues).
● Attention is paid to vocabulary essential to understanding the text and high-utility academic words.
● Materials provide multiple exposures to key vocabulary within (i.e., before, during, after reading) and
across texts.
About this indicator:
What is the purpose of this Indicator?
This indicator examines whether materials include stru

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ness (the ability to identify and analyze
word parts) to students. She explores how this practice impacts literacy development (including phonology,
orthography, and word meaning). Carlisle concludes that morphological awareness holds potential to improve
literacy, particularly when it deepens students' understanding of morphemic structure, spelling, and word
meaning.
Resources:
● Appendix A of the CCSS
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Indicator 2k Guiding Question:
Do the materials include explicit instruction on independent word-learning strategies and key vocabulary
words to build knowledge within and across texts?
Evidence Collection
In the instructional materials being reviewed:
● Ensure the materials focus on vocabulary critical to understanding the texts being studied and include
high-utility academic words that are relevant across various subjects.
● Look for vocabulary selection criteria that emphasize words’ frequency, utility, and relevance to students'
academic and real-world contexts.
● Verify that the materials provide opportunities for students to encounter and use targeted vocabulary
multiple times, in different contexts, and through varied activities.
● Ensure materials encourage the use of vocabulary

peated encounters with key vocabulary before,
during, and after reading, enabling reinforcement and deeper understanding.
● Discuss whether there is coherence in how vocabulary is integrated with the rest of the program,
reinforcing overall knowledge and skills.
● Look for and discuss whether the indicator was met fully, partially, or did not meet any scoring bullet in
the scoring section.
● Agree on the final rating.
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Gateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.2 Materials include questions, tasks, and assignments that are meaningful,
evidence-based, and support students in making meaning and building
knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2l Materials include opportunities for students to practice independent
word-learning strategies, as well as newly taught vocabulary words.
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials include opp

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based framework for vocabulary instruction
that includes explicit teaching of word meanings, facilitating rich language experiences, and promoting active
engagement with new words. A key aspect of their approach is fostering word consciousness, encouraging
students to become aware of and interested in words and their meanings.
In Effects of Instruction in Morphological Awareness on Literacy Achievement: An Integrative Review, Carlisle
(2010) reviews 16 studies on the effects of teaching morphological awareness (the ability to identify and analyze
word parts) to students. She explores how this practice impacts literacy development (including phonology,
orthography, and word meaning). Carlisle concludes that morphological awareness holds potential to improve
literacy, particularly when it deepens students' understanding of morphemic structure, spelling, and word
meaning.
Resources:
● Appendix A of the CCSS
Indicator 2l Guiding Question:
Do the materials include opportunities for students to practice independent word-learning strategies, as well
as newly taught vocabulary words?
Evidence Collection
In the Instructional Materials being reviewed:
● Check if materials provide clear instructions and support for strategies like inferring meaning from
context and using morphological aware

nd existing vocabulary knowledge,
aiding comprehension and retention through thematic or conceptual links.
● Discuss how effectively the materials promote the application of vocabulary beyond rote memorization,
deeper understanding, and exploration of word meanings.
● Look for and discuss whether the indicator was met fully, partially, or did not meet any scoring bullet in
the scoring section.
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● Agree on the final rating.
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Gateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.2 Materials include questions, tasks, and assignments that are meaningful,
evidence-based, and support students in making meaning and building
knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2m Materials include explicit instruction on sentence composition appropriate to
grade-level standards, embedded in what students are studying throughout
the unit.
Scoring:
2 points
Materials meet ALL of the
requirements of this indicator.
1 point
Materials DO NOT meet ALL of the
require

---

ruction, including sentence
structure, punctuation, and usage, and presents research that supports learning grammar through context.
Resources:
● CCSS Anchor Language Standards (p. 25)
Indicator 2m Guiding Question:
Do the materials include explicit instruction in sentence-composition skills that align with grade-level
standards, embedded in what students are studying throughout the unit?
Evidence Collection
In the Instructional Materials being reviewed
● Look for lessons or activities that focus specifically on teaching sentence-composition skills, including
proper use of punctuation, techniques for sentence elaboration, and strategies for sentence combining
using cohesive ties.
● Ensure that materials address sentence fluency, helping students understand how to create varied
sentences that flow naturally.
● Check for exercises that explicitly teach sentence composition skills and provide opportunities for
students to practice and apply them in their writing.
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● Verify that the materials include exemplar sentences drawn from core/anchor texts that demonstrate
clear, varied, and rich sentence structures.
● Ensure that these examples are integrated into instruction to model effective sent

.
● Discuss if the examples used instruction to model effective sentence construction for students, and
illustrate how different elements of grammar and composition work together.
● Discuss whether there are opportunities for students to analyze and discuss these exemplar sentences to
gain a deeper understanding of effective writing techniques and styles.
● Look for and discuss whether the indicator was met fully, partially, or did not meet any scoring bullet in
the scoring section.
● Agree on the final rating.
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Gateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.2 Materials include questions, tasks, and assignments that are meaningful,
evidence-based, and support students in making meaning and building
knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2n Materials include evidence-based opportunities for students to practice
sentence composition and editing of their own writing, appropriate for their
grade level.
Scoring:
2 points
Materials meet ALL of the
requirements of this indicator.
1 point
Materials DO NOT meet ALL of the
requiremen

---

ruction, including sentence
structure, punctuation, and usage, and presents research that supports learning grammar through context.
Resources:
● CCSS Anchor Language Standards (p. 25)
Indicator 2n Guiding Question:
Do the materials include evidence-based opportunities for students to practice sentence composition and
editing of their own writing, appropriate for their grade level?
Evidence Collection
In the Instructional Materials being reviewed:
● Look for structured activities that prompt students to write sentences directly related to the texts they are
studying, ensuring that writing practice is meaningful and contextually relevant.
● Determine whether the materials provide opportunities for students to reflect on and analyze their own
writing, allowing them to practice sentence composition skills and identify areas for improvement.
● Verify that materials include opportunities for students to practice adapting language and tone according
to different audiences and purposes, helping students develop awareness of context in their writing.
● Ensure that the materials have opportunities for students to practice sentence composition skills, such as
varied sentence structures, grammar, and punctuation, alongside opportunities for application in writing
assignments.
Cluster Meetin

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Gateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.2 Materials include questions, tasks, and assignments that are meaningful,
evidence-based, and support students in making meaning and building
knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2o Materials include a mix of both on-demand and process writing opportunities
that are appropriately-aligned in purpose, genre, and/or topic to the reading
of that unit.
Narrative Only Criteria (this information will be included in the narrative report but will not affect scoring):
● Materials reflect the distribution indicated by the standards for process writing (K–5 30/35/35
persuade/explain/convey experience).
Scoring:
2 points
Materials meet ALL of the
requirements of this indicator.
1 point
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials include a mix of grade-appropriate on-demand and process writing.
● Writing opportunities are appropriately aligned to the purpose, genre, and/or topic of the unit’s reading

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vs. text-level),
developmental stage (grade level), and measurement methods. A meta-analysis of 395 studies found that
overall, reading and writing were strongly related (r = .72). However, the strength of the relationship varied
depending on linguistic grain size, developmental phase, measurement, and language. The study emphasizes
the multifaceted nature of reading-writing relations and highlights the importance of considering these factors
when teaching and researching literacy. It suggests that integrating reading and writing instruction can be more
effective than teaching them separately. Additionally, the findings emphasize the importance of using multiple
measures of reading comprehension and written composition to gain a more complete understanding of the
complex relationship between these skills.
Resources:
● CCSS Anchor Writing Standards (p .18)
● CCSS Anchor Reading Standards (p. 10)
● CCSS Anchor Writing Standard 10 (p. 18)
● NAEP Writing Framework (2017)
● Introduction to the Writing Standards (pg. 19)
Indicator 2o Guiding Question:
Do the materials include a mix of both on-demand and process writing opportunities that are
appropriately-aligned in purpose.

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ting Standards (pg. 19)
Indicator 2o Guiding Question:
Do the materials include a mix of both on-demand and process writing opportunities that are
appropriately-aligned in purpose. genre and/or topic to the reading of that unit?
Evidence Collection
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Note:
● Writing with the purpose to persuade refers to argumentative writing.
● Writing with the purpose to explain refers to informative writing.
● Writing with the purpose to convey experience refers to narrative writing.
In the Instructional Materials being reviewed:
● Ensure that materials provide a balanced range of grade-appropriate on-demand and process writing
opportunities. On-demand writing might involve quick responses or timed essays, while process writing
should engage students in drafting, revising, and editing over more extended periods.
● Verify that the materials reflect the distribution of writing types as indicated by relevant educational
standards (e.g., K-5: 30/35/35 persuade, explain, convey experience).
● Assess whether the materials offer sufficient variety in prompts and writing tasks.
● Check that writing opportunities are explicitly connected to the purpose, genre, and topic of the unit’s
reading.

ally, or did not meet any scoring bullet in
the scoring section.
● Agree on the final rating.
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Gateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.2 Materials include questions, tasks, and assignments that are meaningful,
evidence-based, and support students in making meaning and building
knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2p Materials include explicit instruction in varied writing processes, embedded in
what students are studying throughout the unit.
Scoring:
2 points
Materials meet ALL of the
requirements of this indicator.
1 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials include explicit instruction in writing processes, including teacher modeling of writing strategies
and processes, embedded in what students are studying throughout the unit.
● Materials provide teachers with mentor texts and/or student exemplars to support students in examining
how the genre works.
● Materials provide guidance and instruction to

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ch that
recognizes the evolving landscape of technology and communication in society.
Resources:
● CCSS Anchor Writing Standards (p. 18)
● Introduction to the Writing Standards (p. 19)
Indicator 2p Guiding Question:
Do the materials include explicit instruction in varied writing processes, embedded in what students are
studying throughout the unit?
Evidence Collection
Note: This indicator uses the term “processes” instead of process to emphasize that depending on the genre
and intended audience of a piece of writing, the writing process differs.
In the Instructional Materials being reviewed:
● Look for clear, structured lessons that provide explicit instruction on each stage of the writing process,
including prewriting, drafting, revising, editing, and publishing.
● Ensure that the materials include teacher modeling of writing strategies and processes, demonstrating
how to approach writing tasks effectively.
● Verify that the materials provide mentor texts and student exemplars that illustrate how different genres
work and highlight effective writing techniques.
● Look to see that the materials include clear, step-by-step guidance on writing processes for constructing
paragraphs and multi-paragraph texts for various purposes (e.g., narrative, persuasive, expository).
● Check to s

eria for evaluating writing and suggestions for
improvement.
● Discuss whether the materials encourage a supportive feedback approach that focuses on
developmental growth and specific areas for revision, rather than solely on errors.
● Discuss whether the instruction on writing processes is integrated with activities that allow students to
practice these processes, reinforcing learned strategies in authentic writing tasks.
● Discuss whether there is guidance included to help teachers support students in improving their writing
skills through targeted and actionable feedback.
● Look for and discuss whether the indicator was met fully, partially, or did not meet any scoring bullet in
the scoring section.
● Agree on the final rating.
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Gateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.2 Materials include questions, tasks, and assignments that are meaningful,
evidence-based, and support students in making meaning and building
knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2q Materials include frequent opportunities for students to practice

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ills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2q Materials include frequent opportunities for students to practice the writing
processes using evidence-based strategies, embedded in what students are
studying throughout the unit.
Scoring:
2 points
Materials meet ALL of the
requirements of this indicator.
1 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials include multiple opportunities for students to plan writing (e.g., with graphic organizers).
● Materials include multiple opportunities for students to draft their writing.
● Materials include multiple opportunities for students to revise and edit their writing with grade-appropriate
strategies and tools.
● Materials include multiple opportunities for students to use technology to produce and publish writing.
About this indicator:
What is the purpose of this Indicator?
While the previous indicator considered whether materials include opportunities for students to practice both
on-demand and process writing, this indicator solely looks at process writing (at the paragraph and
multi-paragraph level).

---

ing with reading. The authors also highlight the crucial role of creating a motivating
writing environment where students are encouraged to try hard and believe in their abilities. They conclude by
emphasizing the importance of teaching writing effectively, advocating for a more holistic approach that
recognizes the evolving landscape of technology and communication in society.
Resources:
● CCSS Anchor Writing Standards (p. 18)
● Introduction to the Writing Standards (p. 19)
Indicator 2q Guiding Question:
Do materials include frequent opportunities for students to practice the writing processes using
evidence-based strategies, embedded in what students are studying throughout the unit?
Evidence Collection
Note: This indicator uses the term “processes” instead of process to emphasize that depending on the genre
and intended audience of a piece of writing, the writing process differs.

to help students refine
their work.
● Discuss the strategies provided for revision.
● Discuss whether there are grade-appropriate editing tools (e.g., grammar checklists, peer review
guidelines) included in the materials.
● Discuss whether the materials include recommendations for specific technologies and platforms (e.g.,
word processors, blogs, collaborative documents) that facilitate writing.
● Discuss whether there are suggestions for avenues to publish or share student writing, such as online
platforms, class newsletters, or school websites.
● Look for and discuss whether the indicator was met fully, partially, or did not meet any scoring bullet in
the scoring section.
● Agree on the final rating.
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Gateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.2 Materials include questions, tasks, and assignments that are meaningful,
evidence-based, and support students in making meaning and building
knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2r Materials include frequent opportunities for students to practice
evidence-based writing (by d

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, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2r Materials include frequent opportunities for students to practice
evidence-based writing (by drawing from the texts and knowledge built
throughout the unit) to ask and answer questions about key details in a text.
Scoring:
2 points
Materials meet ALL of the
requirements of this indicator.
1 point
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials provide frequent writing opportunities that require students to ask and answer questions about
key details in a text by drawing from the texts and knowledge built throughout the unit.
● Materials provide frequent writing opportunities focused on students’ recall or analysis of information to
develop opinions based in part on textual evidence.
About this indicator:
What is the purpose of this Indicator?
This indicator considers whether materials provide students with ample opportunities to engage in
evidence-based writing in order to ask and answer questions about key details in the texts they are reading.
Frequent practice in writing with evidence encourages students to communicate ideas clearly and concisely,
ensuring that information is conveyed effecti

---

ing for a more holistic approach that
recognizes the evolving landscape of technology and communication in society.
Resources:
● Introduction to the Common Core State Standards (p. 3-8)
Indicator 2r Guiding Question:
Do the materials include frequent opportunities for students to practice evidence-based writing by drawing
from the texts and knowledge built throughout the unit to ask and answer questions about key details in a
text?
Evidence Collection
In the instructional materials being reviewed:
● Consider how frequently students are required to use textual evidence in their writing.
● Assess whether students are prompted to develop claims supported by their analyses.
● Look for specific writing assignments that prompt students to cite textual evidence from the material
they are studying.
● Determine whether there are activities that require students to analyze both explicit content and make
inferences, thus encouraging deeper engagement with the text.
● Look for whether there are frequent prompts that encourage students to develop their analyses and
claims based on the texts.
● Verify that students are expected to work with multiple texts or sources, allowing them to compare
perspectives or viewpoints in their analyses.
● Look for examples or models provided to help students s

● Agree on the final rating.
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Gateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.2 Materials include questions, tasks, and assignments that are meaningful,
evidence-based, and support students in making meaning and building
knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2s Materials include explicit instruction of research skills that guide shared
research to develop students’ knowledge using multiple texts and source
materials.
Scoring:
2 points
Materials meet ALL of the
requirements of this indicator.
1 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials include research projects to build research skills that lead to mastery of the grade-level
standards.
● Materials include explicit instruction of research skills that encourage students to develop knowledge of a
topic using multiple texts and source materials.
About this indicator:
What is the purpose of this Indicator?
The purpose of this indicator is to ensure that materials in

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ltiperspectival analysis, alternative media production, and a connection to social justice. These
elements aim to prepare students to be active citizens in a media-saturated world. The article also advocates for
transformative pedagogy that encourages dialogue and critical reflection, empowering students to contribute to
a democratic and equitable society. Educators are called to embrace new methods that challenge traditional
literacy instruction, promote critical analysis and social change, and ensure access to quality media literacy
education. Overall, the article argues that critical media literacy is crucial for empowering students and
transforming education and society.
Resources:
● Introduction to the Common Core State Standards (p. 3-8)
Indicator 2s Guiding Question:
Do the materials include explicit instruction of research skills that guide shared research to develop students’
knowledge using multiple texts and source materials?
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Evidence Collection
In the instructional materials being reviewed:
● Look for materials that build research skills, ensuring mastery of grade-level standards.
● Ensure materials provide clear, step-by-step guidance on research skills such as formulating

ents instructed and encouraged to use a variety of texts and resources to
gain a comprehensive understanding of a topic.
● Look for and discuss whether the indicator was met fully, partially, or did not meet any scoring bullet in
the scoring section.
● Agree on the final rating.
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Gateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.2 Materials include questions, tasks, and assignments that are meaningful,
evidence-based, and support students in making meaning and building
knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2t Materials include multiple opportunities for students to apply research skills
to develop their knowledge of topics.
Scoring:
2 points
Materials meet ALL of the
requirements of this indicator.
1 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials include multiple opportunities for students to apply research skills to shared research projects
using multiple texts and sources.
● With guidance and support from adults, m

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ltiperspectival analysis, alternative media production, and a connection to social justice. These
elements aim to prepare students to be active citizens in a media-saturated world. The article also advocates for
transformative pedagogy that encourages dialogue and critical reflection, empowering students to contribute to
a democratic and equitable society. Educators are called to embrace new methods that challenge traditional
literacy instruction, promote critical analysis and social change, and ensure access to quality media literacy
education. Overall, the article argues that critical media literacy is crucial for empowering students and
transforming education and society.
Resources:
● Introduction to the Common Core State Standards (p. 3-8)
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Indicator 2t Guiding Question:
Do the materials include multiple opportunities for students to apply research skills to develop their
knowledge of topics?
Evidence Collection
In the instructional materials being reviewed:
● Check for a variety of short research projects that allow students to explore different questions and
topics, encouraging curiosity and engagement.
● Look for materials that provide adequate guidance and support from adults, es

.
● Discuss whether the materials encourage students to answer specific questions, guiding their research
process and promoting critical thinking about the information they gather.
● Look for and discuss whether the indicator was met fully, partially, or did not meet any scoring bullet in
the scoring section.
● Agree on the final rating.
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Gateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.2 Materials include questions, tasks, and assignments that are meaningful,
evidence-based, and support students in making meaning and building
knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2u Materials include formative assessments and guidance that provide the
teacher with information for instructional next steps.
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials include formative assessments and support for the teacher in determining students’ current
skills/level o

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eedback"; it's about helping
students develop the skills they need to become independent learners who can monitor their own progress and
take responsibility for their own learning. The paper explores the theoretical underpinnings of formative
assessment, drawing on research in cognitive psychology and sociocultural theory, and then examines a number
of definitions of formative assessment that have been adopted by various policy groups.
Resources:
● N/A
Indicator 2u Guiding Question:
Do the materials include formative assessments and guidance that provide the teacher with information for
instructional next steps?
Evidence Collection
In the instructional materials being reviewed:
● Check if the materials offer a range of formative assessment types, such as quizzes, observations,
student reflections, peer assessments, or informal checks for understanding.
● Look for specific instructions or resources that help teachers interpret assessment results.

indicator was met fully, partially, or did not meet any scoring bullet in
the scoring section.
● Agree on the final rating.
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Gateway 2: Comprehension Through Texts,
Questions, and Tasks
Criterion 2.2 Materials include questions, tasks, and assignments that are meaningful,
evidence-based, and support students in making meaning and building
knowledge as they progress toward grade-level mastery of literacy skills.
Materials include clear, explicit instruction guidance for teachers across all
literacy skills.
Indicator 2v Materials include culminating tasks/summative assessments that require
students to demonstrate the knowledge and skills acquired throughout the
unit/module while integrating multiple literacy skills (e.g., a combination of
reading, writing, speaking, and listening).
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Culminating tasks/summative assessments are evident in each unit/module and align to the
unit’s/module’s topic or theme.
● Culminating tasks/summative assessments provide students with the

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earning experience. She suggests
including a variety of materials and resources to tap the full potential of the topic and encourage student
identification with the subject matter. Dolan concludes by advocating for a process-oriented approach to writing,
which involves students in the entire process from brainstorming to revising and publishing.
Resources:
● CCSS Anchor Writing Standard 10 (pg. 41)
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Indicator 2v Guiding Question:
Do materials include culminating tasks/summative assessments that require students to demonstrate the
knowledge and skills acquired throughout the unit/module while integrating multiple literacy skills?
Evidence Collection
In the instructional materials being reviewed:
● Check if there are the culminating tasks or summative assessments present in each unit or module, and if
these tasks/assessments clearly align with the unit’s or module’s topic or theme. The assessments should
feel relevant and connected to the material covered.
● Consider if the tasks require students to integrate multiple literacy skills, such as reading, writing,
speaking, and listening.

ionally, it supports teachers in improving their own knowledge of
the subject beyond the grade level and in understanding the role and coverage of standards throughout the
program. It also aids in planning effective instruction by detailing appropriate materials and offering guidance
on how caregivers can support student progress and achievement. Lastly, the materials provide support for
interpreting and evaluating student performance throughout the assessment system, ensuring teachers have
the tools they need to assess and respond to student learning needs effectively.
Scoring:
Meets Expectations
● 8-10 points
Partially Meets Expectations
● 5-7 points
Does Not Meet Expectations
● <5 points
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Gateway 3: Teacher and Student Supports
Criterion 3.1 Materials include opportunities for teachers to effectively plan and utilize
materials with integrity and to further develop their own understanding of the
content.
Indicator 3a Materials provide teacher guidance with useful annotations and suggestions
for how to enact the student materials and ancillary materials to support
students’ literacy development.
Scoring:
2 points
● Materials provide
comprehensive guidance that
will assist teachers in
pr

---

ffer comprehensive guidance for teachers, including annotations
and practical suggestions, to effectively implement both the core student materials and any supplementary
resources. This support aims to enhance teachers' ability to facilitate student literacy development by providing
strategies and insights on how to engage with the materials. Such guidance can include tips for differentiating
instruction, addressing diverse learning needs, and integrating ancillary materials to reinforce learning.
Ultimately, it helps teachers optimize the use of the provided resources to improve student literacy outcomes.
Indicator 3a Guiding Question:
Do the materials provide teacher guidance with useful annotations and suggestions for how to enact the
student and ancillary materials to support students' literacy development?
Evidence Collection
In the instructional materials being reviewed:
● Check that the guidance for teachers is clear and detailed, providing explicit instructions on how to use
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both the student and ancillary materials effectively.
● Ensure that annotations and suggestions are directly linked to the specific learning objectives.

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Gateway 3: Teacher and Student Supports
Criterion 3.1 Materials include opportunities for teachers to effectively plan and utilize
materials with integrity and to further develop their own understanding of the
content.
Indicator 3b Materials contain explanations and examples of grade-level/course-level
concepts and/or standards and how the concepts and/or standards align to
other grade/course levels so that teachers can improve their own knowledge
of the subject.
Scoring:
2 points
● Materials contain explanations
and examples of
grade/course-level concepts
and/or standards so that
teachers can improve their own
knowledge of the subject.
AND
● Materials contain explanations
and examples of how the
concepts and/or standards
align to other grade/course
levels so that teachers can
improve their own knowledge
of the subject.
1 point
● Materials contain explanations
and examples of
grade/course-level concepts
and/or standards so that
teachers can improve their own
knowledge of the subject.
AND
● Materials contain explanations
and examples of how the
concepts and/or standards
align to other grade/course
levels so that teachers can
improve their own knowledge
of the subject.
0 points
● Materials do not contain
explanations a

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struction. This alignment
helps educators see the progression of learning objectives and how current content builds on prior knowledge
while preparing students for future learning. Ultimately, it aids teachers in delivering more cohesive and
informed instruction, benefiting student learning outcomes.
Indicator 3b Guiding Question:
Do the materials contain explanations and examples of the more complex grade/course-level concepts and
concepts beyond the current course so that teachers can improve their own knowledge of the subject?
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Evidence Collection
In the instructional materials being reviewed:
● Ensure that explanations of grade- or course-level concepts and standards are thorough, clear, and
accessible. This helps teachers deepen their understanding of the subject matter and facilitates better
teaching.
● Look for relevant, concrete examples that illustrate the concepts and standards. Examples should be
practical and applicable to classroom instruction, helping teachers visualize how to teach the material
effectively.
● Check for explanations of how concepts and standards align with those taught in previous and
subsequent grade or course levels.

of 210 --
Gateway 1: Alignment to Research-Based
Practices and Standards for Foundational
Skills Instruction
Criterion 1.3 Materials emphasize explicit, systematic instruction of research-based and/or
evidence-based phonics.
Indicator 1i Materials, questions, and tasks provide reasonable pacing where phonics
(decoding and encoding) skills are taught one at a time and allot time where
phonics skills are practiced to automaticity, with cumulative review.
Scoring:
4 points
Materials meet ALL of the
requirements of this indicator.
2 points
Materials DO NOT meet ALL of the
requirements of this indicator.
0 points
Materials DO NOT meet ANY of
the requirements of this indicator.
● Materials include reasonable pacing of newly taught phonics skills.
● The lesson plan design allots time to include sufficient student practice to work towards automaticity.
● Materials contain distributed, cumulative, and interleaved opportunities for students to practice and review
all previously learned grade-level phonics.
About this indicator:
What is the purpose of this Indicator?
This indicator focuses on the pacing and timing within individual phonics lessons as well as across the year.
While indicator 3c examines overall pacing across all foundational skills, Indicator 1i specifically looks at the
pa

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g within individual phonics lessons as well as across the year.
While indicator 3c examines overall pacing across all foundational skills, Indicator 1i specifically looks at the
pacing of phonics instruction–ensuring that newly taught skills are given adequate time for student practice and
mastery.
Research emphasizes that young learners require extended time and structured practice to master new phonics
concepts. According to Blevins (2019) and the International Literacy Association, newly introduced phonics skills
should be systematically reviewed for a sustained period–typically 4 to 6 weeks–after initial instruction to
support mastery, not just exposure.
Without purposeful review and reinforcement, students may struggle to transfer skills to independent reading
and writing tasks. Fast-moving pacing within many curricula often underestimates the time it takes to build
phonics mastery. To address this, materials should incorporate cycles of review and repeated practice
opportunities, including activities such as blending, dictation, and rereading decodable texts.

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challenges.
● Discuss whether the materials include visual aids, such as charts, diagrams, or flowcharts, to help
illustrate how concepts and standards are connected across grade levels.
● Discuss whether there are insights or annotations aimed explicitly at teachers that explain the rationale
behind the concepts and standards and how they fit into the broader curriculum.
● Discuss whether there are suggestions or links to professional development resources that can further
enhance teachers' understanding of subject matter progression.
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Gateway 3: Teacher and Student Supports
Criterion 3.1 Materials include opportunities for teachers to effectively plan and utilize
materials with integrity and to further develop their own understanding of the
content.
Indicator 3c Materials include a standards correlation information document.
Scoring:
1 point
● Correlation information is present for the ELA
standards addressed throughout the grade
level/series.
● Materials identify the standards assessed for
formative assessments.
● Materials identify the standards assessed for
culminating tasks/summative assessments.
0 points
● Standards correlations are inaccurate or missing.
About this indicator:
Wha

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nts.
● Materials identify the standards assessed for
culminating tasks/summative assessments.
0 points
● Standards correlations are inaccurate or missing.
About this indicator:
What is the purpose of this Indicator?
This indicator examines whether materials contain a standards correlation information document, which maps or
aligns the content and activities within the materials to specific ELA Common Core State Standards. This
document serves as a resource for teachers to quickly identify how and where the material addresses particular
standards, enabling better planning and instruction. It helps ensure that teaching is aligned with required
educational benchmarks and offers transparency on how the materials support meeting those standards. Lastly,
this indicator looks at whether materials clearly identify the CCSS assessed in each formative and summative
assessment to further maximize teacher clarity.
Resources:
● Common Core English Language Arts Standards
Indicator 3c Guiding Question:
Do the materials include a standards correlation information document?
Evidence Collection
In the instructional materials being reviewed:
● Consider how teacher materials provide documentation that addresses how individual units, lessons, or
activities throughout the series are aligned to readin

g books, or encouraging writing
activities.
● Discuss whether the materials for parents have been translated into languages commonly spoken in the
community to ensure inclusivity and accessibility for non-English speaking families.
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Gateway 3: Teacher and Student Supports
Criterion 3.1 Materials include opportunities for teachers to effectively plan and utilize
materials with integrity and to further develop their own understanding of the
content.
Indicator 3e Materials provide explanations of the instructional approaches of the
program, identify the research-based strategies, and explain the role of the
standards.
Scoring:
2 points
● Materials explain the
instructional approaches of the
program.
AND
● Materials include and
reference research-based
strategies.
AND
● Materials include and
reference the role of the
standards in the program.
1 point
● Materials explain the
instructional approaches of the
program.
OR
● Materials include and
reference research-based
strategies.
OR
● Materials include and
reference the role of the
standards in the program.
0 points
● Materials do not explain the
instructional approaches of the
program.
AND
● Materials do not include and
reference research-base

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ole of the
standards, explaining how the program aligns with and supports these benchmarks to meet educational goals
and ensure consistency across different instructional settings. This transparency helps educators understand the
rationale behind the teaching methods and how they contribute to achieving desired learning outcomes,
thereby enhancing instructional fidelity and effectiveness.
Indicator 3e Guiding Question:
Do the materials provide explanations of the instructional approaches of the program, identification of the
research-based strategies, and reference the role of the standards in the program?
Evidence Collection
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In the instructional materials being reviewed:
● Ensure that the materials clearly outline the instructional approaches used within the program, providing
a comprehensive overview of how these methods guide teaching and learning activities.
● Check for detailed descriptions of how these approaches are implemented in various lessons and
activities, helping educators visualize their practical application.
● Look for explicit references to research-based strategies, including citations of studies or educational
research that support the effectiveness of the strategies

the reasoning behind choosing specific strategies, illustrating how
they are designed to enhance learning outcomes and support evidence-based teaching practices.
● Discuss whether the materials clearly explain how the program aligns with educational standards, such
as state, national, or Common Core standards, highlighting their role in shaping the curriculum.
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Gateway 3: Teacher and Student Supports
Criterion 3.1 Materials include opportunities for teachers to effectively plan and utilize
materials with integrity and to further develop their own understanding of the
content.
Indicator 3f Materials provide a comprehensive list of supplies needed to support
instructional activities.
Scoring:
1 point
● Materials include a comprehensive list of supplies
needed to support the instructional activities.
0 points
● Materials do not include a comprehensive list of
supplies needed to support instructional activities.
About this indicator:
What is the purpose of this Indicator?
This indicator examines whether the materials include a thorough and detailed list of all supplies and resources
required to support the instructional activities in a program.

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tor?
This indicator examines whether the materials include a thorough and detailed list of all supplies and resources
required to support the instructional activities in a program. This comprehensive list allows teachers to
effectively plan and prepare for lessons by ensuring they have all necessary materials available for successful
implementation. By clearly identifying what is needed, educators can minimize disruptions, manage their time
efficiently, and create a conducive learning environment. Ultimately, this clarity supports smoother lesson
delivery and enhances the overall effectiveness of the instructional activities.
Indicator 3f Guiding Question:
Do the materials provide a comprehensive list of supplies needed to support instructional activities?
Evidence Collection
In the instructional materials being reviewed:
● Look for an organized and easy-to-navigate list, possibly categorized by lesson, unit, or type of activity,
so teachers can quickly find and gather materials.
● Ensure that both digital resources (software, online tools) and physical supplies are included, with clear
indications of what is required for digital learning environments, if applicable.
● Look for suggested alternatives or substitutions for the materials listed to accommodate different
teaching envi

Discuss whether both digital resources (software, online tools) and physical supplies are included, with
clear indications of what is required for digital learning environments, if applicable.
● Discuss whether there are suggested alternatives or substitutions for the materials listed to
accommodate different teaching environments or available resources, adding flexibility for teachers.
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Gateway 3: Teacher and Student Supports
Criterion 3.1 Materials include opportunities for teachers to effectively plan and utilize
materials with integrity and to further develop their own understanding of the
content.
Indicator 3g The assessment system provides consistent opportunities to determine
student learning throughout the school year.

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rther develop their own understanding of the
content.
Indicator 3g The assessment system provides consistent opportunities to determine
student learning throughout the school year. The assessment system
provides sufficient teacher guidance for evaluating student performance and
determining instructional next steps.
Scoring:
2 points
● The assessment system
provides opportunities to
determine student learning
throughout the school year.
AND
● The assessment system
provides sufficient teacher
guidance for evaluating
student performance.
AND
● The assessment system
provides sufficient teacher
guidance for interpreting
student performance and
determining next instructional
steps.
1 point
● The assessment system
provides opportunities to
determine student learning
throughout the school year, but
not consistently.
OR
● The assessment system
provides sufficient teacher
guidance for evaluating
student performance, but not
consistently.
OR
● The assessment system
provides sufficient teacher
guidance for interpreting
student performance and
determining next instructional
steps, but not consistently.
0 points
● The assessment system does
not provide opportunities to
determine student learning
throughout the school year.
AND
● The assessment system does
not provide sufficient teacher
guidanc

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interventions and personalized learning pathways that enhance student growth and achievement. For programs
that include foundational skills, coherence in assessment systems across the program is even more important.
Indicator 3g Guiding Question:
Does the assessment system provide consistent opportunities to determine student learning throughout the
school year, sufficient teacher guidance for evaluating student performance, and sufficient teacher guidance
for determining instructional next steps?
Evidence Collection
Note: This indicator looks at the assessment system as a whole and how all of the types of assessments in a
program work together to show student progress toward mastery and provide guidance to teachers about
how to adjust instruction. Information specific to formative and summative assessments is looked at in
Gateway 2.
In the instructional materials being reviewed:
● Ensure the assessment system provides regular and structured opportunities throughout the school year
to measure student learning.

rion looks at whether materials
provide opportunities for teachers to employ a variety of grouping strategies and include varied
opportunities for students to share their thinking. Furthermore, this criterion considers whether materials
ensure a range of representation of people, leveraging the diverse cultural and social backgrounds of
students to enrich the educational experience and foster an inclusive learning environment.
Scoring:
Meets Expectations
● 4 points
Partially Meets Expectations
● 2-3 points
Does Not Meet Expectations
● <2 points
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Gateway 3: Teacher and Student Supports
Criterion 3.2 Materials are designed for each student’s regular and active participation in
grade-level/grade-band/series content.
Indicator 3j Materials provide strategies and support for students in special populations to
work with grade-level content and meet or exceed grade-level standards,
which support their regular and active participation in learning.
Scoring:
2 points
● Materials provide strategies,
supports, and resources for
students in special populations
to support their regular and
active participation in
grade-level literacy work.
1 point
● Materials provide strategies,
supports, and resource

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and resources, the materials
facilitate regular and active participation in learning for all students, helping them to overcome barriers and
achieve success alongside their peers. This approach fosters an inclusive learning environment that recognizes
and accommodates diverse learning needs and styles.
Resources:
● Supporting Special Populations, Office of Elementary and Secondary Education
Indicator 3j Guiding Question:
Do materials provide strategies, supports, and resources for students in special populations to support their
active participation in grade-level literacy work?
Evidence Collection
● Ensure the materials include specific strategies for differentiating instruction to meet the diverse needs of
students in special populations. These strategies should be adaptable to individual learning styles and
needs.
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● Check if the materials provide scaffolding strategies, such as breaking down tasks into manageable
steps, using graphic organizers, or providing sentence starters to support students in building their
understanding and skills.
● Confirm that the materials include comprehensive guidance for teachers on how to implement these
strategies effectively, including professional

ulations, allowing
teachers to assess effectiveness and adjust strategies as needed?
During the cluster meeting:
● Discuss whether the materials include specific strategies for differentiating instruction to meet the
diverse needs of students in special populations, adaptable to individual learning styles and needs.
● Discuss whether the materials provide scaffolding strategies, such as breaking down tasks into
manageable steps, using graphic organizers, or providing sentence starters to support students in
building their understanding and skills.
● Discuss whether the materials include comprehensive guidance for teachers on how to implement these
strategies effectively, including professional development resources if applicable.
● Discuss whether there are tools and resources for monitoring the progress of students in special
populations, allowing teachers to assess effectiveness and adjust strategies as needed.
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Gateway 3: Teacher and Student Supports
Criterion 3.2 Materials are designed for each student’s regular and active participation in
grade-level/grade-band/series content.
Indicator 3k Materials regularly provide extensions and/or opportunities for advanced
students to engage wi

---

gular and active participation in
grade-level/grade-band/series content.
Indicator 3k Materials regularly provide extensions and/or opportunities for advanced
students to engage with grade-level/course-level literary content at greater
depth.
Scoring:
2 points
● Materials regularly provide
multiple extensions and/or
opportunities for advanced
students to engage with
grade-level/course-level
literary concepts at greater
depth.
AND
● There are no instances of
advanced students doing more
assignments than their
classmates.
1 points
● Materials regularly provide
multiple extensions and/or
opportunities for advanced
students to engage with
grade-level/course-level
literary concepts at greater
depth.
OR
● There are some instances of
advanced students doing more
assignments than their
classmates.
0 points
● Materials do not regularly
provide multiple extensions
and/or opportunities for
advanced students to engage
with grade-level/course-level
literary concepts at greater
depth.
AND
● There are instances of
advanced students doing more
assignments than their
classmates.
About this indicator:
What is the purpose of this Indicator?
This indicator examines whether materials include opportunities for students who perform above grade level to
delve deeper into literacy content and concepts.

---

se of this Indicator?
This indicator examines whether materials include opportunities for students who perform above grade level to
delve deeper into literacy content and concepts. By providing extensions and more challenging activities, the
materials support advanced learners in further developing their skills and comprehension beyond the standard
curriculum. This approach helps to keep advanced students engaged and motivated, ensuring they continue to
be challenged and experience academic growth. In order to meet expectations for this indicator, there must be
no instances of advanced students doing more assignments than their classmates; rather, assignments should
be differentiated in a way that extends learning. By catering to the needs of advanced learners, the indicator
promotes a more personalized learning experience and fosters a classroom environment where all students
have the opportunity to reach their full potential.
Indicator 3k Guiding Question:
Do the materials regularly provide extensions for students who are above grade level to engage with literacy
content and concepts at greater depth?
Evidence Collection
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In the instructional materials being reviewed:
● Ensure there ar