1st Grade - Gateway 3

The materials include information about the program for students, parents, and caregivers. Weekly letters describe what students will experience at home and school. These letters have suggestions and activities on ways to support students at home as well. The program also includes a letter that explains how to support students in a remote setting. While the letters come in English, there is an ability to translate them into many languages, including Arabic, Russian, and Chinese. All the materials for the various shareholders can easily be found in the Student Center Dashboard, which provides resources for students, parents and/or caregivers. 

Materials contain strategies for informing students, parents, or caregivers about the ELA program. Examples include, but are not limited to, the following:

• The Student Center Dashboard includes the school to home tab, which contains letters and messages from the teacher. 

• The Student Center Dashboard includes resources for students, such as the weekly vocabulary words and writing assignments. 

• The program includes a family letter for each week in each unit. The letter provides information about the genre students will read about, learning goals, word work, and comprehension standards each week. For example, in Unit 2, Week 2, the letter informs families that the class “will be focusing on different kinds of buildings. Your child will discuss what the buildings are made of and the importance of these buildings.”

• In the Administrator Resources section, found in the Professional Development tab, there is a customizable letter that can be sent to families about the Wonders curriculum that can be sent at the beginning of the year. The letter contains information on what students will experience in class and what students will experience at home. 

• In the Administrator Resources section, there is a PowerPoint presentation that teachers can use to explain the curriculum to families on a Back to School or Curriculum night. 

Materials contain suggestions for how parents or caregivers can help support student progress and achievement. Examples include, but are not limited to, the following:

• In the Student Center Dashboard, there is a weekly letter that informs parents or caregivers on what the students are working on that week and ways to support them at home. For example, in Unit 5, Week 5, students learn the diphthongs oy and oi. The letter suggests that families help their child “write the words in the air and then on paper. This week’s phonics skill is diphthongs oy and oi, as in boy and coin.”

• The program provides parents with differentiated spelling lists for students approaching grade level, on-grade level, and beyond grade level. The spelling lists include activities that students can complete to practice the spelling words at home. 

The instructional materials provide multiple accommodations to ensure students can access assessments and demonstrate knowledge without changing assessment content. Teachers can find support in the Equitable Access to Instruction Handbook, the Assessment Handbook, and within daily lessons. The Assessment Handbook includes general accommodation information and suggestions for how much and what type of assistance to provide during assessments. The Equitable Access to Instruction guide contains information for ELL support and visual and audio enhancements for students who struggle or have learning disabilities and require alternative options to reflect understanding.

Materials offer accommodations that ensure all students can access the assessment (e.g., text to speech, increased font size) without changing the content of the assessment. Examples include, but are not limited to, the following:

• Digital assessments allow students to use an electronic highlighter, notepad, line reader, and text-to-speech features.

• The Resource Library contains both downloadable Unit Assessments and ELL Unit Assessments, allowing English Language Learners to demonstrate their knowledge without changing the content of the assessment. 

• Teachers can print assessments or have students view them digitally and use screen readers or increase the font size without changing the content.

• Digital assessments have an audio option for students to listen to the directions. For example, in the Student Edition, Reading/Writing Companion Unit 1, page 10, students can click the audio icon, and the directions will play. 

• Digital assessments have a zoom button on the top menu bar so students can increase or decrease the text size.

Materials include guidance for teachers on the use of provided accommodations. Examples include, but are not limited to, the following:

• In the Professional Development Section, Equitable Access to Instruction Handbook, there is a section titled Multiple Methods of Demonstration. Here teachers can find various suggestions to accommodate students of different ability levels as they complete the curriculum.

• Teachers are provided with notes in the daily lessons which explain how to provide accommodations to students who are approaching the standard, on-grade level, beyond grade level, and English Language Learners. 

• The Assessment Handbook assists in managing multiple assessments in the classroom, interpreting results, and implementing classroom-based instruction in the areas of need. For example, on page 7, there is a definition of a diagnostic assessment and examples to support story sequencing when a student is having difficulty. 

• In the Resource Library, the English Language Learner Assessment Handbook contains performance indicators for three proficiency levels used in rubrics for assessing students at various levels.

Materials provide a variety of opportunities for students to demonstrate and monitor their learning. Students demonstrate their learning through discussions, writing opportunities, and even games. Throughout the year, students receive teacher feedback and engage in opportunities to monitor their learning by reflecting and using the Check-Iin Routine. 

Materials provide multi-modal opportunities for students to question, investigate, sense-make, and problem-solve using a variety of formats and methods. Examples include, but are not limited to, the following:

• In Unit 1, Week 4, Lesson 1, students practice reading and spelling high-frequency words. With a partner, the student says the high--frequency word, uses it in a sentence, and then the partner writes it down on a paper plate. Then all of the students stand in a circle, passing the plate face down while music plays. When the music stops, the child holding the plate turns it over and reads the word.

Students have opportunities to share their thinking, to demonstrate changes in their thinking over time, and to apply their understanding in new contexts. Examples include, but are not limited to, the following:

• In Unit 2, Week 4, Lesson 3, students listen to The Story of Martin Luther King, Jr by Johnny Ray Moore. The teacher begins by sharing the cover, which has a drawing of Martin Luther King, Jr as an adult, and then the teacher shows pages 6–7 of the book, which shows him as a child. The teacher then asks, “How do the author and illustrator change the image of Martin we might have in our heads before we read this book?” 

Materials leverage the use of a variety of formats and methods over time to deepen student understanding and ability to explain and apply literacy ideas. Examples include, but are not limited to, the following:

• In Unit 4, Week 2, Lesson 1, students work on building vocabulary about animals by first discussing the “words for ways animals help each other,” then by writing the words, and finally by creating a word bank.

Materials provide for ongoing review, practice, self-reflection, and feedback. Materials provide multiple strategies, such as oral and/or written feedback, peer or teacher feedback, and self-reflection. Examples include, but are not limited to, the following:  

• In Unit 1, Week 3, Lesson 4, students research a pet. The teacher helps students complete the Research Process Checklist, which helps students decide if they have completed all of the steps of the research process. 

Materials provide a clear path for students to monitor and move their own learning. Examples include, but are not limited to, the following:

• In Unit 3, Week 6, Lesson 5, students reflect on how well they compared information across texts using the Check-in Routine. According to the Teacher’s Edition, the Check-In Routine consists of the following steps: 

  • “Review the lesson learning goal.

  • Reflect on the activity.

  • Self-Assess by

    • circling the hands in the Reading/Writing Companion

    • showing thumbs up, sideways, or down.

  • Share with your teacher.”

Materials provide a variety of grouping strategies throughout each unit and lesson across the school year. Students can engage in pairs or small groups to discuss, read, write, present, peer evaluate, and play games. Specific teacher guidance is found in lesson segments and details how and when to use specific grouping strategies. The Instructional Routines Handbook provides guidance on grouping students in various formats during activities such as Collaborative Conversations, Shared Read Routine, Literature Circles, Peer Conferences, Author Study, and Book Club Chat. The “Managing Small Groups: A How-To Guide” handbook supports teachers by explaining how to group students using data.

Materials provide grouping strategies for students. Materials provide for varied types of interaction among students. Examples include, but are not limited to, the following:

• In the Instructional Routines Handbook, teacher guidance for Speed Drills states students work in small groups to read high-frequency word cards and are challenged to beat the time.

• In Unit 1, Week 3, Lesson 1, students read “A Pig for Cliff” (author not cited) with a partner. The students reread multiple times to focus on pronouncing each word correctly and reading the story as if they were speaking.

• In Unit 4, Week 2, Lesson 2, students work with a partner, taking turns saying sentences using the words “has” and “have” and explaining why each word was used.

• In Unit 6, Week 1, Lesson 1, students work with a partner to talk about ways people work together to make their lives better. 

Materials provide guidance for the teacher on grouping students in a variety of grouping formats. Examples include, but are not limited to, the following:

• In the Instructional Routines Handbook, Peer Conferences section, teachers are instructed to pair two or three students. Materials suggest grouping students reading the same text(s) on the same topic or theme. 

• In the Resources Section, there is a handbook titled “Managing Small Groups: A How-To Guide.” Teachers are provided with suggestions on how to form heterogenous and homogenous groups, group assignments, and group sizes. The guide states, “at the beginning of the academic year, it is often easier to assign group memberships that are more homogenous or similar in skill proficiency and needs.” The guide suggests that students can work in mixed-skills and flexible groups based on teacher observations.

Materials provide a balance of drawings and realistic images representing different demographic and physical characteristics of the characters. Across the year, positive representations of all individuals are found in the illustrations and avoid stereotypes and biases toward underrepresented groups or individuals. The content supports strengthening a student’s sense of identity and promoting equity and inclusion while engaging students in learning. Students have a variety of opportunities to demonstrate success and understanding. 

Materials and assessments depict different individuals of different genders, races, ethnicities, and other physical characteristics. Examples include, but are not limited to, the following:

• In Unit 1, Week 4, Lesson 1, students read Friends All Around by Miela Ford. The cover of the text depicts students with various skin tones gathered in a circle, laughing and smiling.

• In Unit 4, Week 3, Lesson 1, the materials provide Visual Vocabulary Cards as part of an Oral Language Routine. One of the cards shows a group of students with various skin tones and physical features.

• In Unit 6, Week 4, Lesson 1, the materials provide Visual Vocabulary Cards as part of an Oral Language Routine. The cards represent people of different ages, skin tones, and physical features.

Materials and assessments balance positive portrayals of demographics or physical characteristics. Materials avoid stereotypes or language that might be offensive to a particular group. Examples include, but are not limited to, the following:

• In Unit 1, Week 4, Lesson 1, students watch a video entitled “Picture Day” from “Electric Company” (owned and licensed by “The Sesame Workshop”). This video depicts two young boys, one darker-skinned and one lighter-skinned, named Marcus and Jackson. The boys decide to have a picture day for adoptable pets and work together to make that happen. 

• In Unit 5, Week 5, Lesson 3, students read “Small Joy” in TIME for Kids. This article focuses on Dee, an adult who lives in a tiny home on wheels. 

Materials provide representations that show students that they can succeed in the subject, going beyond just showing photos of diverse students not engaged in work related to the context of the learning. Examples include, but are not limited to, the following:

• In Unit 2, Week 4, Lesson 1, students read “Weekly Opener” (author not cited). Two boys and one girl plant a garden, depicting how people can help in the community. The children have a variety of skin tones and hairstyles. 

• In Unit 3, Week 1, Lesson 5, in the Reading/Writing Companion, on one side of the page, there is a girl alongside a “What I Know Now” chart. On the other side of the page, there is a boy alongside a “What I Learned” chart used by students to fill in their feelings.

Materials guide teachers to draw upon student home language to facilitate learning. The Language Transfers Handbook includes a sound transfer chart, a grammar transfer chart, and examples of cognates. This handbook also provides background knowledge and suggestions for teachers to help students as they learn another language. In addition, the program also includes a Bridge to English section, which connects students’ English skills with Spanish. Each section provides examples of transferable and non-transferable language skills students can use as they acquire English. It provides students of varying English proficiency levels opportunities to interact as they develop their English language skills in reading, writing, listening, and speaking. Lastly, in the differentiated section of each lesson, teachers are provided with cognates of vocabulary words in the ELL Academic Lessons section to help students understand the pronunciation and meaning of new words. 

Materials provide suggestions and strategies to use the home language to support students in learning ELA. Examples include, but are not limited to, the following:

• In the Resource Library, the Language Transfers Handbook provides teachers with a sample lesson on cognates to help students use their native language to identify words. 

• In the Resource Library, Bridge to English, Unit 5, the materials identify the language objectives for ELL students, such as learning key words and learning about the hard and soft g sounds. 

• In the Resource Library, Bridge to English, Unit 6, the materials identify the language objectives for ELL students, including learning about /sh/ and /ch/ and retelling the fable “The Cat’s Bell” (author not cited). 

• In Unit 2, Week 6, Lesson 2, in the Differentiated Instruction section, the materials provide the Spanish cognates of the vocabulary words nonfiction, facts, information, and description. 

Materials present multilingualism as an asset in reading, but students are not explicitly encouraged to develop home language literacy and to use their home language strategically for learning how to negotiate texts in the target language. Teacher materials include guidance on how to garner information that will aid in learning, including the family’s preferred language of communication, schooling experiences in other languages, literacy abilities in other languages, and previous exposure to academic or everyday English. Examples include, but are not limited to, the following:

• The Language Transfers Handbook provides teachers with strategies for supporting students as they learn English orthography. This handbook contains charts for phonemes that may cause a problem for speakers of specific languages. For example, the Sound Transfer Chart identifies the transferable and non-transferable sounds between English and Spanish, Cantonese, Vietnamese, Hmong, Korean, Tagalog, Arabic, Urdu, Russian, Hatian-Creole, and French. 

• The Language Transfers Handbook provides teachers with strategies for supporting students as they learn English syntax. The handbook suggests that teachers highlight the transferable skills if the group of students all speak the same native language. 

• In the Resource Library, there are a variety of videos that promote using the students’ home language, including “Bridging Lessons: Transferring Learning Between Languages” with Peggy Cerna and “Building First Language Proficiency” with Dr. Josefina Tinajero. 

Materials provide guidance and support across the year to encourage teachers to draw upon student cultural and social backgrounds to facilitate learning. The Resource Library contains three resources, the Language Transfers Handbook, a Culturally Responsive Teacher Guidance document, and the Equitable Access to Instruction guide. The Language Transfers Handbook provides teachers with assistance to make linguistic connections that support students increasing their knowledge of English. The Culturally Responsive Teacher Guidance document cultivates critical thinking and problem- solving skills. Teachers are supported with equity guidance through the Equitable Access to Instruction guide which includes options for student choice during independent work time. Opportunities for students to share personal home experiences to enhance their understanding of various concepts are present in the materials. 

Materials make connections to the linguistic, cultural, and conventions used in learning ELA. Materials make connections to the linguistic and cultural diversity to facilitate learning. Examples include, but are not limited to, the following:

• In the Resources section, the Language Transfers Handbook includes information about sound transfers in a variety of languages including Spanish, Cantonese, Vietnamese, Hmong, Korean, Tagalog, Arabic, Urdu, Russian, Haitian-Creole, Portuguese, and French.

• In Unit 2, Week 3, Lesson 3, ELL students read “At a Pond” by Nancy Finton. In the ELA Academic Language section, teachers are provided with the Spanish cognate detalles when talking about the academic vocabulary word, details.

Materials include teacher guidance on how to engage culturally diverse students in the learning of ELA. Examples include, but are not limited to, the following:

• In the Resources section, Becoming a Culturally Responsive Teacher  includes a selection of resources to help teachers achieve the goals listed in the document, including “respect my students’ preferences and honor their experiences, provide rigorous instruction that invites critical thinking, acknowledge bias and privilege, own my own learning, communicate positive intentions, avoid assumptions, reject color blindness, consider context, be open to being wrong, get comfortable with discomfort, and create a classroom that offers the opportunity to achieve academic excellence to all.”

• In the Resources section, the Becoming a Culturally Responsive Teacher includes a model lesson section teachers can apply to lessons throughout. This scaffolded lesson plan includes suggestions regarding a culturally-responsive essential question, objectives, sensitivities, key vocabulary, building background knowledge, introducing the concept before reading, and optional activities extending the concept after reading. In addition, this lesson format includes teacher tips, extending your classroom library, and resources. The document also includes suggestions on how to use these model lessons, namely as supplements, to provide historical and cultural background, and to explore identity and social justice. 

• In the Resources section, a model culturally-responsive lesson for Unit 6, Week 4 explores the Essential Question “What traditions do you know about?” through reflection, storytelling, wonder, and observation.

Materials include equity guidance and opportunities. Examples include, but are not limited to, the following:

• In the Resources section, the Equitable Access to Instruction guide provides teachers information about creating an “equitable learning environment for all students.” This guide includes information about using audio and video in the classroom, peer tutor implementation, the use of graphic organizers, the use of multiple methods of demonstration, and the use of classroom routines.

Materials include opportunities for students to feel “acknowledged,” such as tasks based on customs of other cultures; sections provided in multiple languages such as the glossary, digital materials, family letters; etc. Examples include, but are not limited to, the following:

• Glossaries for students are provided in several languages, specifically an English-French glossary, an English-Hmong glossary, an English-Korean glossary, an English-Arabic glossary, an English-Portuguese glossary, an English-Spanish glossary, an English-Chinese glossary, an English-Urdu glossary, an English-Russian glossary, an English-Vietnamese glossary, an English-Tagalog glossary, and an English-Haitian Creole glossary.

Materials include prompts where students are encouraged to share how they (or their parents) do things at home or use information to create personal problems, etc. Examples include, but are not limited to, the following:

• In Unit 3, Week 2, Lesson 1, ELL students read Mystery Vine by Cathryn Falwell. Prior to reading, teachers show students the outside cover, explaining that this is a story about a family’s garden. Students draw their favorite vegetable and tell what it is. The teacher asks if the student’s family has a garden at home and, if so, what is grown in the garden.

• In Unit 4, Week 4, Lesson 1, prior to reading a book about insects, ELL students look at insect pictures in the text and discuss if any are visible at the child’s home or playground. They can also share if they like insects or not. 

The program integrates technology in various ways that provide opportunities for engagement, support, and customization. Interactive technology tools can be found that encourage a more engaging and supportive learning environment, such as the option for texts to be read aloud, games, and the ability to customize assignments. Age-appropriate digital tools are found throughout the materials to help students access the content and master the standards. 

Digital technology and interactive tools, such as data collection tools, simulations, and/or modeling tools are available to students. Examples include, but are not limited to, the following:

• In the Reading/Writing Companion digital version, students can select a thumbs down, a sideways thumb, or a thumbs up for each check-in throughout the course.

• Students can learn the weekly vocabulary words in the “Words to Know” digital tool. The tool introduces the vocabulary word, provides a definition, gives an example, and asks a question with the word contained within the question. This tool allows students to listen to each of the components of the tool. 

• There are Build Knowledge videos provided to help students learn about the topic of the unit. 

• In Unit 4, Week 3, Lesson 1, students read “Go Wild!” (author not cited). Students can have the text read to them by clicking on the audio icon and can add bookmarks. 

Digital tools support student engagement in ELA. Examples include, but are not limited to, the following:

• In the Resource Library, there are a variety of interactive graphic organizers. When the interactive version of the graphic organizer is selected, students can use the pencil tool to write on the graphic organizer.

• In the Resource Library, there is a Response Board/Sound Spelling Workboard where the top contains white space, and the bottom has lined rows for writing. Students can use the pencil icon to write on the board. 

• In Unit 2, Week 3, 35 games and activities are available to help students with comprehension, grammar, high-frequency words, phonemic awareness, phonics, spelling, and structural analysis. 

Digital materials can be customized for local use (i.e., student and/or community interests). Examples include, but are not limited to, the following:

• By selecting “Manage and Assign” from the menu, teachers can select “Make an Assignment” to create a new assignment for a select group of students or an entire class. Teachers have the option to add a title, directions, and resources such as ebooks, interactive games, and graphic organizers.

• In the Online Assessment Center, teachers can either modify an existing assessment or create a new one. There are a variety of question types that teachers can choose from, including multiple-choice, short answer, fill-in-the-blank, and essay. 

The materials include digital opportunities for teachers and students to collaborate with each other. The materials allow the teacher to post assignments, projects, weekly learning goals, and messages. Students can view current and past messages posted by the teacher and respond to the teacher.

Materials include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other, when applicable. Examples include, but are not limited to, the following:

• The Student Dashboard provides students with the opportunity to collaborate with the teacher using the My Binder section. Here, students can view assignments and assessments that the teacher posts. 

• The Student Dashboard includes a “To Do” section, which lists specific tasks that students should practice and/or complete. There is a “Note to Teacher” box, which allows students to communicate directly with the teacher. 

• The Student Dashboard allows students to collaborate with the teacher in the Writing and Research section. Students can view topics and projects assigned by the teacher. The teacher can also pose questions, and students can respond to the question, see the responses of their classmates, and respond to their peers’ comments. 

• The Student Dashboard includes a Home to School Section where students and families can view messages, word activities, learning goals, and spelling lists the teacher posts. 

The instructional materials provide a visual design to support students in engaging thoughtfully with the subject. The teacher’s edition is organized the same way in each unit, week, and lesson. The student edition is easy to navigate and has titles to help students navigate the curriculum. The visual design is age-appropriate and includes both realistic photographs as well as illustrations to support student learning. Text boxes provide additional information for students to help them understand the topics, content, and texts. The table of contents, glossary, and table headers are all easy to understand and navigate. 

Images, graphics, and models support student learning and engagement without being visually distracting. Images, graphics, and models clearly communicate information or support student understanding of topics, texts, or concepts. Examples include, but are not limited to, the following:

• In Unit 3, Week 4, students read “Life at Home” (author not cited). Students can view two photographs. One is a black and white photograph of a home with a fireplace and kitchen table, and one in color of a home with a large family, some playing a board game on the floor and others sitting on a couch behind them. These images match the captions, the first being, “Long ago, many families cooked, worked, and slept in one room,” and the second being, “Today, families can live in large homes that have lots of space.”

• In Unit 5, Week 5, Lesson 1, students complete “Brainstorm and Plan” in the Reading/Writing companion to help prepare for their process essay. On the planner, there is a space for students to draw their ideas and a crayon icon next to the box to provide a visual notation of what should occur there. When students need to write their ideas, there is a pencil icon, and there are lined spaces as well.

Teacher and student materials are consistent in layout and structure across lessons/modules/units. Examples include, but are not limited to, the following:

• In the Resource Library, Teacher Resources are PDF copies of each unit for teachers divided by weeks. For example, there is a PDF file for Unit 5 Overview and Week 1, another file for Unit 5, Week 2, and another for Unit 5, Week 3, etc. The Table of Contents for each unit includes Unit Planning, Reading/Writing, and Program Information. Information about texts for each week and lessons is included within this document using different colors, text boxes, and other visual elements to make it not only consistent but also efficient in finding the necessary information.

• The Reading/Writing Companion for students follows this sequence: Build Knowledge, My Goals, Read and Respond to the Big Book, Topic and Details, Analyze the Text (e.g., shared reads and paired selections,) Research and Inquiry, Make Connections, and Show Your Knowledge.

Organizational features (Table of Contents, glossary, index, internal references, table headers, captions, etc.) in the materials are clear, accurate, and error-free. Examples include, but are not limited to, the following:

• The Resources tab contains a glossary. The glossary includes words such as “celebrate,” where the word and definition are spoken when the video’s play button is clicked. In addition, there is a definition of the word along with a picture and a section entitled Routine that offers opportunities for students to use this word. 

• The Table of Contents in the student textbook includes images, text, and colors to help all students access the necessary materials. For example, “To Do” includes a paper with a checkmark and is contained within a green circle. The text is visible when a student hovers over the icon. 

The instructional materials provide teacher guidance for using embedded technology to support and enhance student learning. Technology is used in a variety of purposeful ways. The materials include guidance to integrate technology to increase engagement and maximize student learning. Technology resources to support student learning include but are not limited to presentations, games, and videos.

Materials provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable. Examples include, but are not limited to, the following:

• The Teacher’s Online Dashboard includes daily presentations with resources that teachers can display on a whiteboard or other tool.

• In Unit 1, Week 6, Lesson 1, after reading an article entitled “World Games” (author not cited), teachers and students brainstorm other games that children can learn more about and have them choose a subject to research. Teacher guidance states, “Discuss cyber safety with the children. Explain the following rules. Go only to websites that adults have told you are okay to visit. Never give out any personal information when you are online. Do not tell anyone your name, phone number, or password. Never agree to meet someone in person. Tell your parents or teacher if anything you see online makes you feel scared or uncomfortable.” During Independent Study, teachers can have students conduct an internet search using a user-friendly URL and entering keywords to find information that answers the research question.