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TEXTBOOK OR DIGITAL RESOURCE CHART
Curriculum Change Plan: Part 3 - Textbook or Digital Resource Chart
Courtney Goins
School of Education, Liberty University
Curriculum Change Plan: Part 3 - Textbook or Digital Resource Chart
RESOURCE CHARACTERISTICS
1. Discuss the overall information.
a. Title/Edition/URL Guided Phonics + Beyond: Science of Reading Aligned
https://www.teacherspayteachers.com/Product/Science-of-
Reading-Guided-Phonics-Beyond-Yearlong-Curriculum-
Decodable-Books-6967851
TEXTBOOK AND DIGITAL RESOURCE CHART 2
b. Publisher/Organization Tara West
Little Minds at Work
c. Grade level Kindergarten to 2nd Grade
d. Content area(s) Phonological Awareness, Phonemic Awareness, Phonics,
Reading, Vocabulary, and high-frequency words
e. Strengths
The strengths of this resource are that it applies all areas of
phonics instruction needed for young learners, and it provides
explicit and systematic phonics instruction for all students. Tara
West (2021) provides a massive resource for teachers that
includes many different activities and skills addressed in a
systematic fashion. The resource includes a file that is a scope of
sequence of all skills addressed, which is the same in each lesson
of each unit. This makes the resource easy for all teachers to
understand what the students need in each lesson and unit to
TEXTBOOK AND DIGITAL RESOURCE CHART 3
achieve the desired skills. Systematic instruction refers to the
scope and sequence of the resource, which includes the range
and order of teaching letter sounds (Mesmer, 2006). The
resource also provides explicit phonics instruction. Explicit
instruction refers to the method by which a lesson is taught to
students (Mesmer, 2006). The first unit of the resource is for pre-
readers and focuses on letter sounds and how to write the
sound. The sound is taught by first introducing the sound and
then incorporating a picture that matches that sound. This allows
students to make a realworld connection with the sound.
The Guided Phonics + Beyond resource provides systematic and
explicit phonics instruction in all areas needed for young learners.
The resource includes phonemic awareness, letter and sound
practices, handwriting reviews, high-frequency word mapping,
small group learning, and fluency work. Holly Lane (2025)
suggests that effective phonics instruction in early grades should
be explicit, systematic, and provide opportunities to connect the
skills to reading, as well as offer word work for words being
taught. Each of these needs is addressed in Tara West's Little
Minds at Work, Guided Phonics + Beyond resource.
f. Weaknesses While Guided Phonics + Beyond has many outstanding strengths,
it also has some weaknesses that can be improved to better help
TEXTBOOK AND DIGITAL RESOURCE CHART 4
young learners become fluent readers. One thing that the
program lacks is multi-sensory learning for letter sounds.
According to Heidi Anne Mesmer (2022), young learners need
physical or kinesthetic cues to help them make sounds and words
concrete. Research indicates that there is no certain sequence in
which to teach letter sounds and names, but Scanlon (2024)
indicated that similar letters do not need to be taught together,
such as “b” and “d,” which Guided Phonics + Beyond does as its
scope and sequence teaches all letters in alphabetical order,
which puts similar letters close together when teaching.
2. Think about language concerns.
a. Use of phonics Phonics and phonemic awareness are seen throughout this
resource. The words in this text are easily decoded or recognized
and relate to the skills being taught throughout the resource.
Shayne Piasta et al. (2022) explain that repeated exposure to the
same words leads to automatic and fluent word reading and that
knowing word-reading processes shows why phonics and
phonological awareness are important. The text in this resource
applies these principles by using the same wording throughout
each lesson.
b. Readability Each lesson in this resource is easy to read and is set up in a way
that allows each lesson to be easily accessed based on what the
TEXTBOOK AND DIGITAL RESOURCE CHART 5
teacher is currently teaching. The scope and sequence show
exactly what skills are being taught in each lesson and are
presented in a format that allows users to find any needed
information quickly. When looking at a lesson plan, you see that
it is divided into sections based on which skills you are working
on or if it is small group vs whole group learning. Each lesson plan
is formatted in the same way using the same vocabulary and
wordage, which improves the readability of the text. According to
Chen et al. (2017), word frequency is used for readability and
requires less activation for the reader.
c. Vocabulary usage The vocabulary used throughout the resource follows the same
format in each lesson and ranges from easy-to-define words such
as sound, letter, and fluency to more specialized words such as
dictation, phonemic awareness, and decodable. The vocabulary is
important for explicit and systematic phonics instruction because
teaching reading or any subject requires teachers to have
specialized knowledge about the vocabulary, content, processes,
and skills. Each of which is seen in the vocabulary words (Piasta
et al., 2022).
d. Provision of definitions
This resource does not include a glossary or a way to define
words that are a part of the lesson plan. However, each unit
includes a unit overview that explains each component of the
TEXTBOOK AND DIGITAL RESOURCE CHART 6
lesson plan. In unit 2 and beyond, the acronym HFW is used, and
an explanation is given in small print above the letters to explain
what this means. This resource would have benefited from a file
that broke down the academic words used in the lesson plan to
provide more detailed information for teachers or whoever uses
the resource. Piasta et al. (2022) point out “that teachers’
specialized knowledge matters for children’s early literacy skills”
(p. 201). This shows that having that information readily available
for teachers will allow them to gain more knowledge to help their
students grow.
e. Word choices The word choices for this resource are appropriate for the
resource and align with the science of reading as well as
systematic and explicit phonics instruction. Teachers'
understanding of the academic words used in this resource is
important, as it helps teachers help students understand new and
difficult words, because vocabulary plays a significant role in
student academic achievement (Hill et al., 2020).
f. Flow The flow of this resource is well-organized and well-planned out.
Each lesson plan in each unit follows the same format, making it
easy to prepare and teach each lesson. The resource also includes
hyperlinks, making it easy to navigate between sections.
3. Think about ideas and concepts.
TEXTBOOK AND DIGITAL RESOURCE CHART 7
a. Biblical perspectives This resource is designed to provide best practices for all
students, which shows value, love, and respect for all students in
the classroom. This shows that teachers need to provide support,
show love, and help each student reach their full potential. Each
of these ideas is a way to show God’s love in the classroom. This
resource is designed to promote excellence in all students,
regardless of their ability level.
b. Compare/contrast to
Scripture
Jesus calls Christians in the New Testament to take care of others
where they are and to meet their needs, which will help them be
successful. He tells us in James 1:27, “Pure and undefiled religion
before God the Father is this: to look after orphans and widows in
their distress and to keep oneself unstained from the world”
(Christian Standard Bible, 2017/2019). This shows us that we
must show care and compassion to even the least of these
around us, which includes meeting our students where they are
and giving them the best practices to be successful in the
classroom. Jesus gives us a new command in John where he says,
“I give you a new command: Love one another. Just as I have
loved you, you are also to love one another” (Christian Standard
Bible,
2017/2019, John 13:34). This verse shows us that we must show
compassion and love to our students. When we have a classroom
built on best practices, love, and compassion, our students will be
TEXTBOOK AND DIGITAL RESOURCE CHART 8
more successful.
c. Relevance for curriculum
goals
This resource provides systematic and explicit units of phonics
instruction, which form the backbone of my curriculum change
plan and offer guidance toward achieving my curriculum goals.
This resource begins with foundational literacy skills, which are
essential to developing reading comprehension skills in later
elementary school (Lane et al., 2025). The resource then
systematically progresses through foundational reading skills,
allowing students to acquire the essential reading skills necessary
for becoming skilled and fluent readers.
d. Critical thinking The resource is designed to provide an explicit and systematic
approach to teaching phonics. While it is not labeled as a critical
thinking resource, when thinking about young learners who are
beginning their school career and learning foundational skills, this
curriculum gives them a way to think about letters, sounds,
reading, and writing, and how they all work together to allow
them to retrieve information from a book or article. The resource
begins with knowledge, which involves gathering information
through learning letters and sounds, and progresses to
comprehension, application, and analysis as students progress
through the various units and components (Schadt, 2021).
TEXTBOOK AND DIGITAL RESOURCE CHART 9
e. Grade appropriateness This resource was written and intended for students and
teachers in kindergarten through 2nd grade. The scope and
sequence are laid out for teachers to follow for teaching
foundational skills to primary-grade students.
f. Curriculum perspectives This resource was designed with best practices in mind for
phonics and phonemic awareness. The author created this
resource using guidelines from the Science of Reading, which are
based on Lev Vygotsky’s theory of Cognitive Development, The
Simple View of Reading, and Scarborough’s Rope. The author
provides tasks using multiple learning styles, but is explicit and
systematic, which is necessary for students to learn and retain
foundational skills.
g. Bias Bias is not evident in this resource, as it is based on best
practices rooted in the Science of Reading and is an explicit and
systematic resource that enables learning for all students.
4. Examine the format.
a. Clear chapter headings
and divisions
Each lesson in the units is clearly labeled so that users can clearly
identify the lesson in use. The lesson plans also have bold, large
headings to separate the different important parts and small bold
headings to separate each section of the lesson plans. The unit
color is also used to separate sections and create divisions in the
lesson plans so that they are easier to follow.
TEXTBOOK AND DIGITAL RESOURCE CHART 10
b. Use of graphics and
visuals
Graphics and visuals are used throughout the resource. The
graphics include real-life pictures of different components in the
resource, ways to include multi-sensory writing, and various
graphics in each lesson plan to identify the different components
of the lesson.
c. Identifiable topic
sentences and headings
The author of this resource included a note at the beginning of
the unit that introduces the resource as well as its importance.
The topic sentence indicates what the resource is for and why it
is written. The headings throughout the unit are bolded and
larger than the rest of the font, which makes them easy to
identify.
d. Font and legibility The font is consistent throughout the units and lessons, keeping
each readable. The sizing of the font varies throughout the units
and lessons to make different sections and components easy to
identify. Major headings are large and bold, whereas section and
component headings are smaller but still bold. The varying sizing
and consistent fonts make the resource easy to read and to find
information in the lesson plan.
e. Spacing The spacing in the resource made it easy to read, understand,
and follow. There could be a little more space between the
different components of the lesson plan to make it a little easier
to follow, but overall, the spacing is well done.
f. Grammar and spelling The grammar and spelling are consistent and correct throughout
TEXTBOOK AND DIGITAL RESOURCE CHART 11
the entire resource. This allows for ease of use for all users. The
author, Tara West, was able to outline each part of the resource
using the science of reading principles correctly, which helps
readers understand how to use the resource and the importance
of each component.
g. Layout When examining this resource, you will notice that each unit is
included as a separate file; however, the layout remains the same
in each unit. The units begin with an overview, followed by a table
of contents, book links, included components, and
scope/sequence, before each unit lesson starts. The units
conclude with resources, assessments, and practice exercises.
Tara West (2021) maintained a consistent format throughout the
entire resource, allowing it to be easily navigated.
h. Use of color This resource uses color throughout each unit. Each unit has a
particular color that serves as its highlight. This system enables
users to quickly identify the unit they are using and also facilitates
organizing units for student use.
i. Ease of use
This resource is easy to use when looking at each unit
individually. The unit has a table of contents with hyperlinks to
each lesson. Each unit also includes digital book links and outlines
the included components in each unit. The resource also includes
an additional folder for each unit that holds all resources
TEXTBOOK AND DIGITAL RESOURCE CHART 12
in individual files to make information easier to find.
j. Adaptive features for
assistance
In each unit, there are hyperlinks to the various units
throughout the text. Each hyperlink, when hovered over,
changes color so that it is known exactly which link is being
clicked.
k. Sound quality (if
applicable)
Not Applicable
5. Think of student supports.
a. Appropriate questions
and assignments for grade
level and age
The lesson plans in each unit are in sequential order, allowing for
progression from kindergarten to 2nd grade. The questions
progress in line with the student's skill level, as do the
assignments that accompany each lesson. Once students
progress beyond the pre-reader unit of the resource, the lessons
include decodable texts for students to practice the skills they
have learned.
b. Varying knowledge
levels for questions and
assignments The questions throughout the lessons and units are mostly recall
questions, and the resource lacks in-depth questioning. More
indepth questions would enable students to apply their
knowledge in new ways and enhance their ability to utilize the
information in various contexts. The assignments provided with
each lesson offer opportunities for students to apply higher-level
knowledge and thinking skills, including analyzing text and
identifying key information within it. This resource could benefit
from a
TEXTBOOK AND DIGITAL RESOURCE CHART 13
suggested task list that incorporates higher-order thinking tasks.
c. Appropriate suggestions
for additional reading or
resources
This resource does not include suggestions for additional reading;
however, Unit 1 includes a list of multisensory activities for
students, providing a concrete and tactile way for them to
practice new skills.
d. Addresses visual,
auditory, and kinesthetic
modalities
This resource does include ways to address visual, auditory, and
kinesthetic learning styles. In the beginning units, information is
provided to include multi-sensory learning, allowing for concrete
practice. The latter units provide online content, but they do not
allow students to manipulate the information on screen, which
would decrease student engagement with the material. This
resource would benefit from having more concrete ways for
students to practice the skills they have learned as they progress
through the units, as well as interactive online tools that allow
students to engage with the text from their iPad, smartboard, or
computer.
e. Logical development of
subject matter
Guided Phonics + Beyond provides a logical progression through
its various units and lessons. The resource begins with a
prereader unit that focuses on letter sounds and names in
alphabetical order. The resource then proceeds to the next unit,
which reviews the letters and sounds learned in Unit 1 and builds
on them in a logical order for reading and writing. The rest of the
units in the
TEXTBOOK AND DIGITAL RESOURCE CHART 14
resource also follow a very similar development and order. This
enables the explicit and systematic teaching of phonics and
phonemic awareness skills, which are necessary for all learners to
become fluent readers.
f. Provides introductions,
explanations, and
summaries
The resource includes an introduction to each unit that explains
the importance of that unit and then ties it into the next unit. The
unit then proceeds to a unit overview, which provides
explanations for each component of the lesson. The components
are individualized to the unit in which they are included. The
resource does not offer a traditional summary, but it effectively
includes all the necessary information, ensuring the successful
use of the resource and its components for all users.
6. Consider the overall relevance.
Identify the state or
national standards that you
will use in your curriculum
change plan. Explain why
these standards are
appropriate for your
curriculum change plan.
For example, how do they
address student learning
and/or societal needs?
How do these standards
relate to this selected
resource?
(Tennessee English language arts standards, 2025).
K.F.L.PC.1 Demonstrate understanding of the organization and basic
features of print.
d. Recognize and name all upper and lowercase letters of
the alphabet in isolation and in connected text.
This Tennessee State Standard is supported throughout
this resource with a focus on student learning letter
names and sounds at the beginning of the resource
and the spiral view throughout the
TEXTBOOK AND DIGITAL RESOURCE CHART 15
resource. Students are also reading various texts
throughout the resource that focus students on
various letters and sounds. This also allows students
to identify the letters and sounds in the texts.
K.FL.PA.2 Demonstrate understanding of spoken words, syllables, and
sounds (phonemes).
•This Tennessee state standard is supported
throughout this resource as it supports the
understanding of rhyming words, blending, and
segmenting syllables, onset, rime, beginning, middle,
and end, as well as adding and changing sounds in
words to make new words. Each unit in this resource
focuses on a different phonics skill, and each of these
skills is targeted in each of the units
K.FL.PWR.3 Know and apply grade-level phonics and word analysis
skills when decoding isolated words and in connected text.
•This Tennessee state standard is supported
throughout this resource by having students
recognize and produce letter sounds, read high-
frequency words, decode CVC words, and
differentiate between words that are spelled
similarly. Each unit in this resource focuses on a
different phonics skill, and each of these skills is
targeted in each of the units.
TEXTBOOK AND DIGITAL RESOURCE CHART 16
Explain your views on the
progression models,
sequencing, supplemental
resources, and access
issues for this resource
(See the Ashbee text.).
Guided Phonics + Beyond presents a clear progression and
sequential model, laid out for students. This resource begins
with introducing students to foundational skills needed to build
fluent readers. The resource then adds skills for students to
learn with each new unit they move to, while still spiraling back
and reviewing what students have already learned. Ashbee
(2021) says, “knowledge should build and speak to other
knowledge across the curriculum in a thorough and orderly way”
(p.55). This resource builds on each new skill, allowing students
to experience an explicit and systematic resource, which is
important for students to become fluent readers.
Explain how this resource
will enhance or support
your curriculum change
plan. How does this
resource relate to the
educational philosophy that
you elaborated upon earlier
in the term? ·
Guided Phonics + Beyond is an excellent resource to add to my
curriculum change plan. This resource shows in practical use
what an explicit and systematic phonics curriculum looks like.
When comparing this resource to Lev Vygotsky’s theory of
cognitive development, which states that children learn through
guided instruction with peers and teachers (McLeod, 2025), we
see how this resource allows students to interact with their
teachers and peers in whole-group and small-group instruction,
which guides students toward the oral language and word
recognition skills they need to become skilled readers. Phil
Gough and William Tunmer, in their 1986 publication "Simple
View of Reading," suggested that students must be able to
TEXTBOOK AND DIGITAL RESOURCE CHART 17
decode words and possess oral language skills to develop
comprehension skills (Models of Reading, 2025). This resource
builds on both of these theories, allowing students to develop
the skills necessary to become skilled and fluent readers.
TEXTBOOK AND DIGITAL RESOURCE CHART 18
References
Ashbee, R. (2021). Curriculum: Theory, culture and the subject specialisms. Routledge.
Chen, X., & Meurers, D. (2017). Word frequency and readability: Predicting the text level ‐
readability with a lexical level attribute. ‐Journal of Research in Reading, 41(3), 486–510.
https://doi.org/10.1111/1467-9817.12121
HILL, M. S., & WAGOVICH, S. A. (2020a). Word learning from context in school-age children:
Relations with language ability and executive function. Journal of Child
Language, 47(5), 1006–1029. https://doi.org/10.1017/s0305000919000989
Lane, H. B., Contesse, V. A., Gage, N. A., & Burns, M. K. (2025). Effect of an instructional program
in foundational reading skills on early literacy development of students in kindergarten
and first grade. Reading Research Quarterly, 60(1).
https://doi.org/10.1002/rrq.607
McLeod, S. (2025, March 18). Vygotsky’s sociocultural theory of cognitive development. Simply
Psychology. https://www.simplypsychology.org/vygotsky.html
Mesmer, H. A. E., & Griffith, P. L. (2006). Everybody's selling it-But just what is explicit,
systematic phonics instruction? The Reading Teacher, 59(4), 366-376.
https://go.openathens.net/redirector/liberty.edu?url=https://www.proquest.com/
scholarly journals/everybodys-selling-just-what-is-explicit/docview/203277687/se-2
Mesmer, H. A. E., & Kambach, A. E. (2022). Alphabetics for emerging learners: Building
Strong Reading Foundations in Prek. Routledge.
Piasta, S. B., & Hudson, A. K. (2022a). Key knowledge to support phonological awareness and
phonics instruction. The Reading Teacher, 76(2), 201–210.
https://doi.org/10.1002/trtr.2093
TEXTBOOK AND DIGITAL RESOURCE CHART 19
Scanlon, D. M., Anderson, K. L., Barnes, E. M., & Sweeney, J. M. (2024). Early literacy instruction
and intervention: The interactive strategies approach (3rd ed.). The Guilford Press.
Schadt, S. (2021, January 27). Critical thinking and other higher-order thinking skills. Center for
Excellence in Teaching and Learning. https://cetl.uconn.edu/resources/design-
yourcourse/teaching-and-learning-techniques/critical-thinking-and-other-higher-
orderthinking-skills/
Tennessee Department of Education. (2025). Tennessee English language arts standards.
Tennessee Department of Education.
https://www.tn.gov/content/dam/tn/stateboardofeducation/documents/2019-
sbe meetings/february-8,-2019-sbe-meeting/2-8-
19%20IV%20C%20English%20Language%20Arts%20Standards%20Attachment%20Cl ean
%20Copy.pdf
The Tony Evans Study Bible: Advancing God’s kingdom agenda. (2019). Holman Bibles.
West, T. (2021). Science of Reading Guided Phonics + beyond yearlong curriculum & decodable
books. TPT. https://www.teacherspayteachers.com/Product/Science-of-
Reading-Guided-Phonics-Beyond-Yearlong-Curriculum-Decodable-Books-6967851
WETA. (2025). Models of reading. Reading Rockets.
https://www.readingrockets.org/reading101/how-children-learn-read/models-
reading#thesimple-view-of-reading
