The teacher reads the sentences, passages, or Chart Stories, and students echo read. Decodable texts are limited and do not consistently align to the program’s scope and sequence for phonics and high-frequency words. Materials do not provide opportunities for students to practice using confirmation or self-correction of errors. Explicit instruction addresses expression and phrasing, but does not model for students how to read with appropriate rate and accuracy. Materials include some instructional opportunities for systematic, evidence-based, explicit instruction in fluency. A few high-impact, engaging minutes to teach high-frequency words so they become sight words. Students have opportunities to read and write high-frequency words in tasks (sentences) however, students are not given opportunities to read sentences independently or without prior teacher modeling. The premise of Sight Word 60 is that in the course of a school week, 5 days, students get more than 60 exposures to each high-frequency word and that happens in just a few minutes each day. These words appear frequently in texts or are difficult to decode. Materials include limited systematic instruction of high-frequency words and practice opportunities of high-frequency words to develop automaticity. Kindergarten sight words are words that a child learns to recognize in their whole forms rather than sounding them out. There are frequent opportunities for students to decode and encode words, including common and newly-taught sound and spelling patterns and to review previously taught grade-level phonics. Materials partially meet the criteria that materials emphasize phonics instruction through systematic and repeated modeling. Materials provide limited phonological awareness modeling, practice, and review before phonics instruction begins. Materials provide limited instructional support for general concepts of print. Materials include a scope and sequence that clearly delineates an intentional sequence in which phonics skills are to be taught, with a clear explanation for the order of the sequence however, the materials include a general scope and sequence with few details for phonological awareness. The instructional materials use a synthetic approach to phonics. The Fundations Kindergarten, Grade 1, and Grade 2 materials reviewed partially meet the criteria for alignment to standards and research-based practices for foundational skills instruction. This report is for a supplementary foundational skills program intended for use alongside a comprehensive core English Language Arts program.
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