Inservice Brochure - Pearl City-Waipahu Complex Area ... · Teacher Resource Book Home-School...

Inservice Brochure

Core ComponentsEasy to use teacher’s edition which includes lessons for the Reading Writing Workshop and the Literature Anthology. Differentiated instruction is organized with white pages (whole group) and yellow pages (small group). There is explicit instruction in phonemic awareness, phonics, fluency, vocabulary, comprehension, writing, oral language, spelling and grammar.

The Reading Writing workshop is a book of mini-lessons to teach comprehension strategies and skills, genre, vocabulary strategies and writing traits. They are filled with engaging and short complex text for the purpose of close reading. All books are available digitally.

The Literature Anthology is filled with award-winning anchor text, or extended complex text, for students’ application of the comprehension skills and strategies. All books are available digitally.

Four leveled readers every week with paired selections for continued practice of text-to-text comparison. These readers are based on the same theme and skills as the Reading Writing Workshop minilessons, and provide teachers with opportunities to reteach, extend, or enrich the weekly skills at the instructional levels of individual students. The leveled readers are color-coded and provide 3 different readabilities on the back of each book, including lexile levels. All comprehension questions in grades 1-6 require text evidence. Instructional activities to develop oral and listening fluency. The read- alouds are of multiple genres and based on the weekly themes and skills.

Photographs of Tier 2 vocabulary words along with instructional routines based on proven research to help students build vocabulary and comprehension. Weekly vocabulary, oral vocabulary and content vocabulary are included as well as vocabulary for English Learners.

Retelling cards provide daily practice in retelling.

Daily practice of weekly skills such as vocabulary, comprehension, spelling grammar, fluency, phonics, and writing. An annotated teacher’s edition is available online. Assessments are used to screen, diagnose, and place students in individual and specific areas such as phonemic awareness, letter naming and sight words, phonics and decoding, oral reading fluency, spelling, vocabulary, comprehension, and writing.

Each summative assessment includes 50 multiple choice questions for reading and 40 multiple choice questions for writing and 2 writing prompts. The focus of these assessments is to provide the status of current achievement in relation to the CCSS aligned curriculum. Decision trees are included to make diagnostic assessment efficient and effective.

Teacher Editions• Kindergarten: 11 Reading Writing Workshop Big Books and 32 Literature Anthology Big Books • Grade 1: 6 Reading Writing Workshop Big Books

Student Editions

Reading Writing Workshop: • Kindergarten: 11 Little Books • Grade 1: 6 Little Books, Units 1, 2, 3 soft cover unitized books and Units 4-6 in one hard cover book• Grade 2-6: 1 book

Literature Anthology:• Grade 1: Units 1, 2, 3 soft cover unitized books and Units 4-6 in one hard cover book• Grade 2-6: 1 book

Skill-Based Practice Readers • 6 of each level, 30 titles • Approaching, On-level, Beyond, EL+ Annotated Teacher Edition

Interactive Read-Aloud Cards (K-2)

Visual Vocabulary Cards

Retelling Cards (K-2)

Practice Book

Diagnostic Assessment

Summative Assessment

Go Online! | MHEonline.com

Progress Monitoring Assessment

Workstation Cards

Technology

Online Teacher’s Edition Teacher Digital Dashboard

Launch Presentation

Teacher Resource Book Home-School Connection Leveled Reader Database

Managing Small Groups

Weekly Contracts

Instructional Routine Handbook

ELL Reproducibles

Student Dashboard

E Assessment

Weekly and unit assessments in skills taught through the Wonders program including spelling, phonics, reading, oral fluency, comprehension, writing and grammar.

Set of 4 differentiated cards per lesson to provide collaborative practice of the weekly skills and strategies. They also provide connections to Science, History/Social Science, Reading, Writing and Word Study.

100% digital program • All resources may be found digitallyWant an overview of Wonders Technology?Go to your teacher dashboard and click on help. PDF of the teacher’s edition. This allows teachers to plan, teach, manage and assign, assess, and collaborate with students. The dashboard also contains Professional Development and a digital writing resource, Writer’s Workspace. All student and teacher resources are housed here.

Digital presentations for each weekly lesson sequenced in the order to be presented, but also allows for customization. Here you will find weekly concept videos, key vocabulary words, think- alouds, all texts for the week, as well as, digital graphic organizers.

Resources for picture sorts, vocabulary, reading, writing, word study, decodable passages, reader response , sound spelling songs and lyrics, listening and speaking checklists, and games. Weekly take-home stories, parent letters and homework activities provided in three languages. Access to over 7,000 titles for differentiated practice.

A How to Guide.

A Student Contract is supplied for each week of instruction. The contract lists independent activities provided in the program that support priority skills for the week.

A guide to all instructional routines that reflect best classroom practices based on research. These contracts are customizable and editable to fit the needs of any classroom.

Language and concept support for the English Language Learner.

The dashboard allows students to access all eBooks. (Reading Writing Workshop, Literature Anthology, leveled readers, and Time for Kids) They will also have access to assignments and vocabulary words for the week. Included on their dashboard are School to Home Connections, Collaboration, and interactive writing with Writer’s Workspace. For application and practice of the week’s skills and strategies, digital games are also provided. Students also have the ability to digitally submit assignments.

Teacher may create, edit, and modify tests. The tests will be scored and 16 reports can be generated to give feedback and to prescribe educational support.


Sample ImplementationKINDERGARTEN

WEEK 3

WEEK 4

WEEK 2

WEEK 1Whole Group Small Group

Start Smart –Whole Group• Reading Writing Workshop• ABC Big Book• Big Book of Rhymes• Interactive Read Aloud Cards• Alphabet Teaching Poster

Lessons in key early literacy skills• Phonological Awareness• Phonics• High Frequency Words• Listening Comprehension• Writing

WEEKS 1, 2 & 3

• Watch Getting Started video on Teacher dashboard• Teacher’s Edition/ Digital dashboard• Reading/Writing Workshop Big Book• Big Book- What About Bear?• Visual Vocabulary Cards• Response Boards• Photo cards• Sound Spelling Cards• Think Aloud Clouds• High Frequency Word Cards• Practice Book • Teacher’s Edition/Digital Dashboard• Reading/Writing Workshop Big Book• Big Book- Pouch!• Visual Vocabulary Cards• Response Boards• Photo cards• Sound Spelling Cards• Think Aloud Clouds• High Frequency Word Cards• Practice Book

• Teacher’s Edition/Digital Dashboard• Reading/Writing Workshop Big Book• Big Book- Senses at the Seashore• Visual Vocabulary Cards• Response Boards• Photo cards• Sound Spelling Cards• Think Aloud Clouds• High Frequency Word Cards• Progress Monitoring Assessment• Practice Book• Unit Assessment • Teacher’s Edition/Digital Dashboard• Reading/Writing Workshop Big Book• Big Book- The Handiest Things in the World• Visual Vocabulary Cards• Response Boards• Photo cards• Sound Spelling Cards• Think Aloud Clouds• High Frequency Word Cards• Practice Book

• Review Managing Small Groups• Review Instructional Routine Handbook• Watch Introduction to Creating Routines and Rotation Charts video

• Organize reading groups• Review Weekly Contracts• Review Leveled Workstation Cards

• Teacher’s Edition/Digital Dashboard • 1 small group• Approaching level from Teacher’s Edition• Leveled Workstation Cards• Weekly Contracts• Leveled readers• Retelling Cards

• Teacher’s Edition/Digital Dashboard • 2 small groups• Approaching level and ELL level• Leveled Workstation Cards• Weekly Contracts• Leveled readers• Retelling Cards


WEEK 5

WEEK 6

WEEK 7

WEEK 8

WEEK 9

Whole Group Small Group

• Teacher’s Edition/Digital Dashboard• Reading/Writing Workshop Big Book• Big Book- Shapes All Around• Visual Vocabulary Cards• Response Boards• Photo cards• Sound Spelling Cards• Think Aloud Clouds• High Frequency Word Cards• Practice Book

• Teacher’s Edition/Digital Dashboard• Reading/Writing Workshop Big Book• Big Book- I Love Bugs• Visual Vocabulary Cards• Response Boards• Photo cards• Sound Spelling Cards• Think Aloud Clouds• High Frequency Word Cards• Progress Monitoring Assessment• Practice Book• Unit Assessment • Teacher’s Edition/Digital Dashboard• Reading/Writing Workshop Big Book• Big Book- How Do Dinosaurs Go to School?• Visual Vocabulary Cards• Response Boards• Photo cards• Sound Spelling Cards• Think Aloud Clouds• High Frequency Word Cards• Practice Book

• Teacher’s Edition/Digital Dashboard• Reading/Writing Workshop Big Book• Big Book- Clang! Clang! Beep! Beep! Listen to the City• Visual Vocabulary Cards• Response Boards• Photo cards• Sound Spelling Cards• Think Aloud Clouds• High Frequency Word Cards• Practice Book

• Teacher’s Edition/Digital Dashboard• Reading/Writing Workshop Big Book• Big Book- Please Take Me for a Walk• Visual Vocabulary Cards• Response Boards• Photo cards• Sound Spelling Cards• Think Aloud Clouds• High Frequency Word Cards• Progress Monitoring Assessment• Practice Book• Unit Assessment

• Teacher’s Edition/Digital Dashboard • 3 small groups• Approaching level, On-Level, and ELL level• Leveled Workstation Cards• Weekly Contracts• Leveled readers• Retelling Cards

• Teacher’s Edition/Digital Dashboard • 4 small groups• Approaching level, On-Level, Beyond Level and ELL level• WorkStation Cards• Weekly Contracts• Leveled readers• Retelling Cards

• Teacher’s Edition/Digital Dashboard • 4 small groups• Approaching level, On-Level, Beyond Level and ELL level• Leveled Workstation Cards• Weekly Contracts• Leveled readers• Retelling Cards




Sample ImplementationGRADES 1-6

WEEK 3

WEEK 2

WEEK 1Whole Group Small Group

Week 1

• Collaborative Conversations• Vocabulary Routine• Close Reading of Literature and Informational Text• Decoding Multisyllabic Words

Week 2

• Close Reading of Informational Text• Vocabulary Routine• Phonics and Decoding• Fluency Routines• Independent Reading• Writing• Integrate Ideas

Lessons in key instructional routines and procedures for:

• Collaborative Conversations• Vocabulary• Accessing Complex Text• Close Reading• Citing Text Evidence• Decoding Multisyllabic Words• Fluency• Writing• Writing About Reading• Research and Inquiry

WEEKS 1 and 2

• Watch Getting Started video on Teacher dashboard• Teacher’s Edition/ Digital dashboard• Student Reading/Writing Workshop• Student Literature Anthology• Student Digital Dashboard• Interactive Read Aloud Cards• Visual Vocabulary Cards• Sound Spelling Cards• Think Aloud Clouds• Practice Book• Writer’s Workspace• Weekly Assessment • Teacher’s Edition/ Digital dashboard• Student Reading/Writing Workshop• Student Literature Anthology• Student Digital Dashboard• Interactive Read Aloud Cards• Visual Vocabulary Cards• Sound Spelling Cards• Think Aloud Clouds• Practice Book• Writer’s Workspace• Weekly Assessment

• Teacher’s Edition/Digital dashboard• Student Reading/Writing Workshop• Student Literature Anthology• Student Digital Dashboard• Interactive Read Aloud Cards• Visual Vocabulary Cards• Sound Spelling Cards• Think Aloud Clouds• Practice Book• Writer’s Workspace• Weekly Assessment

• Review Managing Small Groups• Review Instructional Routine Handbook• Watch Introduction to Creating Routines and Rotation Charts video

• Organize reading groups• Review Weekly Contracts• Review Leveled Workstation Cards

• Teacher’s Edition/Digital Dashboard • 1 small group• Approaching level from Teacher’s Edition• Leveled Workstation Cards• Weekly Contracts• Leveled Readers• Fluency Assessment• Retelling Cards (1-2)


WEEK 10

WEEK 5

WEEK 6

WEEK 7

WEEK 8

WEEK 9

Whole Group Small Group• Teacher’s Edition/ Digital dashboard• Student Reading/Writing Workshop• Student Literature Anthology• Student Digital Dashboard• Interactive Read Aloud Cards• Visual Vocabulary Cards• Sound Spelling Cards• Think Aloud Clouds• Practice Book• Writer’s Workspace• Weekly Assessment

• Teacher’s Edition/ Digital dashboard• Student Reading/Writing Workshop• Student Literature Anthology• Student Digital Dashboard• Interactive Read Aloud Cards• Visual Vocabulary Cards• Sound Spelling Cards• Think Aloud Clouds• Practice Book• Writer’s Workspace• Weekly Assessment

• Teacher’s Edition/ Digital dashboard• Student Reading/Writing Workshop• Student Literature Anthology• Student Digital Dashboard• Interactive Read Aloud Cards• Visual Vocabulary Cards• Sound Spelling Cards• Think Aloud Clouds• Practice Book• Writer’s Workspace• Unit Assessment • Teacher’s Edition/ Digital dashboard• Student Reading/Writing Workshop• Student Literature Anthology• Student Digital Dashboard• Interactive Read Aloud Cards• Visual Vocabulary Cards• Sound Spelling Cards• Think Aloud Clouds• Practice Book• Writer’s Workspace• Weekly Assessment



• Teacher’s Edition/Digital Dashboard • 2 small groups• Approaching level and ELL level• Leveled Workstation Cards• Weekly Contracts• Leveled Readers• Fluency Assessment• Retelling Cards (1-2)

• Teacher’s Edition/Digital Dashboard • 3 small groups• Approaching level, On-Level, and ELL level• Leveled Workstation Cards• Weekly Contracts• Leveled Readers• Fluency Assessment• Retelling Cards (1-2)

• Teacher’s Edition/Digital Dashboard • 4 small groups• Approaching level, On-Level, Beyond Level and ELL level• WorkStation Cards• Weekly Contracts• Leveled Readers• Fluency Assessment• Retelling Cards (1-2)

• Teacher’s Edition/Digital Dashboard • 4 small groups• Approaching level, On-Level, Beyond Level and ELL level• WorkStation Cards• Weekly Contracts• Leveled Readers• Fluency Assessment • Retelling Cards (1-2)




COLLABORATE

COLLABORATE

TEACHER TALKPARTNER TALK


COLLABORATE

COLLABORATE

TEACHER TALK

TEACHER TALK

● With a partner, list some important moments in

our country’s history that you think we should

depict. Examples include: discovering America, the

Fourth of July, etc.

● With your partner, draw an important moment

in your school year that depicts something you

learned or an activity that you enjoyed.

● Now let’s say depicts together three more times:

depicts, depicts, depicts.

● With a partner, act out a moment when you

detested something. What do you look like when

you detest something? What do you say? How do

you feel?

● Now make a list of some things that people might

detest. Examples include: traffi c, going to the

dentist, doing chores, etc.

● Now let’s say detested together three more times:

detested, detested, detested.

One word in the selection is depicts. Say it with me:

depicts. Follow the vocabulary routine.

1. Defi ne: Depicts means shows in pictures or words.

En español, depict quiere decir “representar en

fotografías o por medio de palabras”.

2. Example: This painting depicts an important

moment in our nation’s history. En español: Esta

pintura representa un momento importante de la

historia de nuestra nación.

3. Ask: What is a synonym for depicts? Examples

include: shows, represents, etc.

4. Now let’s look at a picture that demonstrates the

word depicts. (Point to the painting.) This painting

depicts an important moment in history. It can

be used to help us to learn about this important

moment. It helps us to feel like we were there!

One word in the selection is detested. Say it with me:

detested. Follow the vocabulary routine.

1. Defi ne: Detested means disliked or hated very

much. En español, detested quiere decir “detestó,

aborreció algo”.

To detest in English and detestar in Spanish are

cognates. They sound almost the same and mean

the same thing in both languages.

2. Example: My little sister has always detested

taking medicine. En español: Mi hermana pequeña

siempre detestó tomar medicamentos.

3. Ask: What is an antonym for detested?


word detested. (Point to the girl.) This girl strongly

dislikes taking medicine. Even though she may not

like it, she needs to take it in order to feel better.

VocabularyUnit 6 Week 2

PARTNER TALK

PARTNER TALK

depicts


detested

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COLLABORATE

COLLABORATE

TEACHER TALK

TEACHER TALK

● With your partner, make a list of the people you would want to send a bouquet of fl owers to. ● Act out with your partner how you would react if you received a bouquet of fl owers. Have you ever received a bouquet?

● Now let’s say bouquet together three more times: bouquet, bouquet, bouquet.

● With a partner, make a list of emotions. Circle the emotions that you feel and share them with your partner. ● I’m going to name some events and situations. With your partner, tell what emotion you would feel during these events.

going to the park with friends taking a test without studying losing a valuable object fi nding out you are taking a vacation

● Now let’s say emotion together three more times: emotion, emotion, emotion.

One word in the selection is bouquet. Say it with me: bouquet. Follow the vocabulary routine.1. Defi ne: A bouquet is a bunch of picked fl owers. En español, bouquet quiere decir “ramo de fl ores”. 2. Example: I assembled the beautiful fl owers into a bouquet. En español: Preparé un hermoso ramo de fl ores.3. Ask: How does a bouquet look, smell, and feel? 4. Now let’s look at a picture that demonstrates the word bouquet. (Point to the fl owers.) This is a bouquet of fl owers. The fl owers are tied together with a ribbon. The fl owers are a beautiful purple color and probably smell very nice. I wonder who will receive this bouquet.

One word in the selection is emotion. Say it with me: emotion. Follow the vocabulary routine. 1. Defi ne: An emotion is a strong feeling such as love, hate, happiness, sorrow, or fear. En español, emotion quiere decir “emoción, sentimiento de amor, odio, alegría, tristeza o miedo”.2. Example: Surprise is such a strong emotion that people often gasp out loud. En español: La sorpresa causa una emoción tan fuerte que la gente puede gritar.3. Ask: What is an emotion you felt today?4. Now let’s look at a picture that demonstrates the word emotion. (Point to the boy.) The boy looks shocked. His mouth is open and his hands are on his face. He is showing an emotion.


PARTNER TALK

PARTNER TALK

bouquet

VocabularyUnit 5 Week 1 emotion

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Visual Vocabulary CardsReading Wonders


COLLABORATE

COLLABORATE


● With a partner, make a list of thrilling experiences.

● I am going to name some places. With your

partner, decide if you think it is a thrilling place or

if you think it is a boring place. Respond by saying,

“It is thrilling!” or “It is boring!”

airplane

safari

circus

park

city

outer space

● Now let’s say thrilling together three more times:

thrilling, thrilling, thrilling.

One word in the selection is thrilling. Say it with me:

thrilling. Follow the vocabulary routine.

1. Defi ne: To be thrilling means to be exciting. En

español, thrilling quiere decir “emocionante”.

2. Example: Going on a roller coaster can be exciting

and thrilling. En español: Subir a la montaña rusa

puede ser fascinante y emocionante.

3. Ask: What is an antonym for thrilling? For example:

boring, dull, etc.


word thrilling. (Point to the roller coaster.) The

roller coaster ride is a thrilling experience for the

passengers. It can be scary and exciting.


thrilling

TEACHER TALK ● With a partner, make a list of questions that you

would ask at the beginning of an inquiry. What

information will you need to gather?

● Describe with your partner what you would do

and how you would feel if you were a part of an

inquiry and had to answer questions.

● Now let’s say inquiry together three more times:

inquiry, inquiry, inquiry.

One word in the selection is inquiry. Say it with me:

inquiry. Follow the vocabulary routine.

1. Defi ne: An inquiry is a search for information.

En español, inquiry quiere decir “búsqueda de

información”.

2. Example: Reporters ask questions at the

beginning of any inquiry or investigation. En

español: Los periodistas hacen preguntas al

comienzo de una investigación.

3. Ask: How are the words inquiry and investigation

similar?


word inquiry. (Point to a reporter.) The reporters

are asking questions to get information. This is part

of their inquiry of a person or an event.


PARTNER TALK

inquiry

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COLLABORATE

COLLABORATE

create

dazzling

TEACHER TALK

TEACHER TALK

One word in the selection is create. Say it with me: create. Follow the vocabulary routine.1. Define: When you create something, you make or invent it. En español, create quiere decir “crear, hacer o inventar algo”. 2. Example: The child will create a painting with paints. En español: La niña va a crear un cuadro con pinturas.

Create in English and crear in Spanish are cognates. They sound almost the same and mean the same thing in both languages.3. Ask: What could you create with clay?4. Now let’s look at a picture that demonstrates the word create. (Point to the painting.) The girl in this picture is creating a picture using paints. She is making a painting.

One word in the selection is dazzling. Say it with me: dazzling. Follow the vocabulary routine.1. Define: Something that is dazzling is very bright. En español, dazzling quiere decir “deslumbrante, muy brillante”. 2. Example: The city lights looked dazzling at night. En español: Las luces de la ciudad se veían deslumbrantes por la noche.

3. Ask: What is something that you thinkis dazzling?4. Now let’s look at a picture that demonstrates the word dazzling. In this picture, the city lights shining at night look dazzling. (Point to the lights.) They are very bright.



PARTNER TALK

PARTNER TALK

• With a partner, talk about the kinds of things people can create. What are some things that people cannot create?• Now tell your partner about a time you created something. What was it? How did you create it?• What are some words that mean the same or almost the same as create?

• Now let’s say create together three more times: create, create, create.

• I’m going to name some things. If a thing can be dazzling, say, “That’s dazzling.” Then talk with a partner about what each thing would look like. - diamonds - bright sunlight - dark clouds - white snow• Talk with your partner about words that can mean the opposite of dazzling.• Let’s say dazzling together three more times: dazzling, dazzling, dazzling.

Program: CR14 Component: VVC PRINTER PDF

Vendor: TSI Graphics Grade: 2

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Program Routines


Introducing Sound-Spelling Cards

Oral Sounding Out (Blending)

Whole Word Reading (Blending)

Decodable Text Routine

Reading Big Words

Define/Example/Ask (Vocabulary)

• Show the sound spelling card and say its name• Model the sound and point out the spelling for the sound• Have students say the sound• Connect the sound to the visual on the card• Write the spelling several times while students say the sound• Teach any color-coding or other hints on card• Use the information on the back of the cards for practice with the target sound• Have students write the spelling five times as they say the sound

• Write the first spelling on the board or display the card in a pocket chart, point to it, then say: Sound? (children respond chorally)• Write the next spelling, point to it, and then say: Sound? (children respond chorally)• From the left, Sweep under the spellings and say: Blend? (children respond chorally)• Write the final spelling, point to it, then say: Sound? (children respond chorally)• From the left, Sweep under all of the spellings and say: Blend? (children respond chorally)• Point to the word and move your hand quickly under the word and say: Word? (children respond chorally)

• Write the word on the board or display the spelling cards in a pocket chart• Tell students to quickly and silently blend the sounds to read the words• When I signal, say the word out loud the fast way. Pause, then tap under the word saying: Word?• Provide Corrective feedback as needed

• Review high frequency words using the HFW routine• Read the title out loud and discuss picture on cover• Have students what they think will happen in story, use questions and prompts from lesson• Turn to each page of the book, having students sound out decodable words and saying HFW quickly (children read chorally)• Provide Corrective feedback as needed• Ask questions to check comprehension• Have students reread for fluency (differentiate second read as necessary based on needs of students)

• Look for word parts at the beginning of the word (prefixes)• Look for word parts at the end of the word (suffixes)• In the base word. Look for familiar spelling patterns• Sound out and blend together the word parts• Say the word fast and adjust your pronunciation as needed

• Define: Tell students the meaning of the word using student-friendly language• Example: Give students an example of how the word is used, using their own common experiences• Ask: Ask students a question that helps them connect the word to words they already know and use


Collaborative Conversation

Close Reading

Accessing Complex Text

Collaborative Conversation

• Establish routines for managing discussions in cooperative learning activities• Model and monitor how to respond to text-dependent questions using text evidence to support answers and validate opinions• Model in whole group by reading and discussing texts, followed by teacher-led discussions and partnering practice• Model, teach and practice using correct oral grammar including complete sentences, subject-verb agreement and following a topic under discussion• Select activities that link reading, speaking and listening and support collaborative conversations

• Select a text worthy of deep and multiple readings that will engage and motivate students to think critically• Use short text because close reading can be time consuming. Revisit the text for different purposes to enable students to develop deep meaning• Encourage students to read “like a detective” by making annotations to cite evidence• Ask students to note what parts of a text were confusing• Have collaborative conversations among students to discuss the text, support arguments and provide evidence• Encourage students to apply their strategies to increasing complex and extended texts• Scaffold, model and reteach to support students as they become proficient readers

• Identify the factors that makes the specific text complex• For students who need help accessing complex text, provide scaffolded support with the factors that make the specific text complex• Provide increasingly challenging text on a wide variety of genres and topics• Ensure that the Complex text is composed of 50% Informational Text and 50% Literature

Take Turns Talking• Wait for the speaker to finish before they speak – they should not speak over others• Quietly raise their hand to let others know they would like to speak• Ask others to tell their opinions so that all have a chance to share

Listen Carefully• Always look at the person who is speaking• Respect others by not interrupting them• Repeat key ideas expressed to check understanding

Add New Ideas• Stay on topic• Connect their own ideas and draw conclusions based on information and knowledge gained from discussions• Look for ways to elaborate on the remarks of others

! DIGITAL WORKSPACETEACHER

DASHBOARD

PLAN TEACH MANAGE & ASSIGN ASSESS COLLABORATE SCHOOL TO HOME RESOURCES PD WRITER’S WORKSPACE

Unit 2 Week 3

Weekly Concept: Essential Question:

keywords, standards

SEARCH

Plan your week• 5-day planner• drag and drop• holding bin• print • share

Lesson Detail• Digital version

of your TE• XML version

for web • Embedded PD

Week Overview • All of the materials

for the week• Skills & Strategies

for the week

This Week’s RESOURCES

Manage Your Class• Create Groups• Make Assignments• Use default

assignments

Make Assignments• By class, by group• Track Assignments• Students can

submit digitally

Online Assessment• Take all assessments online• Test Generator• Edit existing tests• Standard proficiency reports,

student reports, class reports, correlated to CCSS

• Email results to parents

PDF / Printable

Assessments

LESSON PRESENTATION

Collaboration• Research &

Inquiry projects• Talk About It

Family Letters English, Spanish,

Haitian Creole

Weekly Spelling List & Activities

My Messages

Every Resource Available Digitally

Every Wonders Leveled Reader

My Files• Make favorites• Upload your own

This Week’s RESOURCES

PD Videos• Experts• Model Lessons• How-to Guides• Digital Tutorials

Social Network of Wonders Users*

• Collaborate among teachers

• Share ideas

Writing• Online writing tool• Rubric Generator

*Class Wall and Social Network of Wonders Users coming Fall 2012

Class Wall*

Teacher DashboardDIGITAL WORKSPACE

Every resource for your day, pre-sequenced so that you can start teaching right away.

• A safe place for digital collaboration and conversation• Printable Assessments• Online Test Generator• Reporting• Create, send, receive assignments• Differentiate and manage classes and groups


DIGITAL WORKSPACESTUDENT

DASHBOARD

STUDENT HOME MY BINDER COLLABORATE RESOURCES SCHOOL TO HOME

keywords

SEARCH

Essential Question

THIS WEEK

Reading/Writing

Workshop

Literature Anthology

Leveled Reader

Visual Glossary

My To Do List• Reading Assignment• Spelling Assignment• Writing Assignment • Any Assignment

My Work• Access current and

past assignments

Class Notes

My Portfolio

Collaboration• Research & Inquiry• Talk About It• Class Wall

Student Resources • Filtered • Searchable

Games

My Files

My Favorites

Writer’s Workspace

Family Letters English, Spanish,

Haitian Creole

Word Workouts

MY BINDER

WORDS TO KNOW

READ

WRITER’S WORKSPACEGAMES

Weekly Spelling List

Comprehension Check

Student DashboardDIGITAL WORKSPACE

Organized for student success!

• A simple list of everything that’s due right now• Your To-Do List• Interactive eBooks• Write in response to reading right from the eBook• Visual Glossary• Games and Interactive Lessons• Respond to teacher and attach files to your response


Wonders to Remember


Choose a week on instruction in the Teacher’s Edition to answer the following questions:

1. What is the essential question for the week?

____________________________________________________________________________________

2. What collaborative conversation strategy is taught this week?

____________________________________________________________________________________

____________________________________________________________________________________

3. What resources are available for vocabulary instruction?

•

•

•

•

•

•

4. List the mini lessons from the Reading Writing Workshop for one week.

•

•

•

•

•

5. Kindergarten, what is the Literature Big Book used for?

____________________________________________________________________________________

6. What resources support phonics instruction?

____________________________________________________________________________________

____________________________________________________________________________________

7. Find the instruction for the literature anthology and go to “Develop Comprehension.”

Look for the ACT label. What elements make this text complex?

____________________________________________________________________________________

____________________________________________________________________________________


8. Find the “Respond to Reading” at the end of the selection. How are students

writing about what they just read?

____________________________________________________________________________________

____________________________________________________________________________________

9. Find the paired selection. What makes this text complex?

____________________________________________________________________________________

____________________________________________________________________________________

10. Find “Wrap Up the Week.” What is the research project for this week?

____________________________________________________________________________________

11. Find the Differentiated Instruction for Approaching Student. What titles are being

used to Level Up students?

•

•

•

•

12. List the instructional support for English Learners.

____________________________________________________________________________________

____________________________________________________________________________________

13. Go back to the beginning of the week. List all the opportunities for writing within the week.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

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RD 13 M 00498

Technology Support

Call 1-800-678-2747 or email [email protected]

www.epgtech.com

For additional information about specific software, click F.A.Q., then select the Macmillan/McGraw-Hill division.

Click the software title.

The ConnectED password protected website links you to all of your Reading Wonders Resources with easy access from one digital dashboard!

connected.mcgraw-hill.com

Date post:	07-Sep-2018
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