Alignment: Overall Summary

The instructional materials reviewed for Express Readers do not meet the criteria for alignment to standards and research-based practices for foundational skills instruction. The materials do not meet the criterion for materials and instruction provide embedded support with general concepts of print. Materials do not meet the criteria for materials emphasize explicit, systematic instruction of researched-based and/or evidence-based phonological awareness and phonics. The materials partially meet the criterion for materials and instruction support students in learning and practicing regularly and irregularly spelled high-frequency words.

See Rating Scale
Understanding Gateways

Alignment

|

Does Not Meet Expectations

Gateway 1:

Standards and Research-Based Practices

0
28
50
58
22
50-58
Meets Expectations
29-49
Partially Meets Expectations
0-28
Does Not Meet Expectations

Gateway 2:

Implementation, Support Materials & Assessment

0
24
44
50
N/A
44-50
Meets Expectations
25-43
Partially Meets Expectations
0-24
Does Not Meet Expectations

Gateway One

Alignment to Standards and Research-Based Practices for Foundational Skills Instruction

Does Not Meet Expectations

+
-
Gateway One Details

The instructional materials reviewed for Kindergarten do not meet the criteria for alignment to standards and research-based practices for foundational skills instruction. The materials do not meet the criterion for materials and instruction provide embedded support with general concepts of print, and systematic and explicit instruction and practice for letter recognition in early Kindergarten. Materials do not include explicit, systematic instruction of researched-based and/or evidence-based phonological awareness and phonics. The materials partially meet the criterion for materials and instruction support students in learning and practicing regularly and irregularly spelled high-frequency words but do not meet the criteria for materials provide teacher guidance to support students as they confirm or self-correct errors and emphasize reading for purpose and understanding.  

Criterion 1a - 1b

Materials and instruction provide embedded support with general concepts of print, and systematic and explicit instruction and practice for letter recognition.
4/10
+
-
Criterion Rating Details

The instructional materials reviewed for Kindergarten do not meet the criterion for materials and instruction provide embedded support with general concepts of print, and systematic and explicit instruction and practice for letter recognition in early Kindergarten. The materials do not meet the criteria for materials provide explicit instruction for letter identification of all 26 letters (uppercase and lowercase). The materials do not contain explicit instruction for letter identification of all 26 upper and lowercase letters in isolation nor do they contain isolated, systematic and explicit instruction for all 26 letters (recognize and name uppercase and lowercase). While the materials meet the criteria for materials engage students in sufficient practice of letter identification, the materials do not meet the criteria for materials embed letter identification practice in meaningful print use. The materials partially meet the criteria for materials provide explicit instruction to print and to practice the 26 letters (uppercase and lowercase) and partially meet the criteria for materials provide instructional support for general concepts of print and connect learning of print concepts to books and provide cumulative review of print concepts, letter identification, and printing letters.

Indicator 1a

Letter Identification
0/0

Indicator 1a.i

Materials provide explicit instruction for letter identification of all 26 letters (uppercase and lowercase) (K).
0/2
+
-
Indicator Rating Details

The materials reviewed for Kindergarten do not meet the criteria for materials provide explicit instruction for letter identification of all 26 letters (uppercase and lowercase). (K)

The materials do not contain explicit instruction for letter identification of all 26 upper and lowercase letters in isolation. There are many activities that instruct students about letter sounds, and some for the formation of letters, but no lessons exist for the explicit teaching of each specific letter. 

Materials do not contain isolated, systematic and explicit instruction for all 26 letters (recognize and name uppercase and lowercase). For example:

  • Recognize and name all upper- and lowercase letters of the alphabet.
    • I Am Ready, Yellow Teacher Planner, page 31, for Days 11 - 15, the focus is on the letter B. Students use imagination and play with the consonant play book for upper and lowercase letter B, but the lesson does not include explicit directions on how to teach the letter.

Indicator 1a.ii

Materials engage students in sufficient practice of letter identification.(K)
2/2
+
-
Indicator Rating Details

The materials reviewed for Kindergarten meet the criteria for materials engage students in sufficient practice of letter identification. (K)

The materials provide practice for students in letter identification. There is practice for students in identifying letters throughout the materials. Students are provided frequent, regular practice in identifying both upper and lower case letters. Students use letters in print and in writing in mini-books. A scope and sequence is provided outlining how students learn letters. 

  • In I Am Ready, Yellow Teacher Planner, page 36, students participate in the activity, Sound Hunt: Be a Detective. This activity helps students with sight recognition of letters and reinforces the ability to know a letter immediately.
  • In I Am Ready, Yellow, Teacher Planner, page 118, students do a Letter Hop activity.  The teacher has multiple copies of letters g, h, and j displayed all over a roomy space (large letters written on blank paper, letter cards, or paper plates with letters written on them). The teacher says one of the letter names and the students hop on that letter. Variations include writing the uppercase letter on the board and students hop to its lowercase partner letter.

Indicator 1a.iii

Materials embed letter identification practice in meaningful print use.(K)
0/2
+
-
Indicator Rating Details

The materials reviewed for Kindergarten do not meet the criteria for materials embed letter identification practice in meaningful print use. (K)

The materials do not include activities with letter identification practice in meaningful use. There are many activities where students are asked to find objects in the environment that start with a particular sound, but not to identify a letter. 

For example: 

  • I Am Ready, Yellow Teacher Planner, page 10, Sound Search activities, students find objects within their environment that begin with the specified sound, but do no work with print letters.
  • I Am Ready, Yellow Teacher Planner, page 85, students focus on /g/. Students sit on the carpet in a circle, and they use the Picture Find Book to locate pictures that start with /g/.  

Indicator 1a.iv

Materials provide explicit instruction to print and to practice forming the 26 letters (uppercase and lowercase).(K-1)
1/2
+
-
Indicator Rating Details

The materials reviewed for Kindergarten partially meet the criteria for materials provide explicit instruction to print and to practice the 26 letters (uppercase and lowercase).

Materials provide opportunities for instruction for the distinguishing features of every letter but do not include explicit directions on how to teach the formation of each letter. There is a scope and sequence for the instruction of every letter, both uppercase and lowercase, included. Students frequently practice letter formation through a variety of sensory and multi-modal experiences. Students have opportunities to practice forming letters with a variety of materials and through whole-body, large-muscle, and small-muscle activities. 

Materials include limited opportunities for students to practice forming all of the 26 letters (uppercase and lowercase). For example: 

  • Print many upper- and lowercase letters.
    • In I Am Ready, Yellow Teacher Planner, Center 1, page 351, during Days 146 - 150 students practice sensory writing. Students use sand, shaving cream, and finger paint to write letters. Students can also use q-tips or sponge brushes as tools. 
    • In I am Ready, Yellow Teacher Planner, pages 23-29, there are letter formation activities for students to practice to reinforce correct letter formation and writing mechanics through multisensory/multimodal experiences. (i.e., Alphabet Aerobics, Sensory Letters using shaving cream, sand, etc., fine motor activities that develop the muscles in the hand, etc.)
    • In I am Ready, Yellow Teacher Planner, page 81, there are several activities for the consonant f.   Students participate in air writing the letter f with “a finger, an arm, a leg, or toes.”

Indicator 1b

Materials provide instructional support for general concepts of print and connect learning of print concepts to books (K-1) and provide cumulative review of print concepts, letter identification, and printing letters. (K-early Grade 1)
1/2
+
-
Indicator Rating Details

The materials reviewed for Kindergarten partially meet the criteria for materials provide instructional support for general concepts of print and connect learning of print concepts to books (K-1) and provide cumulative review of print concepts, letter identification, and printing letters. (K-early Grade 1).

Although there are many teacher models for use in teaching general concepts of print, the Kindergarten materials do not contain explicit teacher instructional materials for teaching all print concepts. There are frequent and varied experiences for students to learn about print concepts with actual books. While the materials do provide some opportunity for review of print concepts, letter identification, and letter formation, the review is not systematic or frequent. 

Materials include some sufficient and explicit instruction for all students about the organization of print concepts (e.g. follow words left to right, spoken words correlate sequences of letters, letter spacing). Examples of print concepts instruction include, but are not limited to, the following:  

  • Follow words from left to right, top to bottom, and page by page.
    • In I Am Ready Teacher’s Guide, page 58, Express Readers phonics book, Book Explorers, and The Consonant Play Book there are general correlations for following print from left to right, top to bottom, and page by page but there no specific correlations to lessons or instructions. The same table occurs on Teacher’s Guide, page 192, Steps 1-5.
    • In I Am Ready, Yellow Teacher Planner, page 346, the first decodable, “I Am Bug,” is introduced. There is a pre-teaching activity in which the teacher reads any book and reviews book-handling skills, "such as holding the book upright and turning pages from front to back." That is the extent of the instruction, and the same directions repeat in other lessons.
  • Recognize that spoken words are represented in written language by specific sequences of letters. 
    • There are examples for teachers to model a print concept, and there are examples for students to copy the teacher actions, but directions that provide specific instructions for teachers to use in teaching general concepts of print are not included.
    • Explicit interactions with books are used to teach print concepts. Suitable illustrated books with complete sentences are used to teach Kindergarten print concepts. Students use books to identify, practice, and reinforce print concepts, including applying newly learned print concepts during interactions with books.
  • Understand that words are separated by spaces in print.
    • In I Am Ready Teacher’s Guide, page 58, Express Readers books and class books, practice pages, there are general correlations for understanding that words are separated by spaces in print but there no specific correlations to lessons or instructions. The same table occurs on Teacher’s Guide, page 192, Steps 1-5.
    • In I Am Ready Teacher’s Guide, Author Letter, page 2, the author states that she uses large font and extra spaces between words to emphasize sequences of letters and letter spacing.

Some practice opportunities using print concepts in the context of student books include:

  • In I Am Ready, Yellow Teacher Planner, page 37, Library Center, students gain experience in handling books. Teachers can supervise students as they interact with books, modeling how to read and track their reading.
  • In I Am Ready, Green Teacher Planner, Step 1, page 199, students read the book, “Dog is,” from the tool kit. Teachers staple the book together and the teacher discusses authors, illustrators, and reviews book handling skills, such as holding the book upright and turning pages from front to back.

Review opportunities of print concepts include, but are not limited to:

  • According to the scope and sequence on pages 4-9 of I Am Ready, Yellow Teacher Planner, Kindergarten students progress through the study of consonants for 95 days before they reach a time of review. 
  • When a new letter is introduced, the teacher uses The Consonant Play Book and reads the first pages as a review. Example: Page 44, “Read the first pages...as a review.”
  • In I Am Ready, Yellow Teacher Planner, Days 91 - 95, students work on learning the letter Ww. Students do a Letter Hop and Alphabet Aerobics, as well as several centers that work on not only the letter Ww, but the letters Tt and Vv, as well.

Criterion 1c - 1e

Materials emphasize explicit, systematic instruction of researched-based and/or evidence-based phonological awareness.
4/12
+
-
Criterion Rating Details

The instructional materials reviewed for Kindergarten do not meet the criterion for materials emphasize explicit, systematic instruction of researched-based and/or evidence-based phonological awareness. The materials reviewed partially meet the criteria for materials have frequent opportunities for students to engage in phonological awareness activities but do not meet the criteria for materials provide explicit instruction in phonological awareness. The materials partially meet the criteria for materials provide practice of each newly taught sound (phoneme) and sound pattern, as there is no evidence of opportunities for students to add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Indicator 1c

Materials have frequent opportunities for students to engage in phonological awareness activities during Kindergarten and early Grade 1.
2/4
+
-
Indicator Rating Details

The materials reviewed for Kindergarten partially meet the criteria for materials have frequent opportunities for students to engage in phonological awareness activities through Kindergarten and early Grade 1.

The materials contain lessons to engage students in oral language. Whole-group phonological awareness lesson plans do not contain guidance establishing if the lessons and activities are completed daily. For the first 140 days of Ready to Read, centers are used to practice phonological awareness skills, such as rhyming, initial sound fluency, sound comparisons, and blending skills. After the first 140 days, phonological awareness centers are less regular. While there are many activities to choose from in the centers, there is no clear direction on which activities to do each day.

Example of lessons and activities for phonological awareness include:

  • In I Am Ready, Yellow Teacher Planner, Activity: Listen and Blend #3, page 73, the teacher segments a word orally and students blend the word. The activity can be done by segmenting into three sounds or two sounds to practice onset-rime
  • In I Am Ready, Yellow Teacher Planner, page 141, there is a center called Part 2: Find 8. This activity requires students to enunciate and stress beginning sounds of words.
  • In Step 1, Green Teacher Planner, Activity: Sort By Sound, page 176, students sort picture cards by the vowel sound they hear in the middle of the word. Students sort by /ĕ/ and not /ē/.

Indicator 1d

Materials provide explicit instruction in phonological awareness through systematic modeling across the K-1 grade band.
0/4
+
-
Indicator Rating Details

The materials reviewed for Kindergarten do not meet the criteria for materials provide explicit instruction in phonological awareness through systematic modeling across the K-1 grade band.

I Am Ready, Yellow Teacher Planner, and I Am Ready, Green Teacher Planner, Step 1,  do not describe systematic practices, instruction, and experiences that culminate in explicit phonological awareness instruction of newly taught phonemes.

Materials do not provide the teacher with systematic, explicit modeling for instruction in syllables, sounds (phonemes), and spoken words. For example:

  • Recognize and produce rhyming words.
    • In I Am Ready, Yellow Teacher Planner, Days 76-80, the teacher instructs in Whole Group Lessons using The Consonant Play Book, Class Picture Find, Sound Cart Sort, and Rhyme Time #10.
      • During Class Picture Find, students repeat the /s/ sound with the teacher.
      • During Sound Card Sort, students enunciate and stress the /s/ from the picture names.
      • During Rhyme Time #10, students listen to the teacher say a word aloud and then students circle the picture that rhymes with the read aloud word. This phonological awareness lesson does not correspond to the students learning about the letter s and the /s/ sound.
  • Count, pronounce, blend, and segment syllables in spoken words. 
    • No evidence found.
  • Blend and segment onsets and rimes of single-syllable spoken words.
    • No evidence found.
  • Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) 
    • No evidence found.
  • Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
    • No evidence found.
        

Indicator 1e

Materials provide practice of each newly taught sound (phoneme) and sound pattern across the K-1 band.
2/4
+
-
Indicator Rating Details

The materials reviewed for Kindergarten partially meet the criteria for materials provide practice of each newly taught sound (phoneme) and sound pattern across the K-1 band. 

Materials include multimodal/multisensory activities for student practice of phonological awareness. Students have some opportunities to use body actions and their senses to practice skills, such as letter sounds.

Materials provide some opportunities for students to practice each new sound and sound pattern called for in grade level standards. The materials contain the following lessons and practice opportunities for students to learn phonemes:

  • Recognize and produce rhyming words.
    • In I Am Ready, Yellow Teacher Planner, Flip and Rhyme, page 25, students use Sound Cards to form three to five rhyming words for each card that is flipped. 
    • In I Am Ready, Yellow Teacher planner, Center #5: Flip and Rhyme & Rhyme Time Worksheet #1, pages 29-30, students work with the teacher to practice rhyming. During Flip and Rhyme, students come up with three to five rhyming words for each Sound Card that is flipped. During Rhyme Time Worksheet #1, students complete page 5 of Ready Pages as a rhyming practice activity. The teacher directions for the activity state, "I am going to say a word and you need to circle the picture of the word that rhymes. We will do this as a class."
    • In I Am Ready, Yellow Teacher Planner, Center #5: Rhyme Time #5-6 & Rhyme Time Find #1, pages 93-95, students work with the teacher to complete activities focused on rhyming. During Rhyme Time #5-6, students complete pages 33 and 49 of Ready Pages by circling the picture of the word that rhymes with the word spoken by the teacher. This activity is done as a class. During Rhyme Time Find #1, students use Sound Cards to find all of the pictures that rhyme with the word in the top and bottom boxes of page 15 in Ready Pages. This activity is done as a class.   
    • In I Am Ready, Yellow Teacher Planner, Center #4: Flip and Rhyme Memory, pages 194-195, students play memory using Sound Cards. The sound cards are laid out, picture side facing down and students take turns flipping two cards to try and make a rhyming pair. If a student makes a rhyming pair, the student keeps the pair, but if the student does not make a rhyming pair,, the student turns the cards back over and the next student takes his/her turn. 
  • Count, pronounce, blend, and segment syllables in spoken words.
    • In Steps 2 and 3, Blue Teacher Planner, 2-Syllable Words, page 243, the lesson focuses on differentiating the sound of one-syllable words and two-syllable words. Students may find syllables by clapping, putting their hand under their chin and counting how many times their chin pulls down, or noticing how many times their mouth opens when saying a word. The students initially perform this oral activity seated before standing up to do a Syllable Stomp. Students stomp out the syllables as they repeat the activity. This practice task is repeated on page 245 of the Blue Teacher Planner.
    • In Steps 2 and 3, Blue Teacher Planner, Syllable Sort, pages 243-244, students use the Syllable Sort Base and Syllable Sort Pictures on pages 497-498 of the Student Activity Book to distinguish between one-syllable and two-syllable words. Students glue the picture on the correct side of the Syllable Sort Base and repeat this process for all remaining pictures. This practice task is repeated on page 246 of the Blue Teacher Planner.   
  • Blend and segment onsets and rimes of single-syllable spoken words.
    • In I Am Ready, Yellow Teacher Planner, Center #5: Listen and Blend #1 & Letter Stories (B or C), Part 1: Listen and Blend #1, pages 53-54, students engage in a whole class segmenting activity that can be done by segmenting words into three sound or into the onset and rime. The directions state, "Remind the students that you are going to say a word in pieces; you are going to say the individual sounds that make up that word. When they figure it out, they will circle the word in a row that you are working on. After approximately two to five seconds of wait time, ask a student if they can share their answer. Practice blending the word orally out loud each time you review the answer. This modeling will help those students process how to blend and get the correct answer." This practice activity is repeated throughout the Yellow Teacher Planner.   
  • Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
    • In I Am Ready, Yellow Teacher Planner, Center 4: Individual Picture Find (/h/) and/or Letter Find Hh, Part 1: Individual Picture Find (/h/), page 105, students color or circle the objects in the picture that begin with /h/. The teacher pre-teaches the activity by stressing the beginning sound of items in The Picture Find Book Hh page.
    • In I Am Ready, Yellow Teacher Planner, Class Picture Find, page 213, students repeat the /t/ sound with the teacher, then find items in the picture that begin with the /t/ sound.
    • In I Am Ready, Yellow Teacher Planner, Can You Hear It?, pages 289-290, students listen for the medial vowel sound in words spoken by the teacher. The teacher directions state, "Practice saying short words out loud, showing a picture for each word (using the Sound Cards), while students do a body movement if they hear the short/a/ in the middle (i.e., 'Put your hands on your head if you hear short /a/ in the middle of the word or put your hands on your knees if you don't hear the sound.')" This activity is repeated for each short vowel sound and during a review activity that focuses on all short vowel sounds. 
    • In I Am Ready, Yellow Teacher Planner, Center #4: Clipart Sort, Short Vowels, pages 345-346, students sort clipart pictures according to their medial vowel sound by gluing the pictures onto the correct section of a paper that has been folded into five sections. 
    • In Step 1, Green Teacher Planner, Center 4: Sort by Sound, page 157, students sort pictures by which short vowel sound they hear in the middle of the word into two categories, /ŭ/ and not /ŭ/.
  • Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
    • No evidence found. 

Criterion 1f - 1j

Materials emphasize explicit, systematic instruction of researched-based and/or evidence-based phonics.
8/20
+
-
Criterion Rating Details

The instructional materials reviewed for Kindergarten do not meet the criterion for materials emphasize explicit, systematic instruction of researched-based and/or evidence-based phonics. The materials lack regular, explicit, and systematic phonics instruction. The materials partially meet the criteria for materials include frequent practice opportunities for students to decode words that consist of common and newly-taught sound and spelling patterns and provide opportunities for students to review previously taught phonics skills, as the frequency for instruction is unclear. Because decoding opportunities are not regular or frequent, the materials partially meet the criteria for materials promote frequent opportunities for students to practice decoding phonetically regular words in a sentence. There are limited opportunities for students to practice encoding words. As a result, the materials partially meet the criteria for materials include frequent practice opportunities for students to build/manipulate/spell and encode grade level phonics, including common and newly-taught sound and spelling patterns. The materials do not meet the criteria for materials promote application and encoding of phonics in activities and tasks, because the activities for encoding phonics are done in isolation. 

Indicator 1f

Materials emphasize explicit phonics instruction through systematic and repeated modeling.
2/4
+
-
Indicator Rating Details

The materials reviewed for Kindergarten partially meet the criteria for materials emphasize explicit phonics instruction through systematic and repeated modeling.

Materials include some opportunities to practice phonics skills learned through hearing, saying, writing, and reading; however, phonics instruction is not explicitly taught in a regular, systematic way, and students do not have repeated opportunities to hear, say, write, and read each newly taught sound. The materials do not provide guidance for teachers that describes an explicit, systematic approach to instruction that focuses on modeling to instruct phonics. Materials do not indicate if these activities are to take place on a daily basis.

Materials contain some explicit instructions for systematic and repeated teacher modeling of all grade-level phonics standards. For example:

  • Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
    • In I Am Ready, Yellow Teacher Planner, page 54, students select which letter to use to create their story. They write the letter b or c in the box.
    • In I Am Ready, Yellow Teacher Planner, Days 41-45, the teacher instructs in Whole Group Lessons using The Consonant Play Book, Class Picture Find, Sound Card Sort, and Listening Activity # 6.
      • During the Class Picture Find, students repeat the /j/ sound with the teacher.
      • During Sound Card Sort, students enunciate and stress the /j/ from the picture names.
      • During Listening Activity #6, students practice following directions. This lesson does not connect to students learning j and /j/.
    • In Step 1, Green Teacher Planner, page 87, the phonics pages provide practice for the names and sounds of letters. Students practice writing the target letters.
    • While the accommodations section of the plans sometimes includes modeling, not all students would be exposed to this instruction.
      • In I Am Ready, Yellow Teacher Planner, Days 11-105, Center: Find 8 and Mini-Book /?/, focuses on the consonant of the week. (page 39). In this center, students do the following:
        • On level:
          • Students touch each clipart picture and say it aloud, stressing the beginning sound.
          • Students circle all pictures that start with the sound being studied that week.
        • Extensions:
          • Students write the letter next to every picture that starts with the given sound.
          • Students phonetically spell words for the pictures.
          • Students color the pictures beginning with the letter sound.
        • Accommodations:
          • The teacher says the word for each picture with the students and isolates the beginning sound for them. The teacher repeats the sound multiple times to practice, asking students to repeat the sound.
  • Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
    • In I Am Ready, Yellow Teacher Planner, Center #1: Can You Hear It? & Pick a Vowel, Part 2: Pick a Vowel, page 302, students use the picture side of Sound Cards to sort them into two labeled categories - short /i/ or short /a/. 
    • In I Am Ready, Yellow Teacher Planner, Center #5: Rainbow Letters Oo and Bean Bag Buckets i, a, o, Part 2: Bean Bag Buckets, i, a, and o Short Vowels, page 316, students sort Sound Cards containing short /a/, short /i/, and short /o/ into three containers labeled with the letters a, i, and o
    • In I Am Ready, Yellow Teacher Planner, Center #3: Short Vowel Hope & Pick a Vowel, Part 1: Short Vowel Hop, students listen for sounds in words and hop to the letter that shows the short vowel sound they hear. The directions state, "A student says one of the letter names, and the other student shop on that letter. (Students take turns being the caller.) Students can do any of the following:
      • Write the uppercase letter on the board (on a portable mini-white board), and students hop on its partner letter. 
      • A student says a sound and students hop on that letter.
      • A student chooses a Sound Card word that starts with or contains one of the letter sounds, and the other students hop on that letter." 
  • Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
    • No evidence found. 

Lessons provide teachers with systematic and repeated instruction for students to hear, say, encode, and read each newly taught grade-level phonics pattern.

  • No evidence found.


Indicator 1g

Materials include frequent practice opportunities for students to decode words that consist of common and newly-taught sound and spelling patterns and provide opportunities for students to review previously taught phonics skills.
2/4
+
-
Indicator Rating Details

The materials reviewed for Kindergarten partially meet the criteria for materials include frequent practice opportunities for students to decode words that consist of common and newly-taught sound and spelling patterns and provide opportunities for students to review previously taught phonics skills.

The materials include activities for teaching each sound or spelling pattern but lack direction on the frequency of instruction. It is unclear whether the centers that focus on these skills are meant to be conducted on a daily or weekly schedule. The materials serve as a “menu” of choices rather than an explicit list of which lessons should be practiced in order for students to meet mastery of decoding words.

Examples of opportunities for students to decode words include, but are not limited to, the following:

  • The Express Readers I Am Ready materials contain a 5-day cycle. Starting on Days 11-15, a letter and sound is taught for five days. With the focus on a letter and sound each week, previously taught letters and sounds are not reviewed daily. There are some opportunities to review letters and sounds during activities or centers that require “Tap” or the Alphabet Checklist. The I Am Ready materials include a whole class activity of reading The Consonant Play Book for every set of days starting on Day 106; however, it is unclear whether this activity is done daily. There are two review weeks. Consonant review week is Days 106-110 and short vowel review week is Days 141-145. The Step 1 materials contain a 5-day cycle. For the first 50 days, all the letters and basic sounds are reviewed. For example, in Days 11-15, the following consonants are reviewed: qu, r, s, t. In Days 50-85, the focus is on CVC words. The Step 2 materials contain a 5-day cycle. The materials focus on different topics (blends, consonant digraphs, ng, nk, two-syllable words, and compound words), but the materials do not review the previously learned topics.
    • During Step 1, there are a variety of activities that help students read and decode CVC words and short vowel sounds. Students complete collage activities, play games and find other words on the page, reading and decoding the words using grade level phonics. 
      • In I Am Ready, Green Teacher Planner, Step 1, pages 3-5, 84-85, 196, and 264, the center layout illustrates the letter that is taught during each five-day cycle. Each cycle provides some phonics practice through reading The Consonant Play Book, practicing the letter/sound or skill for that week in centers, and completing practice pages using that sound/skill.
    • In I Am Ready, Blue Teacher Planner, Steps 2 and Step 3, Review Days 136-140, page 201, at various centers, students use silly sentence strips with digraphs, read the short story “Dog is Lost”, make a flipbook, and complete practice pages related to digraphs.
  • There are many decoding activities present throughout the materials starting on Day 111; however, it is unclear as to the frequency that the activities are to be used. For example: 
    • In I Am Ready, Yellow Teacher Planner, page 290 and Ready Pages page 171, students participate in the Buttons activity for bat and hat. Students put their finger on the first button and say /b/, press the next button and say /a/, press the last button and say /t/, and then slide their finger along the arrow to blend the sounds together. Students repeat the process for the word hat.
  • There are three to four whole class lessons and five centers for each short vowel sound, but there is no direction as to if students do all the activities each day or one per day. There are no explicit directions telling teachers which activities students should do on which day. There is a selection of lessons and centers to complete over a range of days. 

Examples of review for previously taught grade level phonics skills include:

  • In I Am Ready, Yellow Teacher Planner, Scope and Sequence, Days 116 - 120, students begin to learn short vowel a sounds. In I Am Ready, Green Teacher Planner, Step 1, Days 21 - 25, students review short vowel a sounds. These are not daily review activities. These activities are in separate Teacher Planners. 
  • In I Am Ready, Yellow Teacher Planner, Center # 1, Ending Sound Tap, page 250, students have their Alphabet Checklist and a “wand.” A student selects a sound card and states the picture aloud. All the students point to the letter they hear at the end of the word.
  • In I Am Ready, Yellow Teacher Planner, Consonant Play Book Review, page 271, the teacher reads the first pages of The Consonant Play Book (up until the b pages), stops on the page about what letters are consonants and what letters are vowels. The teacher can either pre-decide a page or a letter to review due to need, take a vote on which letter to review, or read through the book thus far.

Indicator 1h

Materials provide frequent opportunities for students to practice decoding phonetically regular words in a sentence.
2/4
+
-
Indicator Rating Details

The materials reviewed for Kindergarten partially meet the criteria for materials promote frequent opportunities for students to practice decoding phonetically regular words in a sentence.

While there are some opportunities for students to decode words phonetically within a sentence in center activities and practice books, the decoding opportunities are not regular or frequent. 

Examples of decoding opportunities in sentences include:

  • In I Am Ready, Yellow Teacher Planner, Practice Pages, pages 167-170, students read the a book that features short, repeated sentences with one-syllable short a words. Sentences include, “I see a can. I see a fan. I see a hat. I am sad. I see a cat. I see a bat.” There are books for each short vowel that follow a similar format with different short vowel target words.
  • In Step 1, Green Teacher Planner, the author describes (TPG Ready, Set, Go, page 30-32) letter-sound activities for decoding, but the activities listed are not about decoding in sentences. In I Am Ready, Green Teacher Planner, Ready Set Go, pages 36-38, there are directions for activities, such as Add to the Picture, Sticky Word Practice, Draw a Picture, and Choose the Correct Sentence, in which students must read the sentences that are there and add to, draw, or select a picture that goes with the sentences. 
  • In Step 1, Green Teacher Planner, Practice Pages, page 138, students read the sentences and pick the sentence that matches the given picture. These same activities continue in Steps 2 and 3.
    • Step 1 Practice Pages sentences include: Pig sits on a mat. Pig is mad. Pig is sad.
    • Steps 2 and 3 Practice Pages sentences include: Frog wins a sash for Best Frog. Frog has a sash for Big Frog. Frog has a dish.

Indicator 1i

Materials include frequent practice opportunities for students to build/manipulate/spell and encode grade-level phonics, including common and newly-taught sound and sound patterns.
2/4
+
-
Indicator Rating Details

The materials reviewed for Kindergarten partially meet the criteria for materials include frequent practice opportunities for students to build/manipulate/spell and encode grade level phonics, including common and newly-taught sound and spelling patterns.

Materials include opportunities for students to build/manipulate, spell, and encode grade level CVC word phonics; however, materials do not consistently have students practice encoding words. The practice opportunities occur in the repetitive weekly centers during Silly Sentences. Silly Sentences do not start until Day 54 of the materials. There are seven practice pages in Step 1 of the I Am Ready Green Teacher Planner that address word encoding in isolation. The materials do not include protocols for teachers to model encoding. 

Limited opportunities for students to build/manipulate/spell and encode grade level phonics include:

  • There are no activities for practicing encoding words in isolation in I Am Ready; therefore, there are no teacher directions for demonstrating how to build/manipulate/spell and encode. The Ready to Read! Teacher’s Guidebook, pages 9-13, provides directions for the I Am Ready Practice Pages, but none of the pages include directions for encoding.
  • In I Am Ready, Yellow Teacher Planner, Center Activity: Buttons, page 303, students blend CVC words by touching each letter, saying the sound, and blending the sounds to make a word.
  • In Step 1, Green Teacher Planner, Word Hop, page 241, students write the five vowels and five to ten consonants on index cards. Students lay the letters on the floor and hop to make CVC words

Indicator 1j

Materials provide application and encoding of phonics in activities and tasks. (mid K-Grade 2)
0/4
+
-
Indicator Rating Details

The materials reviewed for Kindergarten do not meet the criteria for materials promote application and encoding of phonics in activities and tasks.

The materials do not include activities for encoding of phonics in activities and tasks. All of the activities included in the materials for encoding phonics are done in isolation. There is no protocol for teachers on instructing students to perform this task.

Criterion 1k - 1m

Materials and instruction support students in learning and practicing regularly and irregularly spelled high-frequency words.
4/8
+
-
Criterion Rating Details

The instructional materials reviewed for Kindergarten partially meet the criterion for materials and instruction support students in learning and practicing regularly and irregularly spelled high-frequency words. The materials partially meet the criteria for materials include systematic instruction of high-frequency words and practice opportunities of high-frequency words to develop automaticity. The materials partially meet the criteria for materials provide frequent practice opportunities to read and write high-frequency words in context (sentences), and they partially meet the criteria for materials explicitly teach word analysis strategies (e.g., phoneme/grapheme recognition, syllabication, morpheme analysis) based on the requirements of the standards and provide frequent practice opportunities for students to apply word analysis strategies. 

Indicator 1k

Materials include systematic instruction of high-frequency words and opportunities to practice reading of high-frequency words to develop automaticity.
1/2
+
-
Indicator Rating Details

The materials reviewed for Kindergarten partially meet the criteria for materials include systematic instruction of high-frequency words and practice opportunities of high-frequency words to develop automaticity.

High-frequency words in the Express Readers materials are called Sticky Words. The materials contain 23 Sticky Words. There are nine Sticky Words in I Am Ready, Step 1, seven words in I Am Ready, Step 2, and five words in I Am Ready, Step 3. There is not sufficient explicit instruction of the high-frequency words. Teachers are not provided direction on what to do with these words outside of the limited activities that are provided, which do not always teach the words in context. The words are pre-taught with cards prior to the beginning of a lesson in which they appear. The first high-frequency words are introduced on Day 146 of the I Am Ready Program. In Step 1, instruction on Sticky Words begins on Day 51. There is no explicit instruction on the meaning of high-frequency words that can be defined, such as he and see

Materials include some systematic and explicit instruction of high-frequency words (e.g., the, of, to, you, she, my, is, are, do, does). Examples of high-frequency words instruction include:

  • Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
    • In I Am Ready, Yellow Teacher Planner, page 385, the teacher explains that Sticky Words are words they can get stuck on. Students become Sticky Word Detectives to find the words the, of, was, and, to. The teacher does not explicitly teach the Sticky Words.
    • In Step 1, Green Teacher Planner, Sticky Word Intro, page 204, the teacher displays Sticky Word Display Cards for Pre-Pages and Step 1. The teacher puts the Sticky Word, the, in the middle of the display. The teacher then reads a story to the students that contains the Sticky Word, the. The teacher is not directed to teach or say the word the prior to reading the story.
    • In Steps 2 and 3, Blue Teacher Planner, Activity: Sticky Word Detective, page 106, the students color one Sticky Word with a certain color crayon or highlighter. When students have found all the words, students count the number of Sticky Words and write the number in the boxes at the bottom of the page. The teacher does not explicitly teach the Sticky Words.

Indicator 1l

Materials provide frequent practice opportunities to read and write high-frequency words in context (sentences).
1/2
+
-
Indicator Rating Details

The materials reviewed for Kindergarten partially meet the criteria for materials provide frequent practice opportunities to read and write high-frequency words in context (sentences).

The Express Readers materials provide students with limited opportunities to read and write Sticky Words (high-frequency words). In I Am Ready, Steps 2 and 3, students start reading and writing Sticky Words on Days 91-95. There are few activities for students to write Sticky Words in sentences. The materials do not provide repeated, explicit instruction in how to use student-friendly reference materials and resources. 

Activities for students to practice reading and writing Sticky Words include: 

  • In Step 1, Green Teacher Planner, page 242, students participate in Center #1 Silly Sentences. Students pick one Bug Card and one Frog Card and place the cards in the correct space on their sentence strip. Students read the sentence they created. Students then copy the sentence into their booklet. Students draw a picture in the box to illustrate their sentence. The Sticky Word, the, begins all the sentences.
  • In Step 1, Green Teacher Planner, page 242, students participate in Center #2, Express Theater: “Cat Can.” Students select a role from the Express Readers and practice reading their part. “Cat Can” includes the Sticky Word to.
  • In Steps 2 and 3, Blue Teacher Planner, Day 162, page 276, students participate in Pick the Sentence. Students look at a picture and read each sentence next to the picture. Students then decide which sentence describes the picture and color in the box for the chosen sentence.
  • In Step 2 and 3, Blue Teacher Planner, Day 100, page 60, students participate in Activity: Express Theater: “Duck Gets a Nest.” Students select a role and practice reading their part. “Duck Gets a Nest” has two Sticky Words: you, my.

Indicator 1m

Materials explicitly teach word analysis strategies (e.g., phoneme/grapheme recognition, syllabication, morpheme analysis) based on the requirements of the standards and provide students with frequent practice opportunities to apply word analysis strategies.
2/4
+
-
Indicator Rating Details

The materials reviewed for Kindergarten partially meet the criteria for materials explicitly teach word analysis strategies (e.g., phoneme/grapheme recognition, syllabication, morpheme analysis) based on the requirements of the standards and provide frequent practice opportunities for students to apply word analysis strategies.

Students have practice with syllabication and phoneme recognition of words through practicing short vowel and ending words. The materials contain instruction of word analysis strategies, such as letter sound recognition and beginning/medial/ending sounds. Additionally, materials contain instruction of word solving strategies to decode unfamiliar words, such as how to decode a CVC word; however, the instruction is not frequent or explicit. Opportunities for students to practice and apply word analysis strategies are usually on a weekly basis with little variety. The activity stays the same, while the “letter of the week” changes. The majority of activities for students to apply word analysis come in non-instructional settings, in which students are doing practice pages, centers, or activities not under the teacher’s direct instruction.

Examples of the explicit teaching of word analysis strategies are limited and include:

  • In I Am Ready, Yellow Teacher Planner, Center #3, page 303, before students participate, the teacher uses a large version of the Buttons page to:
    • Draw three big circles on the board.
    • Write one letter in each circle to make a CVC word with short /i/.
    • Practice with the students on how to tap each button, say the sound, and blend the sounds to make a word. 
  • In Step 1, Green Teacher Planner, Day 40, page 154, the teacher draws a house on the board. The teacher writes ug on the roof of the house. The teacher has students think of ug words. The teacher explains that a word family is a rhyming word. 
  • In Step 1, Green Teacher Planner, Day 51, page 197, students have a lesson on blending CVC sounds into a word, in which the teacher models segmenting the word by sounds.
  • In Steps 2 and 3, Blue Teacher Planner, Day 116, page 121, the teacher puts up the Crash Letter Mat and holds up both hands to show students how when two letters that say their own sound crash, they make a new sound. “One hand says /k/. One hand says /h/, but when the hands clap together, they say /ch/.”

Word analysis practice opportunities include:

  • In I Am Ready, Yellow Teacher Planner, page 39, Find 8, students find words beginning with the same sound as the given consonant. 
  • In Step 1, Green Teacher Planner, page 197, Listen and Blend #1, students listen to words in segmented sounds and blend the words together.

Criterion 1n - 1q

Materials and instruction support students in learning and practicing regularly and irregularly spelled high-frequency words.
2/8
+
-
Criterion Rating Details

The instructional materials reviewed for Kindergarten do not meet the criterion for materials and instruction provide systematic and explicit instruction and practice in fluency. The materials partially meet the criteria for materials provide opportunities for students to engage in decoding practice focused on accuracy and automaticity. Materials do not provide teacher guidance to support students as they confirm or self-correct errors and do not emphasize reading for purpose and understanding.

Indicator 1n

Materials provide opportunities for students to engage in decoding practice focused on accuracy and automaticity in K and Grade 1.
2/4
+
-
Indicator Rating Details

The materials reviewed for Kindergarten partially meet the criteria for materials provide opportunities for students to engage in decoding practice focused on accuracy and automaticity in K and Grade 1.

There are few opportunities in the materials for Kindergarten for students to engage in decoding practice. There are opportunities for students to read decodable books and sentences over multiple readings but these activities are not required daily. There is some practice of nonsense word fluency; however, while the students may read the books to themselves and others, there is not an expectation for attaining accuracy and automaticity. Students are asked to read with fluency in the readers, but the emphasis is on tone. There is no direct teacher instruction for showing students how to read fluently and check for decoding accuracy and automaticity.

Limited opportunities for students to engage in decoding practice focused on accuracy and automaticity include:

  • In Yellow Teacher Planner, page 293, students have small books for each of the letter sounds. Students can practice reading the book to each other, but there are no references to accuracy and automaticity in any of the letter sound books. 
    • The book is introduced in Days 141-145 of I Am Ready, page 346. The book is introduced as a center with adult involvement. The teacher reads the book to the students while they track with their fingers. There is no reference to accuracy and automaticity in this lesson. 
    • On Days 161-165, the teacher introduces Pig Is Sad (page 376). The teacher and students read the book as a small group, “either switching off pages or reading together.” 
  • In Yellow Teacher Planner, Dog Is Re-Reading, Word Count, and Coloring, page 373, students are able to reread a book that they had read the week before.
  • In Steps Two and Three, Blue Teacher Planner, page 164 in the activity Read Aloud Practice, students read the book Dog and the Gift to a partner and then listen as their partner reads to them.

Indicator 1q

Materials provide teacher guidance to support students as they confirm or self-correct errors (Grades 1-2) and emphasize reading for purpose and understanding.
0/4
+
-
Indicator Rating Details

The materials reviewed for Kindergarten do not meet the criteria for materials provide teacher guidance to support students as they confirm or self-correct errors and emphasize reading for purpose and understanding.

The Express Readers materials do not contain explicit instruction for students on how to recognize an error in reading or to self-correct an error. There is no evidence of teacher modeling of self-correction or recognition of an error. Although multiple opportunities are provided over the course of the year for students to read books or texts (decodable readers, Express Theater), these readings are not introduced with a purpose for student learning. Express Readers texts, books, and passages do not contain varying genres or types (informational, literature, etc.) for stated purposes for reading. There are no suggestions as to how to introduce text to be read (or read-aloud) or strategies on how to instruct reading for a particular purpose.

Multiple opportunities are not provided over the course of the year for students to read emergent-reader texts (K) or to read on-level texts (Grades 1-2) for purpose and understanding. For example:

  • Read emergent-reader texts with purpose and understanding.
    • No evidence found.

Gateway Two

Implementation, Support Materials & Assessment

Not Rated

+
-
Gateway Two Details
Materials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One

Criterion 2a - 2e

Materials are accompanied by a systematic, explicit, and research-based scope and sequence outlining the essential knowledge and skills that are taught in the program and the order in which they are presented. Scope and sequence should include phonological awareness, phonics and word recognition, fluency, and print concepts.

Indicator 2a

Materials contain a teacher edition with ample and useful annotations and suggestions on how to present the content in the student materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.
N/A
+
-
Indicator Rating Details


Indicator 2b

Materials contain full, adult-level explanations and examples of the foundational skills concepts included in the program so teachers can improve their own knowledge of the subject, as necessary.
N/A
+
-
Indicator Rating Details


Indicator 2c

Foundational skills lessons are well-designed and take into account effective lesson structure and pacing. Content can reasonably be completed within a regular school year, and the pacing allows for maximum student understanding.
N/A
+
-
Indicator Rating Details


Indicator 2d

Order of Skills
N/A

Indicator 2d.i

Scope and sequence clearly delineate the sequence in which phonological awareness skills are to be taught, with a clear, evidence-based explanation for the expected hierarchy of phonemic awareness competence. (K-1)
N/A

Indicator 2d.ii

Scope and sequence clearly delineate an intentional sequence in which phonics skills are to be taught, with a clear explanation for the order of the sequence.
N/A

Indicator 2e

Materials contain strategies for informing all stakeholders, including students, parents, or caregivers about the Foundational Skills program and suggestions for how they can help support student progress and achievement.
N/A

Criterion 2f - 2f.ii

Program includes work with decodables in K and Grade 1, and as needed in Grade 2, following the grade-level scope and sequence to address both securing phonics.

Indicator 2f

Aligned Decodable Texts
N/A

Indicator 2f.i

Materials include decodable texts with phonics aligned to the program’s scope and sequence and opportunities for students to use decodables for multiple readings.
N/A

Indicator 2f.ii

Materials include decodable texts with high-frequency words aligned to the program’s scope and sequence and opportunities for students to use decodables for multiple readings.
N/A

Criterion 2g - 2i.iii

Materials provide teachers resources and tools to collect ongoing data about student progress on the Standards. Materials also provide teachers with strategies for meeting the needs of a range of learners so that students demonstrate independence with grade-level standards.

Indicator 2g

Regular and Systematic Opportunities for Assessment
N/A

Indicator 2g.i

Materials regularly and systematically offer assessment opportunities that measure student progress through mastery of print concepts (K-1), letter recognition (K only), and printing letters (as indicated by the program scope and sequence) (K-1).
N/A

Indicator 2g.ii

Materials regularly and systematically offer assessment opportunities that measure student progress of phonological awareness (as indicated by the program scope and sequence). (K-1)
N/A

Indicator 2g.iii

Materials regularly and systematically offer assessment opportunities that measure student progress of phonics in- and out-of-context (as indicated by the program scope and sequence). (K-2)
N/A

Indicator 2g.iv

Materials regularly and systematically offer assessment opportunities that measure student progress of word recognition and analysis (as indicated by the program scope and sequence). (K-2)
N/A

Indicator 2h

Materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment and assessment materials clearly denote which standards are being emphasized.
N/A

Indicator 2i

Differentiation for Instruction: Materials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding grade-level standards.
N/A

Indicator 2i.i

Materials regularly provide all students, including those who read, write, speak, or listen in a language other than English with extensive opportunities for reteaching to meet or exceed grade-level standards.
N/A

Indicator 2i.ii

Materials regularly provide all students, including those who read, write, speak, or listen below grade-level with extensive opportunities for reteaching to meet or exceed grade-level standards.
N/A

Indicator 2i.iii

Materials regularly provide extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade-level.
N/A

Criterion 2j - 2n

Materials support effective use of technology and visual design to enhance student learning. Digital materials are accessible and available in multiple platforms.

Indicator 2j

Digital materials (either included as a supplement to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), “platform neutral” (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.
N/A

Indicator 2k

Materials support effective use of technology to enhance student learning.
N/A

Indicator 2l

Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.
N/A

Indicator 2m

Materials can be easily customized for local use.
N/A

Indicator 2n

The visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
N/A
abc123

Additional Publication Details

Report Published Date: 11/13/2019

Report Edition: 2018

Title ISBN Edition Publisher Year
Bug Gets Wet 978-1-941532-00-3 Express Readers 2014
Bug Has a Hut 978-1-941532-01-0 Express Readers 2014
Cat Can 978-1-941532-02-7 Express Readers 2014
Cub And The Nap 978-1-941532-03-4 Express Readers 2014
Dog And The Gift 978-1-941532-04-1 Express Readers 2014
Dog Gets a Job 978-1-941532-05-8 Express Readers 2014
Dog Gets a Van 978-1-941532-06-5 Express Readers 2014
Duck And His Mom 978-1-941532-07-2 Express Readers 2014
Duck And The Mess 978-1-941532-08-9 Express Readers 2014
Duck Has a Nest 978-1-941532-09-6 Express Readers 2014
Fish Had a Wish 978-1-941532-10-2 Express Readers 2014
Chimp Camps 978-1-941532-11-9 Express Readers 2014
Chimp Gets a Check-Up 978-1-941532-12-6 Express Readers 2014
Duck Up a Hill 978-1-941532-13-3 Express Readers 2014
Frog Hunts For a Pal 978-1-941532-14-0 Express Readers 2014
Pig Has a Pet 978-1-941532-15-7 Express Readers 2014
Pig Was Hot 978-1-941532-16-4 Express Readers 2014
Frog And His Sled 978-1-941532-17-1 Express Readers 2014
Cub Has a Picnic 978-1-941532-20-1 Express Readers 2015
Duck Sings a Song 978-1-941532-21-8 Express Readers 2015
Snake 1 And Snake 2 978-1-941532-22-5 Express Readers 2015
Dog And His Bone 978-1-941532-23-2 Express Readers 2015
Pig Hikes 978-1-941532-24-9 Express Readers 2015
The Snakes Race 978-1-941532-25-6 Express Readers 2015
Frog Has The Blues 978-1-941532-26-3 Express Readers 2015
Cat Gets a Scare 978-1-941532-27-0 Express Readers 2015
Pig At The Beach 978-1-941532-28-7 Express Readers 2015
Snakes On a Train 978-1-941532-29-4 Express Readers 2015
Dog's Feast 978-1-941532-30-0 Express Readers 2015
Duck Bakes a Cake 978-1-941532-31-7 Express Readers 2015
Duck Feels Sick 978-1-941532-32-4 Express Readers 2015
Fish Gets Clean 978-1-941532-33-1 Express Readers 2015
Cat On The Road 978-1-941532-34-8 Express Readers 2015
Cub On a Boat 978-1-941532-35-5 Express Readers 2015
Short Vowels With Bug 978-1-941532-42-3 Express Readers 2018
I Am Bug 978-1-941532-43-0 Express Readers 2016
I Am... 978-1-941532-44-7 Express Readers 2016
Cat's Hat 978-1-941532-45-4 Express Readers 2016
Cub Hid 978-1-941532-46-1 Express Readers 2016
Practice Pages, Step 1, ED. 2 978-1-941532-52-2 Express Readers 2018
Tool Kit, Step 1, ED. 2 978-1-941532-53-9 Express Readers 2018
Practice Pages, I Am Ready, ED. 2 978-1-941532-57-7 Express Readers 2018
Practice Pages, Step 2 and Step 3, ED. 2 978-1-941532-68-3 Express Readers 2018
Tool Kit, Step 2 and Step 3, ED. 2 978-1-941532-69-0 Express Readers 2018
Practice Pages, Step 4 and 5, ED. 2 978-1-941532-70-6 Express Readers 2018
Tool Kit, Step 4 and 5, ED. 2 978-1-941532-71-3 Express Readers 2018
Express Readers Teacher Planner, Step 1 978-1-941532-72-0 Express Readers 2018
Express Readers Teacher Planner, Steps 2-3 978-1-941532-73-7 Express Readers 2018
Express Readers Teacher Planner, Steps 4-5 978-1-941532-74-4 Express Readers 2018
Express Readers Teacher Planner, I Am Ready Program 978-1-941532-76-8 Express Readers 2018
Student Activities Book 978-1-941532-77-5 Express Readers 2018
Ready To Read Activities Book 978-1-941532-78-2 Express Readers 2018
Ready, Set, Go Teacher's Guidebook 978-1-941532-80-5 Express Readers 2018
Ready To Read Teacher's Guidebook 978-1-941532-81-2 Express Readers 2018
The Consonant Play Book 978-1-941532-83-6 Express Readers 2018
The Picture Find Book 978-1-941532-84-3 Express Readers 2018

About Publishers Responses

All publishers are invited to provide an orientation to the educator-led team that will be reviewing their materials. The review teams also can ask publishers clarifying questions about their programs throughout the review process.

Once a review is complete, publishers have the opportunity to post a 1,500-word response to the educator report and a 1,500-word document that includes any background information or research on the instructional materials.

Educator-Led Review Teams

Each report found on EdReports.org represents hundreds of hours of work by educator reviewers. Working in teams of 4-5, reviewers use educator-developed review tools, evidence guides, and key documents to thoroughly examine their sets of materials.

After receiving over 25 hours of training on the EdReports.org review tool and process, teams meet weekly over the course of several months to share evidence, come to consensus on scoring, and write the evidence that ultimately is shared on the website.

All team members look at every grade and indicator, ensuring that the entire team considers the program in full. The team lead and calibrator also meet in cross-team PLCs to ensure that the tool is being applied consistently among review teams. Final reports are the result of multiple educators analyzing every page, calibrating all findings, and reaching a unified conclusion.

Rubric Design

The EdReports.org’s rubric supports a sequential review process through three gateways. These gateways reflect the importance of standards alignment to the fundamental design elements of the materials and considers other attributes of high-quality curriculum as recommended by educators.

Advancing Through Gateways

  • Materials must meet or partially meet expectations for the first set of indicators to move along the process. Gateways 1 and 2 focus on questions of alignment. Are the instructional materials aligned to the standards? Are all standards present and treated with appropriate depth and quality required to support student learning?
  • Gateway 3 focuses on the question of usability. Are the instructional materials user-friendly for students and educators? Materials must be well designed to facilitate student learning and enhance a teacher’s ability to differentiate and build knowledge within the classroom. In order to be reviewed and attain a rating for usability (Gateway 3), the instructional materials must first meet expectations for alignment (Gateways 1 and 2).

Key Terms Used throughout Review Rubric and Reports

  • Indicator Specific item that reviewers look for in materials.
  • Criterion Combination of all of the individual indicators for a single focus area.
  • Gateway Organizing feature of the evaluation rubric that combines criteria and prioritizes order for sequential review.
  • Alignment Rating Degree to which materials meet expectations for alignment, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.
  • Usability Degree to which materials are consistent with effective practices for use and design, teacher planning and learning, assessment, and differentiated instruction.

ELA Foundational Skills Rubric and Evidence Guides

The ELA foundational skills review rubric identifies the criteria and indicators for high quality instructional materials. The rubric supports a sequential review process that reflect the importance of alignment to the standards then consider other high-quality attributes of curriculum as recommended by educators.

The ELA foundational skills rubric evaluates materials based on:

  • Alignment to Standards and Research-Based Practices for Foundational Skills Instruction
  • Implementation, Support Materials & Assessment

The ELA Evidence Guides complement the rubrics by elaborating details for each indicator including the purpose of the indicator, information on how to collect evidence, guiding questions and discussion prompts, and scoring criteria.

NOTE: The ELA foundational skills rubric contains only two gateways. The structural pieces that we normally review as a part of Gateway 3 (e.g. differentiation) in our comprehensive reviews are critical to the success of a program, and are, therefore, interspersed and combined with other indicators in Gateway 2.

X