Learning A-Z is delighted to have received an “All Green” rating for Foundations A-Z from EdReports after a thorough and rigorous review of our program. This guide demonstrates how Foundations A-Z aligns with each gateway and criterion of the EdReports rubric. Please use this guide to help you evaluate Foundations A-Z as a comprehensive foundational skills supplement for your school or district along with the publication of the official EdReports review.
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Gateway 1: Alignment to Standards and Research-Based Practices for Foundational Skills Instruction
EdReports Awards “All Green” to Foundations A-Z!
How Foundations A-Z Aligns With EdReports
| EdReports Criterion | Grade K How We Align | Grade K Evidence | Grade 1 How We Align | Grade 1 Evidence | Grade 2 How We Align | Grade 2 Evidence |
| Criterion 1.1 Indicator 1a (i) Print Concept / Letter Recognition Materials provide explicit instruction for letter identification of all 26 letters (uppercase and lowercase) (K) See more | In Foundations A-Z, there is a clearly defined sequence for all letters explicitly taught by grade K Unit 3. The scope and sequence begins with letters that commonly appear in CVC words. See more | U1_M1_ L1 > Teaching > Phonics: Phoneme / Grapheme Connection Nn: Letter Name Identification and Recognize Letter in Text See more | N/A | N/A | N/A | N/A |
| Criterion 1.1 Indicator 1a (ii) Print Concept / Letter Recognition Materials engage students in sufficient practice of letter identification (K) See more | In Foundations A–Z, each lesson contains explicit, systematic instruction on recognizing and naming each letter (upper- and lowercase). See more | U1_M2_L1 > Teaching > Phonics: Phoneme / Grapheme Connection Mm: Letter Name Identification, Recognize Letter in Text; Guided Practice > Fluency: Letter Name and Sound See more | N/A | N/A | N/A | N/A |
| Criterion 1.1 Indicator 1a (iii) Print Concept / Letter Recognition Materials embed letter identification practice in meaningful print use (K) 2 Points See more | In Foundations A–Z, lessons include an environmental print chart to introduce and review the upper- and lowercase letters for the module. See more | U2_M2_L4 > Set the Stage / Teaching > Print Concepts: Shared Reading: I Hide See more | N/A | N/A | N/A | N/A |
| Criterion 1.1 Indicator 1a (iv) Print Concept / Letter Recognition Materials provide explicit instruction to print and to practice forming the 26 letters (uppercase and lowercase) (K-1) See more | In Foundations A–Z, lessons provide clear, explicit direction for teachers with modeling using sample dialogue and a consistent stroke sequence to form each letter, both upper- and lowercase. See more | U1_M2_L2> Teaching / Guided Practice > Handwriting: Produce the letter form Ii/Practice the letter Ii See more | In Foundations A–Z, lessons in grade K Units 1–3 provide clear, explicit direction for teachers through modeling using sample dialogue and a consistent stroke sequence to form each letter, both upper- and lowercase. See more | U7_M1_L3 > Guided Practice > Phonics and Handwriting: Encode Two-Syllable Words with Double Consonants See more | N/A | N/A |
| Criterion 1.1 Indicator 1b Print Concept / Letter Recognition 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. See more | In Foundations A–Z, instruction for print concepts is thoughtfully integrated into lesson plans, using shared reader texts as the springboard for modeling and discussion. See more | U1_M1_L4 > Teaching > Print Concepts: Shared Reading: We Make Good Choices U4_M3_L2 > Teaching > Print Concepts: Shared Reading See more | In Foundations A–Z, instruction for print concepts is thoughtfully integrated into lesson plans, using shared reader texts as the springboard for modeling and discussion. See more | U1_M1_L2 > Teaching > Print Concepts: Shared Reading U2_M3_L2 > Teaching > Print Concepts: Sentence Capitalization See more | N/A | N/A |
| Criterion 1.2 Indicator 1c Phonological Awareness Materials have frequent opportunities for students to engage in phonological awareness activities during Kindergarten and early Grade 1. See more | The Foundations A–Z lesson plans provide daily phonological and phonemic awareness activities. See more | U2_M1_L3 > Set the Stage > Phonological Awareness: Produce Rhyming Words See more | The Foundations A–Z lesson plans provide daily phonological and phonemic awareness activities. See more | U3_M3_L2 > Teaching > Phonological Awareness: Blend Phonemes in Single-Syllable Words See more | N/A | N/A |
| Criterion 1.2 Indicator 1d Phonological Awareness Materials provide explicit instruction in phonological awareness through systematic modeling across the K-1 grade band. See more | In Foundations A–Z, instruction for phonological awareness adheres to a research-based progression that starts at the word level in grade K and moves to the syllable level. See more | RF.K.2.e: Unit 4, Module 3, Lesson 1, Phonological Awareness: Add Initial Sounds to Words Unit 5, Module 3, Lesson 1, Phonological Awareness: Add Initial Sounds to Words See more | In Foundations A–Z, instruction for phonological awareness adheres to a research-based progression that starts at the word level in grade K and moves to the syllable level. See more | RF.1.2a: U5_Module 1_Lesson 1 > Phonological Awareness Unit 5_Module 1_ Lesson 2, Phonological Awareness Unit 5_Module 2, Lesson 1, Phonological Awareness See more | N/A | N/A |
| Criterion 1.2 Indicator 1e Phonological Awareness Materials provide practice of each newly taught sound (phoneme) and sound pattern across the K-1 band. See more | The Foundations A–Z lesson plans systematically introduce sounds and sound patterns through phonological awareness activities in a progression that prepares students for what they will later learn in phonics. See more | U2_M1_L1 > Teaching > Phonological Awareness: Initial Consonant /h/: Letter-Sound Identification See more | The Foundations A–Z lesson plans systematically introduce sounds and sound patterns through phonological awareness activities in a progression that prepares students for what they will later learn in phonics. See more | U4_M2_L1 > Phoneme / Grapheme Correspondence Long e Vowel Digraphs: ee, ea, and ie See more | N/A | N/A |
| Criterion 1.3 Indicator 1f Phonics Materials emphasize explicit phonics instruction through systematic and repeated modeling. See more | Daily explicit, systematic phonics instruction aligned with a research-based scope and sequence is the backbone of Foundations A–Z. See more | U4_M2_L1 > Teaching > Phonics: Decode Closed Syllable Words with Short e; Guided Practice > Phonics: Build Words with Short e, Phonics and Fluency: Sort Words with Short a or Short e Sounds See more | Daily explicit, systematic phonics instruction aligned with a research-based scope and sequence is the backbone of Foundations A–Z. See more | U1_M2_L1 > Phonics: Decode Single-Syllable Closed-Syllable Words with Initial Consonant Digraphs See more | Daily explicit, systematic phonics instruction aligned with a research-based scope and sequence is the backbone of Foundations A–Z. See more | U5_M1_L2 > Teaching > Phonics: Decode Words with r-Controlled /ôr/ Sound Spelled or, our, oar, ore See more |
| Criterion 1.3 Indicator 1g Phonics 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. See more | Foundations A–Z lesson plans offer frequent opportunities for students to decode words with new and previously taught phonics elements, phoneme by phoneme and as complete words. See more | U4_M3_L4 > Teaching > Phonics: Decode - Make a Word Chain with CVC Words; Guided Practice > Phonics and Handwriting: Encode Sound, Word, and Sentence Dictation, Phonics: Sort Words with Short Vowels, Fluency: Read Connected Text. See more | Foundations A–Z lesson plans offer frequent opportunities for students to decode words with new and previously taught phonics elements, phoneme by phoneme and as complete words. See more | U5_M2_L1 > Teaching > Phonics: Phoneme / Grapheme Correspondence: Long Vowel o Digraph oa; Guided Practice > Phonics and Fluency: Sort Words with Long o Digraph oa See more | Foundations A–Z lesson plans offer frequent opportunities for students to decode words with new and previously taught phonics elements, phoneme by phoneme and as complete words. See more | U5_M1_L2 > Teaching > Phonics: Decode Words with r-Controlled /ôr/ Sound Spelled or, our, oar, ore See more |
| Criterion 1.3 Indicator 1h Phonics Materials provide frequent opportunities for students to practice decoding phonetically regular words in a sentence. See more | Foundations A–Z lesson plans emphasize practice with decoding phonetically regular words in a variety of contexts. See more | U4_M3_L2 > Guided Practice > Fluency: Decode with Word, Phrase, and Sentence Reading See more | Foundations A–Z lesson plans emphasize practice with decoding phonetically regular words in a variety of contexts. See more | U6_M2_L2 > Guided Practice > Fluency: Decode with Word, Phrase, and Sentence Reading See more | Foundations A–Z lesson plans emphasize practice with decoding phonetically regular words in a variety of contexts. See more | [ancillary] U3_M4_L3 > Ending Rules Practice Sheet See more |
| Criterion 1.3 Indicator 1i Phonics 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. See more | Foundations A–Z includes regular, explicit instruction and practice with building, manipulating, spelling, and encoding words with common newly taught spelling patterns, which parallel what students are learning about decoding. See more | U8_M1_L3 > Teaching > Phonics and Handwriting: Encode VCe Long Vowel i Words See more | Foundations A–Z includes regular, explicit instruction and practice with building, manipulating, spelling, and encoding words with common newly taught spelling patterns, which parallel what students are learning about decoding. See more | U8_M1_L3 > Teaching > Phonics and Handwriting: Encode VCe Long Vowel i Words See more | Foundations A–Z includes regular, explicit instruction and practice with building, manipulating, spelling, and encoding words with common newly taught spelling patterns, which parallel what students are learning about decoding. See more | U5_M1_L1 > Teaching > Phonics: Build Words with /är/ Spelled ar and /ûr/ Spelled er, ir, and ur See more |
| Criterion 1.3 Indicator 1j Phonics Materials provide application and encoding of phonics in activities and tasks. (mid K-Grade 2) See more | Throughout the Foundations A–Z program, students receive explicit instruction and regular practice with encoding sounds to letters and words through writing tasks. See more | U1_M1_L5 > Guided Practice > Shared Writing Activity U2_M2_L5 > Guided Practice > Shared Writing Activity See more | Throughout the Foundations A–Z program, students receive explicit instruction and regular practice with encoding sounds to letters and words through writing tasks. See more | U5_M2_L1 > Closure > Language Connection: Return to Module Question U5_M3_L3 > Closure > Language Connection: Return to Module Question See more | Throughout the Foundations A–Z program, students receive explicit instruction and regular practice with encoding sounds to letters and words through writing tasks. See more | U5_M1_L2 > Guided Practice > Encode Sound, Word, and Sentence Dictation See more |
| Criterion 1.4 Indicator 1k High-Frequency Words Materials include systematic instruction of high-frequency words and opportunities to practice reading of high-frequency words to develop automaticity. See more | In Foundations A-Z, high-frequency words are strategically selected to prioritize the most common words in English to support students' reading and writing. See more | U5_M1_L1 > Teaching: High-Frequency Words (HFWs) tell, well, and will See more | In Foundations A-Z, high-frequency words are strategically selected to prioritize the most common words in English to support students' reading and writing. See more | U3_M2_L1 > Teaching > High-Frequency Words: into and their See more | In Foundations A-Z, high-frequency words are strategically selected to prioritize the most common words in English to support students' reading and writing. See more | U3_M3_L1 > Teaching > High-Frequency Words: thought, through See more |
| Criterion 1.4 Indicator 1l High-Frequency Words Materials provide frequent practice opportunities to read and write high-frequency words in context (sentences). See more | In Foundations A–Z, students are exposed to learned high-frequency words in context through decodable books. See more | U5_M3_L2 > Guided Practice > Fluency: Decode with Word, Phrase, and Sentence Reading See more | In Foundations A–Z, students are exposed to learned high-frequency words in context through decodable books. See more | U3_M2_L2 > Guided Practice > Fluency: Decode with Word, Phrase, and Sentence Reading See more | In Foundations A–Z, students are exposed to learned high-frequency words in context through decodable books. See more | U6_M3_L3 > Teaching > High-Frequency Words: buy, guy, two See more |
| Criterion 1.4 Indicator 1m High-Frequency Words 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. See more | In Foundations A–Z, grade K lessons focus on phoneme / grapheme recognition, with explicit instruction delivered through modeling, using sample dialogue for decoding words with each new phoneme-grapheme taught as part of the high-frequency word instuctional routine. See more | In units 4-8, explicit instruction, including modeling and dialogue on word-solving strategies is provided in the Fluency: Read Connected Text learning segment. Students then apply strategies while reading the decodable book. See more | In Foundations A–Z, grade K lessons focus on phoneme / grapheme recognition, with explicit instruction delivered through modeling, using sample dialogue for decoding words with each new phoneme-grapheme taught as part of the high-frequency word instuctional routine. See more | U5_M3_L3 > Teaching > Fluency: Read Connected text See more | In Foundations A–Z, grade K lessons focus on phoneme / grapheme recognition, with explicit instruction delivered through modeling, using sample dialogue for decoding words with each new phoneme-grapheme taught as part of the high-frequency word instuctional routine. See more | U1_M1_L1 > Teaching > High-Frequency Words: car, carry, every See more |
| Criterion 1.5 Indicator 1n Fluency Materials provide opportunities for students to engage in decoding practice focused on accuracy and automaticity in K and Grade 1. See more | In Foundations A–Z, lessons build on fluency skills throughout the module, starting with a focus on word-level fluency with a word sort, followed by words, phrases, and sentences. See more | U6_M2_L1 > Guided Practice > Phonics and Fluency: Sort Words with the Initial Consonant Digraphs th and ch See more | In Foundations A–Z, lessons build on fluency skills throughout the module, starting with a focus on word-level fluency with a word sort, followed by words, phrases, and sentences. See more | U4_M2_L1 > Guided Practice > Phonics and Fluency: Sort Words with Long e Digraphs: ee, ea, and ie See more | N/A | N/A |
| Criterion 1.5 Indicator 1o Fluency Instructional opportunities are built into the materials for systematic, evidence-based, explicit instruction in fluency (Grades 1-2). See more | N/A | N/A | In Foundations A–Z, longer, more robust texts in grades 1 and 2 provide multiple opportunities for students to hear fluent reading modeled and to practice using reading routines. See more | All units: Modules: 1, 2, 3: Lesson 1: Teaching > Fluency: Read for Purpose and Understanding > Step 1: Focus on Fluency (mini-lessons and routines) See more | In Foundations A–Z, longer, more robust texts in grades 1 and 2 provide multiple opportunities for students to hear fluent reading modeled and to practice using reading routines. See more | All units: Modules 1, 2, 3: Lessons 3, 4, 5: Guided Practice > Fluency: Read Connected Text See more |
| Criterion 1.5 Indicator 1p Fluency Varied and frequent opportunities are built into the materials for students to engage in supported practice to gain oral reading fluency beginning in mid-Grade 1 and through Grade 2 (once accuracy is secure). See more | N/A | N/A | In Foundations A–Z, lessons include opportunities for students to practice self-correction during fluency activities and through reading texts for purpose and understanding. See more | All units: Modules 1, 2, 3: Lessons 3, 4, 5: Guided Practice > Fluency: Read Connected Text (decodable book) (for example, G1_U6_M3 Lessons 3, 4 and 5) See more | In Foundations A–Z, lessons include opportunities for students to practice self-correction during fluency activities and through reading texts for purpose and understanding. See more | All units: Modules 1, 2, 3: Lessons 3, 4, 5: Guided Practice > Fluency: Read Connected Text (decodable book) See more |
| Criterion 1.5 Indicator 1q Fluency Materials provide teacher guidance to support students as they confirm or self-correct errors (1-2) and emphasize reading for purpose and understanding (K-2). See more | Foundations A–Z provides explicit instruction in fluency skills and opportunities for students to practice fluent reading throughout a module. See more | U7_M2_L3 > Teaching / Guided Practice > Fluency: Read Connected Text See more | Foundations A–Z provides explicit instruction in fluency skills and opportunities for students to practice fluent reading throughout a module. See more | Self Correction: Modules 1, 2, 3: Lessons 3, 4, 5: Guided Practice > Fluency: Read Connected Text See more | Foundations A–Z provides explicit instruction in fluency skills and opportunities for students to practice fluent reading throughout a module. See more | Self Correction: Modules 1, 2, 3: Lessons 3, 4, 5: Guided Practice > Fluency: Read Connected Text See more |
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