CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct...
Transcript of CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct...
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Program: 1Supplemental/Intervention Curriculum ReviewAccelerated Vocabulary
Accelerated Vocabulary
Renaissance Learning, Inc.
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 2: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/2.jpg)
Program: 2Supplemental/Intervention Curriculum ReviewAccelerated Vocabulary
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 5 1
![Page 3: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/3.jpg)
Program: 3Supplemental/Intervention Curriculum ReviewAlligators to Zucchini
Alligators to Zucchini
Great Source Education Group
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
35% 35%
Kindergarten First Grade Second Grade Third Grade
14% 14% 14% 14%
4% 4% 4%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 4: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/4.jpg)
Program: 4Supplemental/Intervention Curriculum ReviewAlligators to Zucchini
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 2 4 2
Total Points/Total Possible Points _________ / _________ = _________7 20 35%
![Page 5: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/5.jpg)
Program: 5Supplemental/Intervention Curriculum ReviewAlligators to Zucchini
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
![Page 6: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/6.jpg)
Program: 6Supplemental/Intervention Curriculum ReviewAlligators to Zucchini
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 3 14
Total Points/Total Possible Points _________ / _________ = _________5.5 38 14%
![Page 7: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/7.jpg)
Program: 7Supplemental/Intervention Curriculum ReviewAlligators to Zucchini
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 10
Total Points/Total Possible Points _________ / _________ = _________1 24 4%
![Page 8: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/8.jpg)
Program: 8Supplemental/Intervention Curriculum ReviewAlligators to Zucchini
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 7
![Page 9: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/9.jpg)
Program: 9Supplemental/Intervention Curriculum ReviewAlligators to Zucchini
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 9
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Program: 10Supplemental/Intervention Curriculum ReviewBookroom Collection
Bookroom Collection
Benchmark Education
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 11: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/11.jpg)
Program: 11Supplemental/Intervention Curriculum ReviewBookroom Collection
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 2 5
![Page 12: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/12.jpg)
Program: 12Supplemental/Intervention Curriculum ReviewBuild Up Kit Complete
Build Up Kit Complete
Benchmark Education
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2004
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
88% 88%
Kindergarten First Grade Second Grade Third Grade
76% 76% 76% 76%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 13: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/13.jpg)
Program: 13Supplemental/Intervention Curriculum ReviewBuild Up Kit Complete
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
6 3 1
Total Points/Total Possible Points _________ / _________ = _________17.5 20 88%
![Page 14: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/14.jpg)
Program: 14Supplemental/Intervention Curriculum ReviewBuild Up Kit Complete
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
![Page 15: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/15.jpg)
Program: 15Supplemental/Intervention Curriculum ReviewBuild Up Kit Complete
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
10 5 1 1 2
Total Points/Total Possible Points _________ / _________ = _________29 38 76%
![Page 16: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/16.jpg)
Program: 16Supplemental/Intervention Curriculum ReviewBuild-a-Word Books
Build-a-Word Books
Steck Vaughn
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2002
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
38% 38% 38%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 17: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/17.jpg)
Program: 17Supplemental/Intervention Curriculum ReviewBuild-a-Word Books
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
![Page 18: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/18.jpg)
Program: 18Supplemental/Intervention Curriculum ReviewBuild-a-Word Books
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 5 2 4 6
Total Points/Total Possible Points _________ / _________ = _________13.5 36 38%
![Page 19: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/19.jpg)
Program: 19Supplemental/Intervention Curriculum ReviewComprehension Plus
Comprehension Plus
Pearson Learning Group
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2002
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 20: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/20.jpg)
Program: 20Supplemental/Intervention Curriculum ReviewComprehension Plus
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 2 1
![Page 21: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/21.jpg)
Program: 21Supplemental/Intervention Curriculum ReviewComprehension Plus
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 6 1 1
![Page 22: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/22.jpg)
Program: 22Supplemental/Intervention Curriculum ReviewComprehension Plus
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 6 1 1
![Page 23: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/23.jpg)
Program: 23Supplemental/Intervention Curriculum ReviewCurious George Reading & Phonics
Curious George Reading & Phonics
Great Source Education
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2002
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
35% 35%
Kindergarten First Grade Second Grade Third Grade
22% 22%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 24: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/24.jpg)
Program: 24Supplemental/Intervention Curriculum ReviewCurious George Reading & Phonics
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 2 3 3
Total Points/Total Possible Points _________ / _________ = _________7 20 35%
![Page 25: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/25.jpg)
Program: 25Supplemental/Intervention Curriculum ReviewCurious George Reading & Phonics
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
![Page 26: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/26.jpg)
Program: 26Supplemental/Intervention Curriculum ReviewCurious George Reading & Phonics
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 2 4 8
Total Points/Total Possible Points _________ / _________ = _________7 32 22%
![Page 27: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/27.jpg)
Program: 27Supplemental/Intervention Curriculum ReviewCurious George Reading & Phonics
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
7
![Page 28: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/28.jpg)
Program: 28Supplemental/Intervention Curriculum ReviewDaily Vocabulary
Daily Vocabulary
Great Source Education
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1994
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 29: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/29.jpg)
Program: 29Supplemental/Intervention Curriculum ReviewDaily Vocabulary
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 4 5
![Page 30: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/30.jpg)
Program: 30Supplemental/Intervention Curriculum ReviewDiscovery World
Discovery World
Rigby
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1998
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 31: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/31.jpg)
Program: 31Supplemental/Intervention Curriculum ReviewDiscovery World
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 4 2 2
![Page 32: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/32.jpg)
Program: 32Supplemental/Intervention Curriculum ReviewDominie Collection of Aesop’s Fables
Dominie Collection of Aesop’s Fables
Dominie Press, Inc.
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1999
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
15% 15% 15%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 33: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/33.jpg)
Program: 33Supplemental/Intervention Curriculum ReviewDominie Collection of Aesop’s Fables
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 4 7
Total Points/Total Possible Points _________ / _________ = _________3.5 24 15%
![Page 34: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/34.jpg)
Program: 34Supplemental/Intervention Curriculum ReviewDominie Collection of Aesop’s Fables
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 1 3 4
![Page 35: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/35.jpg)
Program: 35Supplemental/Intervention Curriculum ReviewDominie Collection of Myths and Legends
Dominie Collection of Myths and Legends
Dominie Press, Inc.
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
6% 6%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 36: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/36.jpg)
Program: 36Supplemental/Intervention Curriculum ReviewDominie Collection of Myths and Legends
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 7
Total Points/Total Possible Points _________ / _________ = _________1 18 6%
![Page 37: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/37.jpg)
Program: 37Supplemental/Intervention Curriculum ReviewDominie Collection of Myths and Legends
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 5 1
![Page 38: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/38.jpg)
Program: 38Supplemental/Intervention Curriculum ReviewDominie Collection of Traditional Tales
Dominie Collection of Traditional Tales
Dominie Press, Inc.
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1999
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
8% 8% 8%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 39: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/39.jpg)
Program: 39Supplemental/Intervention Curriculum ReviewDominie Collection of Traditional Tales
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 8
Total Points/Total Possible Points _________ / _________ = _________2 24 8%
![Page 40: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/40.jpg)
Program: 40Supplemental/Intervention Curriculum ReviewDominie Collection of Traditional Tales
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 2 4
![Page 41: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/41.jpg)
Program: 41Supplemental/Intervention Curriculum ReviewDominie Habitats of the World
Dominie Habitats of the World
Dominie Press, Inc
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2001
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
0% 0%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 42: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/42.jpg)
Program: 42Supplemental/Intervention Curriculum ReviewDominie Habitats of the World
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
9
Total Points/Total Possible Points _________ / _________ = _________0 18 0%
![Page 43: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/43.jpg)
Program: 43Supplemental/Intervention Curriculum ReviewDominie Habitats of the World
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 1 6
![Page 44: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/44.jpg)
Program: 44Supplemental/Intervention Curriculum ReviewDominie Joy Chapter Books
Dominie Joy Chapter Books
Dominie Press, Inc.
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
0% 0%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 45: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/45.jpg)
Program: 45Supplemental/Intervention Curriculum ReviewDominie Joy Chapter Books
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
9
Total Points/Total Possible Points _________ / _________ = _________0 18 0%
![Page 46: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/46.jpg)
Program: 46Supplemental/Intervention Curriculum ReviewDominie Joy Chapter Books
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 3 5
![Page 47: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/47.jpg)
Program: 47Supplemental/Intervention Curriculum ReviewDominie Vocabulary Builders
Dominie Vocabulary Builders
Dominie Press, Inc.
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2000
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 48: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/48.jpg)
Program: 48Supplemental/Intervention Curriculum ReviewDominie Vocabulary Builders
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 4 4
![Page 49: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/49.jpg)
Program: 49Supplemental/Intervention Curriculum ReviewDominie World of Animals
Dominie World of Animals
Dominie Press, Inc.
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2002
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
6% 6%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 50: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/50.jpg)
Program: 50Supplemental/Intervention Curriculum ReviewDominie World of Animals
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 7
Total Points/Total Possible Points _________ / _________ = _________1 18 6%
![Page 51: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/51.jpg)
Program: 51Supplemental/Intervention Curriculum ReviewDominie World of Animals
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 4 3
![Page 52: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/52.jpg)
Program: 52Supplemental/Intervention Curriculum ReviewEarly Reading Intervention
Early Reading Intervention
Scott Foresman
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
95% 95%
Kindergarten First Grade Second Grade Third Grade
81% 81%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 53: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/53.jpg)
Program: 53Supplemental/Intervention Curriculum ReviewEarly Reading Intervention
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
9 1
Total Points/Total Possible Points _________ / _________ = _________19 20 95%
![Page 54: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/54.jpg)
Program: 54Supplemental/Intervention Curriculum ReviewEarly Reading Intervention
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
![Page 55: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/55.jpg)
Program: 55Supplemental/Intervention Curriculum ReviewEarly Reading Intervention
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
10 3 1 1 1
Total Points/Total Possible Points _________ / _________ = _________26 32 81%
![Page 56: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/56.jpg)
Program: 56Supplemental/Intervention Curriculum ReviewEarly Success
Early Success
Houghton Mifflin
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
36% 36%
13% 16%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 57: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/57.jpg)
Program: 57Supplemental/Intervention Curriculum ReviewEarly Success
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
![Page 58: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/58.jpg)
Program: 58Supplemental/Intervention Curriculum ReviewEarly Success
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 3 5 4
Total Points/Total Possible Points _________ / _________ = _________11.5 32 36%
![Page 59: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/59.jpg)
Program: 59Supplemental/Intervention Curriculum ReviewEarly Success
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 3 6
Total Points/Total Possible Points _________ / _________ = _________2.5 20 13%
![Page 60: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/60.jpg)
Program: 60Supplemental/Intervention Curriculum ReviewEarly Success
Rating
Phonics Decoding
CriterionGrade
K 1 2 32 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
![Page 61: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/61.jpg)
Program: 61Supplemental/Intervention Curriculum ReviewEarly Success
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 5 4 4
Total Points/Total Possible Points _________ / _________ = _________11.5 32 36%
![Page 62: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/62.jpg)
Program: 62Supplemental/Intervention Curriculum ReviewEarly Success
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 3 4
Total Points/Total Possible Points _________ / _________ = _________2.5 16 16%
![Page 63: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/63.jpg)
Program: 63Supplemental/Intervention Curriculum ReviewEarobics Literacy Launch (step 1)
Earobics Literacy Launch (step 1)
Cognitive Concepts
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2001
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
53% 53%
Kindergarten First Grade Second Grade Third Grade
34% 34%
13%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 64: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/64.jpg)
Program: 64Supplemental/Intervention Curriculum ReviewEarobics Literacy Launch (step 1)
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 1 2 2 2
Total Points/Total Possible Points _________ / _________ = _________10.5 20 53%
![Page 65: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/65.jpg)
Program: 65Supplemental/Intervention Curriculum ReviewEarobics Literacy Launch (step 1)
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
![Page 66: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/66.jpg)
Program: 66Supplemental/Intervention Curriculum ReviewEarobics Literacy Launch (step 1)
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 5 3 5
Total Points/Total Possible Points _________ / _________ = _________11 32 34%
![Page 67: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/67.jpg)
Program: 67Supplemental/Intervention Curriculum ReviewEarobics Literacy Launch (step 1)
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
5 5
Total Points/Total Possible Points _________ / _________ = _________2.5 20 13%
![Page 68: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/68.jpg)
Program: 68Supplemental/Intervention Curriculum ReviewEarobics Literacy Launch (step 1)
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 3
![Page 69: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/69.jpg)
Program: 69Supplemental/Intervention Curriculum ReviewEarobics Literacy Launch (step 1)
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 1 2
![Page 70: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/70.jpg)
Program: 70Supplemental/Intervention Curriculum ReviewEarobics Literacy Launch (step 2)
Earobics Literacy Launch (step 2)
Cognitive Concepts
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2001
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
34% 34%
17% 17%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 71: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/71.jpg)
Program: 71Supplemental/Intervention Curriculum ReviewEarobics Literacy Launch (step 2)
Rating
Phonics Decoding
CriterionGrade
K 1 2 32 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
![Page 72: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/72.jpg)
Program: 72Supplemental/Intervention Curriculum ReviewEarobics Literacy Launch (step 2)
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 1 3 6 5
Total Points/Total Possible Points _________ / _________ = _________11.5 34 34%
![Page 73: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/73.jpg)
Program: 73Supplemental/Intervention Curriculum ReviewEarobics Literacy Launch (step 2)
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 3 5
Total Points/Total Possible Points _________ / _________ = _________3 18 17%
![Page 74: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/74.jpg)
Program: 74Supplemental/Intervention Curriculum ReviewEarobics Literacy Launch (step 2)
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 8
![Page 75: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/75.jpg)
Program: 75Supplemental/Intervention Curriculum ReviewEarobics Literacy Launch (step 2)
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 4 4
![Page 76: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/76.jpg)
Program: 76Supplemental/Intervention Curriculum ReviewEdmark Reading Program
Edmark Reading Program
Riverdeep
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1992
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
13% 13% 13% 13%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 77: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/77.jpg)
Program: 77Supplemental/Intervention Curriculum ReviewEdmark Reading Program
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
![Page 78: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/78.jpg)
Program: 78Supplemental/Intervention Curriculum ReviewEdmark Reading Program
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 1 2 14
Total Points/Total Possible Points _________ / _________ = _________5 38 13%
![Page 79: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/79.jpg)
Program: 79Supplemental/Intervention Curriculum ReviewEdmark Reading Program
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 7
![Page 80: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/80.jpg)
Program: 80Supplemental/Intervention Curriculum ReviewEdmark Reading Program
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 8
![Page 81: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/81.jpg)
Program: 81Supplemental/Intervention Curriculum ReviewFactivity Series
Factivity Series
Dominie Press, Inc.
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2001
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 82: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/82.jpg)
Program: 82Supplemental/Intervention Curriculum ReviewFactivity Series
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 1 3
![Page 83: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/83.jpg)
Program: 83Supplemental/Intervention Curriculum ReviewFast ForWord Bookshelf (Vol. 1 & 2)
Fast ForWord Bookshelf (Vol. 1 & 2)
Scientific Learning Corporation
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2001
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
4% 4% 4%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 84: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/84.jpg)
Program: 84Supplemental/Intervention Curriculum ReviewFast ForWord Bookshelf (Vol. 1 & 2)
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
![Page 85: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/85.jpg)
Program: 85Supplemental/Intervention Curriculum ReviewFast ForWord Bookshelf (Vol. 1 & 2)
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 15
Total Points/Total Possible Points _________ / _________ = _________1.5 36 4%
![Page 86: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/86.jpg)
Program: 86Supplemental/Intervention Curriculum ReviewFast ForWord Bookshelf (Vol. 1 & 2)
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 8
![Page 87: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/87.jpg)
Program: 87Supplemental/Intervention Curriculum ReviewFast ForWord Bookshelf (Vol. 1 & 2)
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 8
![Page 88: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/88.jpg)
Program: 88Supplemental/Intervention Curriculum ReviewFirst Stories
First Stories
Pacific Learning
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2000
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
11%
Kindergarten First Grade Second Grade Third Grade
17%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 89: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/89.jpg)
Program: 89Supplemental/Intervention Curriculum ReviewFirst Stories
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 5
Total Points/Total Possible Points _________ / _________ = _________2 18 11%
![Page 90: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/90.jpg)
Program: 90Supplemental/Intervention Curriculum ReviewFirst Stories
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
![Page 91: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/91.jpg)
Program: 91Supplemental/Intervention Curriculum ReviewFirst Stories
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 2 8
Total Points/Total Possible Points _________ / _________ = _________4 24 17%
![Page 92: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/92.jpg)
Program: 92Supplemental/Intervention Curriculum ReviewFirst Stories
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 2 2
![Page 93: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/93.jpg)
Program: 93Supplemental/Intervention Curriculum ReviewFluency Kit for Independent Practice (1)
Fluency Kit for Independent Practice (1)
Benchmark Education Company
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
40% 40% 40%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 94: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/94.jpg)
Program: 94Supplemental/Intervention Curriculum ReviewFluency Kit for Independent Practice (1)
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
5 4 3
Total Points/Total Possible Points _________ / _________ = _________9.5 24 40%
![Page 95: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/95.jpg)
Program: 95Supplemental/Intervention Curriculum ReviewFluency Kit for Independent Practice (1)
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 3 6
![Page 96: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/96.jpg)
Program: 96Supplemental/Intervention Curriculum ReviewFluency Kit for Independent Practice (2)
Fluency Kit for Independent Practice (2)
Benchmark Education Company
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2004
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
48% 48% 48%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 97: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/97.jpg)
Program: 97Supplemental/Intervention Curriculum ReviewFluency Kit for Independent Practice (2)
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 3 2 4
Total Points/Total Possible Points _________ / _________ = _________11.5 24 48%
![Page 98: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/98.jpg)
Program: 98Supplemental/Intervention Curriculum ReviewFluency Kit for Independent Practice (2)
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
10
![Page 99: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/99.jpg)
Program: 99Supplemental/Intervention Curriculum ReviewFluent Reader (Made EZ)
Fluent Reader (Made EZ)
Renaissance Learning, Inc.
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
11% 11% 11% 11%
71% 71% 71%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 100: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/100.jpg)
Program: 100Supplemental/Intervention Curriculum ReviewFluent Reader (Made EZ)
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
![Page 101: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/101.jpg)
Program: 101Supplemental/Intervention Curriculum ReviewFluent Reader (Made EZ)
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 4 13
Total Points/Total Possible Points _________ / _________ = _________4 38 11%
![Page 102: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/102.jpg)
Program: 102Supplemental/Intervention Curriculum ReviewFluent Reader (Made EZ)
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
8 2 2
Total Points/Total Possible Points _________ / _________ = _________17 24 71%
![Page 103: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/103.jpg)
Program: 103Supplemental/Intervention Curriculum ReviewFoundations
Foundations
Wright Group/McGraw Hill
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2001
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
33% 33% 33%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 104: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/104.jpg)
Program: 104Supplemental/Intervention Curriculum ReviewFoundations
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 3 2 5
Total Points/Total Possible Points _________ / _________ = _________8 24 33%
![Page 105: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/105.jpg)
Program: 105Supplemental/Intervention Curriculum ReviewFoundations
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 7
![Page 106: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/106.jpg)
Program: 106Supplemental/Intervention Curriculum ReviewGreat Leaps (3-5)
Great Leaps (3-5)
Diamuid, Inc.
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1998
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
66%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 107: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/107.jpg)
Program: 107Supplemental/Intervention Curriculum ReviewGreat Leaps (3-5)
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 2 3 1
Total Points/Total Possible Points _________ / _________ = _________10.5 16 66%
![Page 108: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/108.jpg)
Program: 108Supplemental/Intervention Curriculum ReviewGreat Leaps (K-2)
Great Leaps (K-2)
Diarmuid, Inc.
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1998
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
66% 66%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 109: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/109.jpg)
Program: 109Supplemental/Intervention Curriculum ReviewGreat Leaps (K-2)
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 2 3 1 1
Total Points/Total Possible Points _________ / _________ = _________14.5 22 66%
![Page 110: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/110.jpg)
Program: 110Supplemental/Intervention Curriculum ReviewGuided Reading: Story Box
Guided Reading: Story Box
Wright Group/McGraw Hill
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1995
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
27% 27%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 111: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/111.jpg)
Program: 111Supplemental/Intervention Curriculum ReviewGuided Reading: Story Box
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 2 1 6
Total Points/Total Possible Points _________ / _________ = _________6 22 27%
![Page 112: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/112.jpg)
Program: 112Supplemental/Intervention Curriculum ReviewGuided Reading: Story Box
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 3 1 1 4
![Page 113: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/113.jpg)
Program: 113Supplemental/Intervention Curriculum ReviewGuided Reading: Sunshine
Guided Reading: Sunshine
Wright Group/McGraw Hill
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2000
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
18% 18%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 114: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/114.jpg)
Program: 114Supplemental/Intervention Curriculum ReviewGuided Reading: Sunshine
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 8
Total Points/Total Possible Points _________ / _________ = _________4 22 18%
![Page 115: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/115.jpg)
Program: 115Supplemental/Intervention Curriculum ReviewGuided Reading: Sunshine
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 4 2 3
![Page 116: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/116.jpg)
Program: 116Supplemental/Intervention Curriculum ReviewHeadsprout
Headsprout
Yriondo Educational Resources
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
72% 72% 72%
61% 61%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 117: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/117.jpg)
Program: 117Supplemental/Intervention Curriculum ReviewHeadsprout
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
![Page 118: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/118.jpg)
Program: 118Supplemental/Intervention Curriculum ReviewHeadsprout
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 11 1 1 1
Total Points/Total Possible Points _________ / _________ = _________26 36 72%
![Page 119: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/119.jpg)
Program: 119Supplemental/Intervention Curriculum ReviewHeadsprout
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 3 2 2
Total Points/Total Possible Points _________ / _________ = _________13.5 22 61%
![Page 120: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/120.jpg)
Program: 120Supplemental/Intervention Curriculum ReviewHeadsprout
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 4 2
![Page 121: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/121.jpg)
Program: 121Supplemental/Intervention Curriculum ReviewHeadsprout
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 1 4 3
![Page 122: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/122.jpg)
Program: 122Supplemental/Intervention Curriculum ReviewHigh Frequency Word Vocabulary Kit
High Frequency Word Vocabulary Kit
Benchmark Education Company
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 123: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/123.jpg)
Program: 123Supplemental/Intervention Curriculum ReviewHigh Frequency Word Vocabulary Kit
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 1 2 5
![Page 124: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/124.jpg)
Program: 124Supplemental/Intervention Curriculum ReviewImages Theme Books
Images Theme Books
Great Source Education
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1997
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
13% 0% 0%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 125: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/125.jpg)
Program: 125Supplemental/Intervention Curriculum ReviewImages Theme Books
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 1 7
Total Points/Total Possible Points _________ / _________ = _________2.5 20 13%
![Page 126: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/126.jpg)
Program: 126Supplemental/Intervention Curriculum ReviewImages Theme Books
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
7
![Page 127: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/127.jpg)
Program: 127Supplemental/Intervention Curriculum ReviewImages Theme Books
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 1 3
![Page 128: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/128.jpg)
Program: 128Supplemental/Intervention Curriculum ReviewImages Theme Books
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
8
Total Points/Total Possible Points _________ / _________ = _________0 16 0%
![Page 129: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/129.jpg)
Program: 129Supplemental/Intervention Curriculum ReviewImages Theme Books
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
9
![Page 130: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/130.jpg)
Program: 130Supplemental/Intervention Curriculum ReviewImages Theme Books
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 7
![Page 131: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/131.jpg)
Program: 131Supplemental/Intervention Curriculum ReviewImages Theme Books
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
8
Total Points/Total Possible Points _________ / _________ = _________0 16 0%
![Page 132: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/132.jpg)
Program: 132Supplemental/Intervention Curriculum ReviewImages Theme Books
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
10
![Page 133: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/133.jpg)
Program: 133Supplemental/Intervention Curriculum ReviewImages Theme Books
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 2 5
![Page 134: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/134.jpg)
Program: 134Supplemental/Intervention Curriculum ReviewKaleidoscope (Level A)
Kaleidoscope (Level A)
SRA
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
80%
63%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 135: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/135.jpg)
Program: 135Supplemental/Intervention Curriculum ReviewKaleidoscope (Level A)
Rating
Phonics Decoding
CriterionGrade
K 1 2 32 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
![Page 136: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/136.jpg)
Program: 136Supplemental/Intervention Curriculum ReviewKaleidoscope (Level A)
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
8 5 1 2
Total Points/Total Possible Points _________ / _________ = _________25.5 32 80%
![Page 137: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/137.jpg)
Program: 137Supplemental/Intervention Curriculum ReviewKaleidoscope (Level A)
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 2 2 2
Total Points/Total Possible Points _________ / _________ = _________10 16 63%
![Page 138: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/138.jpg)
Program: 138Supplemental/Intervention Curriculum ReviewKaleidoscope (Level A)
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 5 1
![Page 139: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/139.jpg)
Program: 139Supplemental/Intervention Curriculum ReviewKaleidoscope (Level A)
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 4 2
![Page 140: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/140.jpg)
Program: 140Supplemental/Intervention Curriculum ReviewKaleidoscope (Level B)
Kaleidoscope (Level B)
SRA
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
78%
63%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 141: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/141.jpg)
Program: 141Supplemental/Intervention Curriculum ReviewKaleidoscope (Level B)
Rating
Phonics Decoding
CriterionGrade
K 1 2 32 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
![Page 142: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/142.jpg)
Program: 142Supplemental/Intervention Curriculum ReviewKaleidoscope (Level B)
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
7 7 1 2
Total Points/Total Possible Points _________ / _________ = _________26.5 34 78%
![Page 143: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/143.jpg)
Program: 143Supplemental/Intervention Curriculum ReviewKaleidoscope (Level B)
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 2 2 2
Total Points/Total Possible Points _________ / _________ = _________10 16 63%
![Page 144: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/144.jpg)
Program: 144Supplemental/Intervention Curriculum ReviewKaleidoscope (Level B)
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 5 2
![Page 145: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/145.jpg)
Program: 145Supplemental/Intervention Curriculum ReviewKaleidoscope (Level B)
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 3 3 2
![Page 146: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/146.jpg)
Program: 146Supplemental/Intervention Curriculum ReviewKid Phonics 1
Kid Phonics 1
Great Source Education
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1994-1995
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
38% 38%
Kindergarten First Grade Second Grade Third Grade
7% 7% 7%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 147: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/147.jpg)
Program: 147Supplemental/Intervention Curriculum ReviewKid Phonics 1
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 2 4 2
Total Points/Total Possible Points _________ / _________ = _________7.5 20 38%
![Page 148: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/148.jpg)
Program: 148Supplemental/Intervention Curriculum ReviewKid Phonics 1
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
![Page 149: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/149.jpg)
Program: 149Supplemental/Intervention Curriculum ReviewKid Phonics 1
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 3 14
Total Points/Total Possible Points _________ / _________ = _________2.5 36 7%
![Page 150: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/150.jpg)
Program: 150Supplemental/Intervention Curriculum ReviewKid Phonics 1
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 8
![Page 151: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/151.jpg)
Program: 151Supplemental/Intervention Curriculum ReviewKid Phonics 2
Kid Phonics 2
Great Source Education
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1994-1995
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
22%
Kindergarten First Grade Second Grade Third Grade
16% 16% 16%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 152: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/152.jpg)
Program: 152Supplemental/Intervention Curriculum ReviewKid Phonics 2
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 4 3
Total Points/Total Possible Points _________ / _________ = _________3.5 16 22%
![Page 153: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/153.jpg)
Program: 153Supplemental/Intervention Curriculum ReviewKid Phonics 2
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
![Page 154: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/154.jpg)
Program: 154Supplemental/Intervention Curriculum ReviewKid Phonics 2
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 4 11
Total Points/Total Possible Points _________ / _________ = _________6 38 16%
![Page 155: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/155.jpg)
Program: 155Supplemental/Intervention Curriculum ReviewKid Phonics 2
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 8
![Page 156: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/156.jpg)
Program: 156Supplemental/Intervention Curriculum ReviewKidCentered Learning Toolkit: Alphabet Study
KidCentered Learning Toolkit: Alphabet Study
Dominie Press, Inc.
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
10% 10%
Kindergarten First Grade Second Grade Third Grade
1% 1% 1%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 157: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/157.jpg)
Program: 157Supplemental/Intervention Curriculum ReviewKidCentered Learning Toolkit: Alphabet Study
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 9
Total Points/Total Possible Points _________ / _________ = _________2 20 10%
![Page 158: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/158.jpg)
Program: 158Supplemental/Intervention Curriculum ReviewKidCentered Learning Toolkit: Alphabet Study
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
![Page 159: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/159.jpg)
Program: 159Supplemental/Intervention Curriculum ReviewKidCentered Learning Toolkit: Alphabet Study
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 17
Total Points/Total Possible Points _________ / _________ = _________.5 36 1%
![Page 160: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/160.jpg)
Program: 160Supplemental/Intervention Curriculum ReviewKidCentered Tool Kit:Word Study
KidCentered Tool Kit:Word Study
Dominie Press, Inc.
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
20% 20%
Kindergarten First Grade Second Grade Third Grade
19% 19% 19%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 161: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/161.jpg)
Program: 161Supplemental/Intervention Curriculum ReviewKidCentered Tool Kit:Word Study
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 4 4
Total Points/Total Possible Points _________ / _________ = _________4 20 20%
![Page 162: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/162.jpg)
Program: 162Supplemental/Intervention Curriculum ReviewKidCentered Tool Kit:Word Study
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
![Page 163: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/163.jpg)
Program: 163Supplemental/Intervention Curriculum ReviewKidCentered Tool Kit:Word Study
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 4 11
Total Points/Total Possible Points _________ / _________ = _________7 36 19%
![Page 164: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/164.jpg)
Program: 164Supplemental/Intervention Curriculum ReviewLadders to Literacy
Ladders to Literacy
Paul H. Brookes
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1998
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
56%
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 165: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/165.jpg)
Program: 165Supplemental/Intervention Curriculum ReviewLadders to Literacy
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 5 1
Total Points/Total Possible Points _________ / _________ = _________10 18 56%
![Page 166: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/166.jpg)
Program: 166Supplemental/Intervention Curriculum ReviewLanguage! (2nd ed.)
Language! (2nd ed.)
Sopris West
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2000
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
56%
56%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 167: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/167.jpg)
Program: 167Supplemental/Intervention Curriculum ReviewLanguage! (2nd ed.)
Rating
Phonics Decoding
CriterionGrade
K 1 2 32 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
![Page 168: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/168.jpg)
Program: 168Supplemental/Intervention Curriculum ReviewLanguage! (2nd ed.)
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 8 5 3
Total Points/Total Possible Points _________ / _________ = _________19 34 56%
![Page 169: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/169.jpg)
Program: 169Supplemental/Intervention Curriculum ReviewLanguage! (2nd ed.)
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 3 1 3
Total Points/Total Possible Points _________ / _________ = _________9 16 56%
![Page 170: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/170.jpg)
Program: 170Supplemental/Intervention Curriculum ReviewLanguage! (2nd ed.)
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 2 2 4
![Page 171: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/171.jpg)
Program: 171Supplemental/Intervention Curriculum ReviewLanguage! (2nd ed.)
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
5 4
![Page 172: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/172.jpg)
Program: 172Supplemental/Intervention Curriculum ReviewLanguage for Learning
Language for Learning
SRA
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1999
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 173: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/173.jpg)
Program: 173Supplemental/Intervention Curriculum ReviewLanguage for Learning
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 2 2 1
![Page 174: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/174.jpg)
Program: 174Supplemental/Intervention Curriculum ReviewLanguage for Learning
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
6 4
![Page 175: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/175.jpg)
Program: 175Supplemental/Intervention Curriculum ReviewLanguage for Thinking
Language for Thinking
SRA
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2002
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 176: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/176.jpg)
Program: 176Supplemental/Intervention Curriculum ReviewLanguage for Thinking
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 2 3 2
![Page 177: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/177.jpg)
Program: 177Supplemental/Intervention Curriculum ReviewLanguage for Thinking
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 5 3
![Page 178: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/178.jpg)
Program: 178Supplemental/Intervention Curriculum ReviewLexia Strategies for Older Students (S.O.S.)
Lexia Strategies for Older Students (S.O.S.)
Lexia Learning Systems
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
46%
47%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 179: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/179.jpg)
Program: 179Supplemental/Intervention Curriculum ReviewLexia Strategies for Older Students (S.O.S.)
Rating
Phonics Decoding
CriterionGrade
K 1 2 32 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
![Page 180: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/180.jpg)
Program: 180Supplemental/Intervention Curriculum ReviewLexia Strategies for Older Students (S.O.S.)
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 7 1 4 4
Total Points/Total Possible Points _________ / _________ = _________15.5 34 46%
![Page 181: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/181.jpg)
Program: 181Supplemental/Intervention Curriculum ReviewLexia Strategies for Older Students (S.O.S.)
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 3 1
Total Points/Total Possible Points _________ / _________ = _________7.5 16 47%
![Page 182: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/182.jpg)
Program: 182Supplemental/Intervention Curriculum ReviewLexia Strategies for Older Students (S.O.S.)
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 7
![Page 183: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/183.jpg)
Program: 183Supplemental/Intervention Curriculum ReviewLexia Strategies for Older Students (S.O.S.)
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 5
![Page 184: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/184.jpg)
Program: 184Supplemental/Intervention Curriculum ReviewLittle Readers
Little Readers
Great Source Education Company
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1997
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
3%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 185: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/185.jpg)
Program: 185Supplemental/Intervention Curriculum ReviewLittle Readers
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 9
Total Points/Total Possible Points _________ / _________ = _________.5 20 3%
![Page 186: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/186.jpg)
Program: 186Supplemental/Intervention Curriculum ReviewLittle Readers
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
7
![Page 187: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/187.jpg)
Program: 187Supplemental/Intervention Curriculum ReviewLittle Readers
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 1 1 2
![Page 188: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/188.jpg)
Program: 188Supplemental/Intervention Curriculum ReviewMatchword
Matchword
Wright Group/McGraw Hill
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2001
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
10% 10%
Kindergarten First Grade Second Grade Third Grade
3% 3% 3% 3%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 189: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/189.jpg)
Program: 189Supplemental/Intervention Curriculum ReviewMatchword
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 8
Total Points/Total Possible Points _________ / _________ = _________2 20 10%
![Page 190: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/190.jpg)
Program: 190Supplemental/Intervention Curriculum ReviewMatchword
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
![Page 191: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/191.jpg)
Program: 191Supplemental/Intervention Curriculum ReviewMatchword
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 17
Total Points/Total Possible Points _________ / _________ = _________1 38 3%
![Page 192: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/192.jpg)
Program: 192Supplemental/Intervention Curriculum ReviewMatchword
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 9
![Page 193: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/193.jpg)
Program: 193Supplemental/Intervention Curriculum ReviewMatchword
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
10
![Page 194: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/194.jpg)
Program: 194Supplemental/Intervention Curriculum ReviewNext Steps
Next Steps
Great Source Education Group
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1999
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
21% 21% 21%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 195: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/195.jpg)
Program: 195Supplemental/Intervention Curriculum ReviewNext Steps
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 6 5
Total Points/Total Possible Points _________ / _________ = _________5 24 21%
![Page 196: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/196.jpg)
Program: 196Supplemental/Intervention Curriculum ReviewNext Steps
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 4 4
![Page 197: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/197.jpg)
Program: 197Supplemental/Intervention Curriculum ReviewNext Steps
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 1 3 3
![Page 198: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/198.jpg)
Program: 198Supplemental/Intervention Curriculum ReviewOpen Court Phonics Kits
Open Court Phonics Kits
SRA
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2000
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
81% 88%
Kindergarten First Grade Second Grade Third Grade
52% 77% 58% 53%
70% 72% 66%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 199: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/199.jpg)
Program: 199Supplemental/Intervention Curriculum ReviewOpen Court Phonics Kits
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 3 2
Total Points/Total Possible Points _________ / _________ = _________14.5 18 81%
![Page 200: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/200.jpg)
Program: 200Supplemental/Intervention Curriculum ReviewOpen Court Phonics Kits
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
![Page 201: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/201.jpg)
Program: 201Supplemental/Intervention Curriculum ReviewOpen Court Phonics Kits
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 4 2 1 3
Total Points/Total Possible Points _________ / _________ = _________12.5 24 52%
![Page 202: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/202.jpg)
Program: 202Supplemental/Intervention Curriculum ReviewOpen Court Phonics Kits
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 4
Total Points/Total Possible Points _________ / _________ = _________14 16 88%
![Page 203: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/203.jpg)
Program: 203Supplemental/Intervention Curriculum ReviewOpen Court Phonics Kits
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
![Page 204: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/204.jpg)
Program: 204Supplemental/Intervention Curriculum ReviewOpen Court Phonics Kits
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
5 9 1 1
Total Points/Total Possible Points _________ / _________ = _________24.5 32 77%
![Page 205: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/205.jpg)
Program: 205Supplemental/Intervention Curriculum ReviewOpen Court Phonics Kits
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 3 1 1 1
Total Points/Total Possible Points _________ / _________ = _________14 20 70%
![Page 206: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/206.jpg)
Program: 206Supplemental/Intervention Curriculum ReviewOpen Court Phonics Kits
Rating
Phonics Decoding
CriterionGrade
K 1 2 32 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
![Page 207: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/207.jpg)
Program: 207Supplemental/Intervention Curriculum ReviewOpen Court Phonics Kits
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 8 1 3 2
Total Points/Total Possible Points _________ / _________ = _________18.5 32 58%
![Page 208: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/208.jpg)
Program: 208Supplemental/Intervention Curriculum ReviewOpen Court Phonics Kits
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 5 2
Total Points/Total Possible Points _________ / _________ = _________11.5 16 72%
![Page 209: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/209.jpg)
Program: 209Supplemental/Intervention Curriculum ReviewOpen Court Phonics Kits
Rating
Phonics Decoding
CriterionGrade
K 1 2 32 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
![Page 210: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/210.jpg)
Program: 210Supplemental/Intervention Curriculum ReviewOpen Court Phonics Kits
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 7 3 1 4
Total Points/Total Possible Points _________ / _________ = _________18 34 53%
![Page 211: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/211.jpg)
Program: 211Supplemental/Intervention Curriculum ReviewOpen Court Phonics Kits
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 3 2
Total Points/Total Possible Points _________ / _________ = _________10.5 16 66%
![Page 212: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/212.jpg)
Program: 212Supplemental/Intervention Curriculum ReviewOrbit Grade 3 Chapter Books
Orbit Grade 3 Chapter Books
Pacific Learning
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2000
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 213: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/213.jpg)
Program: 213Supplemental/Intervention Curriculum ReviewOrbit Grade 3 Chapter Books
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 8
![Page 214: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/214.jpg)
Program: 214Supplemental/Intervention Curriculum ReviewOrbit Grade 3 Chapter Books
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 3 4
![Page 215: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/215.jpg)
Program: 215Supplemental/Intervention Curriculum ReviewOrbit Grade 3 Collections
Orbit Grade 3 Collections
Pacific Learning
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2001
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 216: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/216.jpg)
Program: 216Supplemental/Intervention Curriculum ReviewOrbit Grade 3 Collections
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 4 5
![Page 217: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/217.jpg)
Program: 217Supplemental/Intervention Curriculum ReviewOrbit Grade 3 Collections
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 5 2
![Page 218: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/218.jpg)
Program: 218Supplemental/Intervention Curriculum ReviewOrbit Shared Reading (posters)
Orbit Shared Reading (posters)
Pacific Learning
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2001
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 219: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/219.jpg)
Program: 219Supplemental/Intervention Curriculum ReviewOrbit Shared Reading (posters)
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
5 5
![Page 220: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/220.jpg)
Program: 220Supplemental/Intervention Curriculum ReviewOrbit Shared Reading (posters)
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 3 4
![Page 221: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/221.jpg)
Program: 221Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
Pacific Literacy Guided Reading
Pacific Learning
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2000
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
3% 3%
Kindergarten First Grade Second Grade Third Grade
10% 11% 13%
10% 13%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 222: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/222.jpg)
Program: 222Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 8
Total Points/Total Possible Points _________ / _________ = _________.5 18 3%
![Page 223: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/223.jpg)
Program: 223Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
![Page 224: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/224.jpg)
Program: 224Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 1 9
Total Points/Total Possible Points _________ / _________ = _________2.5 24 10%
![Page 225: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/225.jpg)
Program: 225Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
7
![Page 226: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/226.jpg)
Program: 226Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 4
![Page 227: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/227.jpg)
Program: 227Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 7
Total Points/Total Possible Points _________ / _________ = _________.5 16 3%
![Page 228: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/228.jpg)
Program: 228Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
![Page 229: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/229.jpg)
Program: 229Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 5 10
Total Points/Total Possible Points _________ / _________ = _________3.5 32 11%
![Page 230: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/230.jpg)
Program: 230Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 8
Total Points/Total Possible Points _________ / _________ = _________2 20 10%
![Page 231: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/231.jpg)
Program: 231Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
7
![Page 232: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/232.jpg)
Program: 232Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 3 1
![Page 233: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/233.jpg)
Program: 233Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
Rating
Phonics Decoding
CriterionGrade
K 1 2 32 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
![Page 234: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/234.jpg)
Program: 234Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 4 11
Total Points/Total Possible Points _________ / _________ = _________4 32 13%
![Page 235: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/235.jpg)
Program: 235Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 6
Total Points/Total Possible Points _________ / _________ = _________2 16 13%
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Program: 236Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 8
![Page 237: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/237.jpg)
Program: 237Supplemental/Intervention Curriculum ReviewPacific Literacy Guided Reading
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 3 5
![Page 238: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/238.jpg)
Program: 238Supplemental/Intervention Curriculum ReviewPacific Literacy Shared Reading
Pacific Literacy Shared Reading
Pacific Learning
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1997
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
8% 8%
Kindergarten First Grade Second Grade Third Grade
6% 6% 6%
14% 14%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 239: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/239.jpg)
Program: 239Supplemental/Intervention Curriculum ReviewPacific Literacy Shared Reading
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 7
Total Points/Total Possible Points _________ / _________ = _________1.5 20 8%
![Page 240: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/240.jpg)
Program: 240Supplemental/Intervention Curriculum ReviewPacific Literacy Shared Reading
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
![Page 241: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/241.jpg)
Program: 241Supplemental/Intervention Curriculum ReviewPacific Literacy Shared Reading
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 15
Total Points/Total Possible Points _________ / _________ = _________2 36 6%
![Page 242: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/242.jpg)
Program: 242Supplemental/Intervention Curriculum ReviewPacific Literacy Shared Reading
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 4 6
Total Points/Total Possible Points _________ / _________ = _________3 22 14%
![Page 243: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/243.jpg)
Program: 243Supplemental/Intervention Curriculum ReviewPacific Literacy Shared Reading
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 6
![Page 244: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/244.jpg)
Program: 244Supplemental/Intervention Curriculum ReviewPacific Literacy Shared Reading
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 3 5
![Page 245: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/245.jpg)
Program: 245Supplemental/Intervention Curriculum ReviewPhonemic Awareness in Young Children
Phonemic Awareness in Young Children
Paul H. Brookes
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1998
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
75% 75%
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 246: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/246.jpg)
Program: 246Supplemental/Intervention Curriculum ReviewPhonemic Awareness in Young Children
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
6 2 2
Total Points/Total Possible Points _________ / _________ = _________15 20 75%
![Page 247: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/247.jpg)
Program: 247Supplemental/Intervention Curriculum ReviewPhonicsQ: The Complete Cueing System
PhonicsQ: The Complete Cueing System
PhonicsQ
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
5% 5%
Kindergarten First Grade Second Grade Third Grade
8% 8% 8% 8%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 248: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/248.jpg)
Program: 248Supplemental/Intervention Curriculum ReviewPhonicsQ: The Complete Cueing System
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 8
Total Points/Total Possible Points _________ / _________ = _________1 20 5%
![Page 249: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/249.jpg)
Program: 249Supplemental/Intervention Curriculum ReviewPhonicsQ: The Complete Cueing System
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
![Page 250: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/250.jpg)
Program: 250Supplemental/Intervention Curriculum ReviewPhonicsQ: The Complete Cueing System
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 4 14
Total Points/Total Possible Points _________ / _________ = _________3 38 8%
![Page 251: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/251.jpg)
Program: 251Supplemental/Intervention Curriculum ReviewPM Plus Readers
PM Plus Readers
Rigby
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2000
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
21% 21% 21%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 252: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/252.jpg)
Program: 252Supplemental/Intervention Curriculum ReviewPM Plus Readers
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 1 8
Total Points/Total Possible Points _________ / _________ = _________5 24 21%
![Page 253: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/253.jpg)
Program: 253Supplemental/Intervention Curriculum ReviewPM Plus Readers
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 3 5
![Page 254: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/254.jpg)
Program: 254Supplemental/Intervention Curriculum ReviewPrimary Phonics
Primary Phonics
Educators Publishing Service
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2001
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
32% 32% 32%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 255: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/255.jpg)
Program: 255Supplemental/Intervention Curriculum ReviewPrimary Phonics
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
![Page 256: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/256.jpg)
Program: 256Supplemental/Intervention Curriculum ReviewPrimary Phonics
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
10 3 5
Total Points/Total Possible Points _________ / _________ = _________11.5 36 32%
![Page 257: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/257.jpg)
Program: 257Supplemental/Intervention Curriculum ReviewQuick Reads
Quick Reads
Pearson Learning Group
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
53% 53%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 258: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/258.jpg)
Program: 258Supplemental/Intervention Curriculum ReviewQuick Reads
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 1 2 3
Total Points/Total Possible Points _________ / _________ = _________9.5 18 53%
![Page 259: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/259.jpg)
Program: 259Supplemental/Intervention Curriculum ReviewQuick Reads
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 1 5
![Page 260: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/260.jpg)
Program: 260Supplemental/Intervention Curriculum ReviewQuick Reads Technology Edition
Quick Reads Technology Edition
Pearson Learning Group
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
56% 56%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 261: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/261.jpg)
Program: 261Supplemental/Intervention Curriculum ReviewQuick Reads Technology Edition
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 1 1 3
Total Points/Total Possible Points _________ / _________ = _________10 18 56%
![Page 262: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/262.jpg)
Program: 262Supplemental/Intervention Curriculum ReviewQuick Reads Technology Edition
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 6
![Page 263: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/263.jpg)
Program: 263Supplemental/Intervention Curriculum ReviewRead Naturally
Read Naturally
Read Naturally
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2000
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
92% 92% 92%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 264: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/264.jpg)
Program: 264Supplemental/Intervention Curriculum ReviewRead Naturally
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
8 4
Total Points/Total Possible Points _________ / _________ = _________22 24 92%
![Page 265: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/265.jpg)
Program: 265Supplemental/Intervention Curriculum ReviewRead Well
Read Well
Sopris West
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2004
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
91%
Kindergarten First Grade Second Grade Third Grade
94%
100%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 266: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/266.jpg)
Program: 266Supplemental/Intervention Curriculum ReviewRead Well
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
5 3
Total Points/Total Possible Points _________ / _________ = _________14.5 16 91%
![Page 267: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/267.jpg)
Program: 267Supplemental/Intervention Curriculum ReviewRead Well
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
![Page 268: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/268.jpg)
Program: 268Supplemental/Intervention Curriculum ReviewRead Well
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
12 4
Total Points/Total Possible Points _________ / _________ = _________30 32 94%
![Page 269: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/269.jpg)
Program: 269Supplemental/Intervention Curriculum ReviewRead Well
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
10
Total Points/Total Possible Points _________ / _________ = _________20 20 100%
![Page 270: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/270.jpg)
Program: 270Supplemental/Intervention Curriculum ReviewRead Well
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 1 3
![Page 271: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/271.jpg)
Program: 271Supplemental/Intervention Curriculum ReviewRead Well
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 4
![Page 272: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/272.jpg)
Program: 272Supplemental/Intervention Curriculum ReviewRead Well (K)
Read Well (K)
Sopris West
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2004
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
97%
Kindergarten First Grade Second Grade Third Grade
92%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 273: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/273.jpg)
Program: 273Supplemental/Intervention Curriculum ReviewRead Well (K)
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
8 1
Total Points/Total Possible Points _________ / _________ = _________17.5 18 97%
![Page 274: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/274.jpg)
Program: 274Supplemental/Intervention Curriculum ReviewRead Well (K)
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
![Page 275: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/275.jpg)
Program: 275Supplemental/Intervention Curriculum ReviewRead Well (K)
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
8 4
Total Points/Total Possible Points _________ / _________ = _________22 24 92%
![Page 276: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/276.jpg)
Program: 276Supplemental/Intervention Curriculum ReviewRead Well (K)
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 1 3
![Page 277: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/277.jpg)
Program: 277Supplemental/Intervention Curriculum ReviewRead Well (K)
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 2
![Page 278: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/278.jpg)
Program: 278Supplemental/Intervention Curriculum ReviewReader’s Theater (Kit 1)
Reader’s Theater (Kit 1)
Benchmark Education Company
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
21% 21% 21%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 279: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/279.jpg)
Program: 279Supplemental/Intervention Curriculum ReviewReader’s Theater (Kit 1)
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 1 2 7
Total Points/Total Possible Points _________ / _________ = _________5 24 21%
![Page 280: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/280.jpg)
Program: 280Supplemental/Intervention Curriculum ReviewReader’s Theater (Kit 1)
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 1 7
![Page 281: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/281.jpg)
Program: 281Supplemental/Intervention Curriculum ReviewReader’s Theater (Kit 2)
Reader’s Theater (Kit 2)
Benchmark Education
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2004
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
10% 10% 10%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 282: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/282.jpg)
Program: 282Supplemental/Intervention Curriculum ReviewReader’s Theater (Kit 2)
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 9
Total Points/Total Possible Points _________ / _________ = _________2.5 24 10%
![Page 283: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/283.jpg)
Program: 283Supplemental/Intervention Curriculum ReviewReader’s Theater (Kit 2)
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 3 5
![Page 284: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/284.jpg)
Program: 284Supplemental/Intervention Curriculum ReviewReading Explorers Pathfinders Tutoring Kit
Reading Explorers Pathfinders Tutoring Kit
Benchmark Education Company
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2001
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
23% 23%
Kindergarten First Grade Second Grade Third Grade
36% 36% 36% 36%
21% 21% 21%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 285: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/285.jpg)
Program: 285Supplemental/Intervention Curriculum ReviewReading Explorers Pathfinders Tutoring Kit
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 2 5
Total Points/Total Possible Points _________ / _________ = _________4.5 20 23%
![Page 286: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/286.jpg)
Program: 286Supplemental/Intervention Curriculum ReviewReading Explorers Pathfinders Tutoring Kit
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
![Page 287: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/287.jpg)
Program: 287Supplemental/Intervention Curriculum ReviewReading Explorers Pathfinders Tutoring Kit
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 1 1 6 7
Total Points/Total Possible Points _________ / _________ = _________13.5 38 36%
![Page 288: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/288.jpg)
Program: 288Supplemental/Intervention Curriculum ReviewReading Explorers Pathfinders Tutoring Kit
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 1 2 7
Total Points/Total Possible Points _________ / _________ = _________5 24 21%
![Page 289: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/289.jpg)
Program: 289Supplemental/Intervention Curriculum ReviewReading Explorers Pathfinders Tutoring Kit
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 1 2 4
![Page 290: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/290.jpg)
Program: 290Supplemental/Intervention Curriculum ReviewReading Explorers Pathfinders Tutoring Kit
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 3 2 4
![Page 291: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/291.jpg)
Program: 291Supplemental/Intervention Curriculum ReviewReading Mastery Classic I
Reading Mastery Classic I
SRA
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
93% 93%
Kindergarten First Grade Second Grade Third Grade
89% 89%
85%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 292: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/292.jpg)
Program: 292Supplemental/Intervention Curriculum ReviewReading Mastery Classic I
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
8 1 1
Total Points/Total Possible Points _________ / _________ = _________18.5 20 93%
![Page 293: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/293.jpg)
Program: 293Supplemental/Intervention Curriculum ReviewReading Mastery Classic I
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
![Page 294: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/294.jpg)
Program: 294Supplemental/Intervention Curriculum ReviewReading Mastery Classic I
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
14 1 1
Total Points/Total Possible Points _________ / _________ = _________28.5 32 89%
![Page 295: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/295.jpg)
Program: 295Supplemental/Intervention Curriculum ReviewReading Mastery Classic I
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
6 2 2
Total Points/Total Possible Points _________ / _________ = _________17 20 85%
![Page 296: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/296.jpg)
Program: 296Supplemental/Intervention Curriculum ReviewReading Mastery Classic I
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 4
![Page 297: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/297.jpg)
Program: 297Supplemental/Intervention Curriculum ReviewReading Mastery Classic I
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 5
![Page 298: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/298.jpg)
Program: 298Supplemental/Intervention Curriculum ReviewReading Mastery Classic II
Reading Mastery Classic II
SRA
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
82% 82%
84% 84%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 299: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/299.jpg)
Program: 299Supplemental/Intervention Curriculum ReviewReading Mastery Classic II
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
![Page 300: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/300.jpg)
Program: 300Supplemental/Intervention Curriculum ReviewReading Mastery Classic II
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
10 5 1 2
Total Points/Total Possible Points _________ / _________ = _________29.5 36 82%
![Page 301: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/301.jpg)
Program: 301Supplemental/Intervention Curriculum ReviewReading Mastery Classic II
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
5 5 1
Total Points/Total Possible Points _________ / _________ = _________18.5 22 84%
![Page 302: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/302.jpg)
Program: 302Supplemental/Intervention Curriculum ReviewReading Mastery Classic II
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 7
![Page 303: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/303.jpg)
Program: 303Supplemental/Intervention Curriculum ReviewReading Mastery Classic II
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 9
![Page 304: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/304.jpg)
Program: 304Supplemental/Intervention Curriculum ReviewReading Mastery Fast Cycle
Reading Mastery Fast Cycle
SRA
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
84%
Kindergarten First Grade Second Grade Third Grade
96% 96%
89% 89%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 305: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/305.jpg)
Program: 305Supplemental/Intervention Curriculum ReviewReading Mastery Fast Cycle
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 5
Total Points/Total Possible Points _________ / _________ = _________13.5 16 84%
![Page 306: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/306.jpg)
Program: 306Supplemental/Intervention Curriculum ReviewReading Mastery Fast Cycle
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
![Page 307: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/307.jpg)
Program: 307Supplemental/Intervention Curriculum ReviewReading Mastery Fast Cycle
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
15 3
Total Points/Total Possible Points _________ / _________ = _________34.5 36 96%
![Page 308: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/308.jpg)
Program: 308Supplemental/Intervention Curriculum ReviewReading Mastery Fast Cycle
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
7 3 1
Total Points/Total Possible Points _________ / _________ = _________19.5 22 89%
![Page 309: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/309.jpg)
Program: 309Supplemental/Intervention Curriculum ReviewReading Mastery Fast Cycle
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 7
![Page 310: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/310.jpg)
Program: 310Supplemental/Intervention Curriculum ReviewReading Mastery Fast Cycle
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 9
![Page 311: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/311.jpg)
Program: 311Supplemental/Intervention Curriculum ReviewRigby Focus
Rigby Focus
Rigby
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2002
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
5% 6%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 312: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/312.jpg)
Program: 312Supplemental/Intervention Curriculum ReviewRigby Focus
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 1 3
![Page 313: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/313.jpg)
Program: 313Supplemental/Intervention Curriculum ReviewRigby Focus
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 9
Total Points/Total Possible Points _________ / _________ = _________1 20 5%
![Page 314: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/314.jpg)
Program: 314Supplemental/Intervention Curriculum ReviewRigby Focus
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 1 3
![Page 315: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/315.jpg)
Program: 315Supplemental/Intervention Curriculum ReviewRigby Focus
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 7
Total Points/Total Possible Points _________ / _________ = _________1 16 6%
![Page 316: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/316.jpg)
Program: 316Supplemental/Intervention Curriculum ReviewRigby Focus
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 1 5
![Page 317: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/317.jpg)
Program: 317Supplemental/Intervention Curriculum ReviewRoad to the Code
Road to the Code
Paul H. Brookes
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2000
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
80% 80%
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 318: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/318.jpg)
Program: 318Supplemental/Intervention Curriculum ReviewRoad to the Code
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
5 4 1
Total Points/Total Possible Points _________ / _________ = _________16 20 80%
![Page 319: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/319.jpg)
Program: 319Supplemental/Intervention Curriculum ReviewSails Literacy Series
Sails Literacy Series
Rigby
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2002
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
46% 46% 46%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 320: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/320.jpg)
Program: 320Supplemental/Intervention Curriculum ReviewSails Literacy Series
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 2 2 4
Total Points/Total Possible Points _________ / _________ = _________11 24 46%
![Page 321: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/321.jpg)
Program: 321Supplemental/Intervention Curriculum ReviewSails Literacy Series
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 8
![Page 322: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/322.jpg)
Program: 322Supplemental/Intervention Curriculum ReviewShutterbug Books
Shutterbug Books
Steck-Vaughn
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 323: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/323.jpg)
Program: 323Supplemental/Intervention Curriculum ReviewShutterbug Books
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 7
![Page 324: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/324.jpg)
Program: 324Supplemental/Intervention Curriculum ReviewShutterbug Books
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 4 4
![Page 325: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/325.jpg)
Program: 325Supplemental/Intervention Curriculum ReviewSoar to Success
Soar to Success
Houghton Mifflin
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2001
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
47%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 326: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/326.jpg)
Program: 326Supplemental/Intervention Curriculum ReviewSoar to Success
Rating
Phonics Decoding
CriterionGrade
K 1 2 32 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
![Page 327: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/327.jpg)
Program: 327Supplemental/Intervention Curriculum ReviewSoar to Success
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 4 1 2 6
Total Points/Total Possible Points _________ / _________ = _________16 34 47%
![Page 328: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/328.jpg)
Program: 328Supplemental/Intervention Curriculum ReviewSoar to Success
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 2 1 1 2
![Page 329: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/329.jpg)
Program: 329Supplemental/Intervention Curriculum ReviewStart Up Phonics Kit
Start Up Phonics Kit
Benchmark Education Company
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2004
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
65% 65%
Kindergarten First Grade Second Grade Third Grade
58% 58% 58% 58%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 330: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/330.jpg)
Program: 330Supplemental/Intervention Curriculum ReviewStart Up Phonics Kit
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 5 3
Total Points/Total Possible Points _________ / _________ = _________13 20 65%
![Page 331: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/331.jpg)
Program: 331Supplemental/Intervention Curriculum ReviewStart Up Phonics Kit
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
![Page 332: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/332.jpg)
Program: 332Supplemental/Intervention Curriculum ReviewStart Up Phonics Kit
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
6 6 1 6
Total Points/Total Possible Points _________ / _________ = _________22 38 58%
![Page 333: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/333.jpg)
Program: 333Supplemental/Intervention Curriculum ReviewStoryteller Guided Reading
Storyteller Guided Reading
Wright Group/McGraw Hill
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2003
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
17% 17% 17%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 334: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/334.jpg)
Program: 334Supplemental/Intervention Curriculum ReviewStoryteller Guided Reading
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 3 7
Total Points/Total Possible Points _________ / _________ = _________4 24 17%
![Page 335: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/335.jpg)
Program: 335Supplemental/Intervention Curriculum ReviewStoryteller Guided Reading
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 1 4 2
![Page 336: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/336.jpg)
Program: 336Supplemental/Intervention Curriculum ReviewSuper QAR
Super QAR
Wright Group/McGraw Hill
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2002
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 337: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/337.jpg)
Program: 337Supplemental/Intervention Curriculum ReviewSuper QAR
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 2 1
![Page 338: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/338.jpg)
Program: 338Supplemental/Intervention Curriculum ReviewSuper QAR
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 4 3
![Page 339: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/339.jpg)
Program: 339Supplemental/Intervention Curriculum ReviewSuper QAR
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 3 5
![Page 340: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/340.jpg)
Program: 340Supplemental/Intervention Curriculum ReviewThe Wright Skills
The Wright Skills
Wright Group/McGraw Hill
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2000
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
70% 70%
Kindergarten First Grade Second Grade Third Grade
71% 71% 71% 71%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 341: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/341.jpg)
Program: 341Supplemental/Intervention Curriculum ReviewThe Wright Skills
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 6 1 1
Total Points/Total Possible Points _________ / _________ = _________14 20 70%
![Page 342: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/342.jpg)
Program: 342Supplemental/Intervention Curriculum ReviewThe Wright Skills
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
![Page 343: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/343.jpg)
Program: 343Supplemental/Intervention Curriculum ReviewThe Wright Skills
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
6 7 4 1 1
Total Points/Total Possible Points _________ / _________ = _________27 38 71%
![Page 344: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/344.jpg)
Program: 344Supplemental/Intervention Curriculum ReviewTIME for Kids Exploring Nonfiction Reading in the Content Areas
TIME for Kids Exploring Nonfiction Reading in theContent AreasTeacher Created Materials
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2002
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
5% 3% 3%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 345: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/345.jpg)
Program: 345Supplemental/Intervention Curriculum ReviewTIME for Kids Exploring Nonfiction Reading in the Content Areas
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 3 1 2
![Page 346: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/346.jpg)
Program: 346Supplemental/Intervention Curriculum ReviewTIME for Kids Exploring Nonfiction Reading in the Content Areas
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 2 2
![Page 347: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/347.jpg)
Program: 347Supplemental/Intervention Curriculum ReviewTIME for Kids Exploring Nonfiction Reading in the Content Areas
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 8
Total Points/Total Possible Points _________ / _________ = _________1 20 5%
![Page 348: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/348.jpg)
Program: 348Supplemental/Intervention Curriculum ReviewTIME for Kids Exploring Nonfiction Reading in the Content Areas
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 2 2
![Page 349: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/349.jpg)
Program: 349Supplemental/Intervention Curriculum ReviewTIME for Kids Exploring Nonfiction Reading in the Content Areas
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 2 2
![Page 350: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/350.jpg)
Program: 350Supplemental/Intervention Curriculum ReviewTIME for Kids Exploring Nonfiction Reading in the Content Areas
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 7
Total Points/Total Possible Points _________ / _________ = _________.5 16 3%
![Page 351: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/351.jpg)
Program: 351Supplemental/Intervention Curriculum ReviewTIME for Kids Exploring Nonfiction Reading in the Content Areas
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 6 2
![Page 352: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/352.jpg)
Program: 352Supplemental/Intervention Curriculum ReviewTIME for Kids Exploring Nonfiction Reading in the Content Areas
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 5 1
![Page 353: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/353.jpg)
Program: 353Supplemental/Intervention Curriculum ReviewTIME for Kids Exploring Nonfiction Reading in the Content Areas
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 7
Total Points/Total Possible Points _________ / _________ = _________.5 16 3%
![Page 354: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/354.jpg)
Program: 354Supplemental/Intervention Curriculum ReviewTIME for Kids Exploring Nonfiction Reading in the Content Areas
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 5 3
![Page 355: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/355.jpg)
Program: 355Supplemental/Intervention Curriculum ReviewTIME for Kids Exploring Nonfiction Reading in the Content Areas
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 3 3 1
![Page 356: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/356.jpg)
Program: 356Supplemental/Intervention Curriculum ReviewTouchphonics
Touchphonics
Educators Publishing Service
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 1999
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
76% 76% 76% 76%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 357: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/357.jpg)
Program: 357Supplemental/Intervention Curriculum ReviewTouchphonics
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
![Page 358: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/358.jpg)
Program: 358Supplemental/Intervention Curriculum ReviewTouchphonics
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
7 8 3 1
Total Points/Total Possible Points _________ / _________ = _________29 38 76%
![Page 359: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/359.jpg)
Program: 359Supplemental/Intervention Curriculum ReviewVocabulary for Achievement
Vocabulary for Achievement
Great Source Education
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2001
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 360: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/360.jpg)
Program: 360Supplemental/Intervention Curriculum ReviewVocabulary for Achievement
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
5 1 3 1
![Page 361: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/361.jpg)
Program: 361Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
Voyager Extended Day Progarm
Voyager Expanded Learning
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2002
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
81%
Kindergarten First Grade Second Grade Third Grade
52% 25% 25%
40% 9% 22%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 362: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/362.jpg)
Program: 362Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 3 1
Total Points/Total Possible Points _________ / _________ = _________13 16 81%
![Page 363: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/363.jpg)
Program: 363Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
![Page 364: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/364.jpg)
Program: 364Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 6 2 7
Total Points/Total Possible Points _________ / _________ = _________16.5 32 52%
![Page 365: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/365.jpg)
Program: 365Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 1 4 2
Total Points/Total Possible Points _________ / _________ = _________8 20 40%
![Page 366: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/366.jpg)
Program: 366Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 3
![Page 367: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/367.jpg)
Program: 367Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 3
![Page 368: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/368.jpg)
Program: 368Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
Rating
Phonics Decoding
CriterionGrade
K 1 2 32 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
![Page 369: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/369.jpg)
Program: 369Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 2 8 5
Total Points/Total Possible Points _________ / _________ = _________8 32 25%
![Page 370: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/370.jpg)
Program: 370Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 5
Total Points/Total Possible Points _________ / _________ = _________1.5 16 9%
![Page 371: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/371.jpg)
Program: 371Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 1 4 2
![Page 372: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/372.jpg)
Program: 372Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 5 1 1
![Page 373: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/373.jpg)
Program: 373Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
Rating
Phonics Decoding
CriterionGrade
K 1 2 32 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
![Page 374: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/374.jpg)
Program: 374Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 12 3
Total Points/Total Possible Points _________ / _________ = _________8.5 34 25%
![Page 375: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/375.jpg)
Program: 375Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 3 3
Total Points/Total Possible Points _________ / _________ = _________3.5 16 22%
![Page 376: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/376.jpg)
Program: 376Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 4 3 2
![Page 377: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/377.jpg)
Program: 377Supplemental/Intervention Curriculum ReviewVoyager Extended Day Progarm
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 4 1 1
![Page 378: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/378.jpg)
Program: 378Supplemental/Intervention Curriculum ReviewVoyager Passport
Voyager Passport
Voyager Expanded Learning
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2004
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
92% 97%
Kindergarten First Grade Second Grade Third Grade
90% 92% 75% 81%
80% 91% 63%
Phonemic Awareness
Phonics
Fluency
Type of Program:
![Page 379: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/379.jpg)
Program: 379Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
7 1 1
Total Points/Total Possible Points _________ / _________ = _________16.5 18 92%
![Page 380: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/380.jpg)
Program: 380Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
![Page 381: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/381.jpg)
Program: 381Supplemental/Intervention Curriculum ReviewVoyager Passport
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
7 5
Total Points/Total Possible Points _________ / _________ = _________21.5 24 90%
![Page 382: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/382.jpg)
Program: 382Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
4 2 1
![Page 383: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/383.jpg)
Program: 383Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 2 2
![Page 384: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/384.jpg)
Program: 384Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
7 1
Total Points/Total Possible Points _________ / _________ = _________15.5 16 97%
![Page 385: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/385.jpg)
Program: 385Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
![Page 386: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/386.jpg)
Program: 386Supplemental/Intervention Curriculum ReviewVoyager Passport
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
11 5
Total Points/Total Possible Points _________ / _________ = _________29.5 32 92%
![Page 387: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/387.jpg)
Program: 387Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
2 Introduces passage reading soon after students can read a sufficient number of words accurately. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
4 Initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words). (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
9 Builds toward a 60 word-per-minute fluency goal by the end of grade one. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
5 2 3
Total Points/Total Possible Points _________ / _________ = _________16 20 80%
![Page 388: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/388.jpg)
Program: 388Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 5 1
![Page 389: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/389.jpg)
Program: 389Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
3 The text for initial instruction in comprehension; (1) begins with text units appropriate for the learner; (2) uses familiar vocabulary; and (3) uses simplesentences. (w)
.+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 3 1
![Page 390: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/390.jpg)
Program: 390Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Phonics Decoding
CriterionGrade
K 1 2 32 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
![Page 391: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/391.jpg)
Program: 391Supplemental/Intervention Curriculum ReviewVoyager Passport
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
7 5 2 1 1
Total Points/Total Possible Points _________ / _________ = _________24 32 75%
![Page 392: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/392.jpg)
Program: 392Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
10 Builds toward a 90 word-per-minute fluency goal by the end of grade two. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
6 1 1
Total Points/Total Possible Points _________ / _________ = _________14.5 16 91%
![Page 393: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/393.jpg)
Program: 393Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 4 1 3
![Page 394: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/394.jpg)
Program: 394Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
3 1 3 2
![Page 395: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/395.jpg)
Program: 395Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Phonics Decoding
CriterionGrade
K 1 2 32 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
13 Uses structural analysis judiciously to support word recognition strategies. (ss).+
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
![Page 396: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/396.jpg)
Program: 396Supplemental/Intervention Curriculum ReviewVoyager Passport
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
10 4 1 1 1
Total Points/Total Possible Points _________ / _________ = _________27.5 34 81%
![Page 397: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/397.jpg)
Program: 397Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Text Reading and Fluency
CriterionGrade
K 1 2 31 Provides fluency practices at the word level. (w).+
3 Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. (w).+
5 Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. (w) and (ss).+
6 Passages contain high-frequency irregular words that have been previously taught. (w) and (ss).+
7 Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-15] (w).+
8 Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP pg. 3-28] (w) and (ss).+
11 Builds toward a 120 word-per-minute fluency goal by the end of grade three. [NRP, pg. 3-4] (ss).+
12 Assesses fluency regularly. (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 4 1 2
Total Points/Total Possible Points _________ / _________ = _________10 16 63%
![Page 398: CLASSIFICATION OF PROGRAMoregonreadingfirst.uoregon.edu/downloads/... · Provides direct instruction of targeted concepts and vocabulary. (w) + 4. Provides repeated and multiple exposures](https://reader034.fdocuments.in/reader034/viewer/2022042409/5f24cfeadabb2d412821184f/html5/thumbnails/398.jpg)
Program: 398Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
9 Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word.(w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
5 1 2 2
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Program: 399Supplemental/Intervention Curriculum ReviewVoyager Passport
Rating
Comprehension
CriterionGrade
K 1 2 31 Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) b providing multiple examples. [NRP, pg. 4-126;
pp. 4-100] (w).+
2 Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. [NRP, pg. 4-108] (w).+
4 Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order. (w).+
5 Provides guided practice in and systematic review of critical comprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st).+
6 Connects previously taught skills and strategies with new content and text. [NRP, pg. 4-107] (w) and (ss).+
7 Models and guides the students through story structure (e.g., setting _________), thinking out loud as elements are being identified. [NRP, pg. 4-100](w)
.+
8 Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)
.+
9 Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information. (w) and (ss).+
10 Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (w) and (ss).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
5 3 1
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Program: 400Supplemental/Intervention Curriculum ReviewWords at Work
Words at Work
Pacific Learning
CLASSIFICATION OF PROGRAM
Program Name:
Publisher:
Date of Publication: 2000
The program targets instruction on the following essential components: This program is being evaluated by the following:
Multiple Grade:(One program rating will be assigned for each relevant item)
Grade Specific:(A separate analysis will be completed for each grade)
Intervention
Supplemental
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
The program targets instruction for the following grades:
Kindergarten
1st Grade
2nd Grade
3rd Grade
20% 20%
Kindergarten First Grade Second Grade Third Grade
13% 13% 13%
Phonemic Awareness
Phonics
Fluency
Type of Program:
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Program: 401Supplemental/Intervention Curriculum ReviewWords at Work
Rating
Phonemic Awareness
CriterionGrade
K 1 2 31 Teaches skills explicitly. (w).+
2 Models phonemic awareness tasks and responses orally and follows with students’ production of the task. (w).+
3 Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss).+
4 Incorporates letters into phonemic awareness activities. [NPR, pg. 2-41] (w).+
5 Makes students’ cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one sound to the next.(w)
.+
6 Analyzes words at the phoneme level (e.g., working with individual sounds within words). (ss).+
7 In K, focus is on first the initial sound (sat), then on final sound, (sat), and lastly on the medial sound (sat) in words. In grade 1, focus is on phonemes inall positions. (ss)
.+
8 Focuses beginning phonemic level instruction on short words (two to three phonemes; e.g. at, mud, run).(ss).+
9 Works with increasingly longer words and expands beyond consonant words (e.g., sun) to more complex phonemic structures (consonant blends). (ss).+
10 Focuses appropriate amount of daily time on blending, segmenting, and manipulating tasks until proficient. [NRP, pg. 2-41] (w).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
2 4 4
Total Points/Total Possible Points _________ / _________ = _________4 20 20%
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Program: 402Supplemental/Intervention Curriculum ReviewWords at Work
Rating
Phonics Decoding
CriterionGrade
K 1 2 31 Introduces high-utility letter sound instruction early in the sequence (e.g., /m/, /s/, /a/, /r /, /t/) instead of low-utility letter sounds (e.g., /x/, /y/, /z/). (ss).+
2 Sequences the introduction of letter sounds, letter combinations, and word parts in combinations, and word parts in ways that minimize confusion. (ss).+
3 Incorporates frequent and cumulative review of taught letter sounds to increase automaticity. (st).+
4 Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, letter combinations, prefixes, word endings, blendings, readingwhole words). (w) and (ss)
.+
5 Introduces regular words for which students know all the letter sounds. (ss).+
6 Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity(e.g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2-132] (ss)
.+
7 Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to mapthe sounds of letters on to print. (w) and (ss)
.+
8 Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w).+
9 Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.[NRP, pg. 2-13] (ss)
.+
10 Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w).+
11 Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., tradebooks, anthologies) when students are proficient. [NRP pg. 2-132] (w) and (ss)
.+
12 Teaches explicit strategy to read multi syllabic words by using prefixes, suffixes, and known word parts (w)..+
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Program: 403Supplemental/Intervention Curriculum ReviewWords at Work
Rating
Phonics Irregular Words
CriterionGrade
K 1 2 31 Select words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss).+
2 Controls the number of irregular words introduced at one time. (w).+
3 Separates highly similar words for initial instruction (e.g. was/saw). (ss).+
4 Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w).+
5 Pre teaches sight words and incorporates them into connected text. (w).+
6 Provides ample practice and cumulative review of important high-frequency sight words. (st).+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 6 11
Total Points/Total Possible Points _________ / _________ = _________4.5 36 13%
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Program: 404Supplemental/Intervention Curriculum ReviewWords at Work
Rating
Vocabulary
CriterionGrade
K 1 2 31 Selects words that are highly useful for passage understanding and/or later learning. (w).+
2 Explains meanings of words in everyday language (Beck, McKeown, & Kucan, 2002). (w).+
3 Provides direct instruction of targeted concepts and vocabulary. (w).+
4 Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (w) and (ss).+
5 Integrates words into sentences and asks students to tell the meaning of the word in the sentence. (w).+
6 Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (w).+
7 Reviews previously introduced words cumulatively. [NRP, p.4-4] (st).+
8 Teaches strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding the unfamiliar word that provideinformation to its meaning.) (w)
.+
10 Extends the understanding of concepts and vocabulary of the English language through: (1) learning and using antonyms and synonyms; (2) usingindividual words in compound words to predict meaning; (3) using prefixes and suffixes to assist in word meaning; and (4) learning simplemultiple-meaning words. (w) and (ss)
.+
Tally the number of elements with each rating. +++++
(2 pts) (1.5 pts) (1 pts) (.5 pts) (0 pts)
1 1 1 6