Kindergarten - 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 3, Week 2, the letter explains that students “will be reading stories about sounds we hear in our neighborhoods and communities. Your child will experiment with ways to make sounds.” 

• 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 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 7, Week 1, students learn the vocabulary words appearance and behavior, and the letter suggests, “discuss the appearance and behavior of a kitten, as well as other baby animals.” 

• 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 varied approaches to learning tasks, as well as variety in how students demonstrate their learning and monitor their performance. Throughout the year, students learn and demonstrate their learning through discussions, writing, and completing written pages. There are also opportunities for students to use their bodies to show that they understand the concepts. Throughout the year, students receive regular teacher feedback and engage in ways to monitor their learning by reflecting on and using the Check-In 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 3, Lesson 4, students learn about sensory words. The teacher says a sentence with a sensory word like “The Peach tastes sweet,” and the children will point to the body party that relates to each sensory word. 

• In Unit 2, Week 2, Lesson 5, the teacher gives a dictation that uses one or two of the phonics skills students learned during the week. After each dictation, the teacher reveals a specific phonics pattern for the children to locate on their dictation. Students then say the sound and trace the letter(s) in a specific color. 

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 5, Week 1, Lesson 3, students read the nonfiction text “Growing Plants” (author not cited) to learn how plants grow. After reading, the materials direct teachers to, “Guide children to make connections between ‘Growing Plants’ and My Garden. How are the selections alike, and how are they different?” My Garden was a text read in a previous lesson, allowing students to apply their understanding of the topic to a new text.

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 5, Week 1, Lesson 1, during the Modeled Writing portion of the lesson, the materials direct teachers to “Tell children to draw a picture of their imaginary garden. Encourage them to write a sentence about their drawing. As children write, remind them to use the Word Bank, listen for sounds they know, and use an end mark at the end of their sentences. If needed, provide the following sentence starter: I would grow __________.”

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 3, Week 3, Lesson 3, students work on writing sentences in response to a prompt about their reading. The materials direct teachers to “Ask a volunteer to put a different item on the desk. Have children dictate a question about the item. Write the question on the board. Guide children to point to the question word and the question mark. Then have children dictate an answer to the question. Write the answer on the board, and then guide children to point to the period at the end of the sentence. Continue guiding practice as necessary.” Students then work in partners to practice adding correct punctuation to sentence strips.

• In Unit 3, Week 3, Lesson 4, students are researching places in their school. The materials direct teachers that “If students are unsure of how to do their research, model for them how to come up with questions and to draw their notes. Explain that each time they see something that answers their question, they should draw or write it down.”

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 7, Week 3, Lesson 1, the teacher reads the lesson goals found in the Reading/Writing Companion. Then, students reflect on each goal to show what they know now. At the end of the lesson, they will complete a page in the Reading/Writing companion that shows their progress. 

• Throughout each lesson, the materials provide sidebar information for the teacher to provide opportunities for students to reflect, called “Student Check-In.” For example, in Unit 6, Week 1, Lesson 2, the materials direct teachers to “Have partners share something the author/illustrator do with the text and pictures to help understand the story. Then have children reflect 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 guides teachers in 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 2, Week 1, Lesson 1, Writing section, students use the Turn and Talk protocol with a partner to practice talking in complete sentences.

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. The 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.

• In Unit 7, Week 1, Lesson 1, the Teach in Small Group section suggests teachers may wish to teach the Word Work lesson in small groups. 

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 2, Lesson 4, there is a “doctor photo card,” which portrays a woman in a white lab coat.

• In Unit 3, Week 1, Lesson 4, students read “Tim Can Tip It” (author not cited). The illustrations include children with a variety of skin tones and hair types.

• In Unit 6, Week 2, Lesson 2, students read “Kim and Nan” (author not cited). Both female main characters appear to be of Asian descent in the illustrations. 

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 4, Week 2, Lesson 2, students read “What Can You Do With a Paleta?” by Carmen Tafolla. This story includes drawings of individuals with various skin tones, from babies to adults, and focuses on people’s options when the paleta wagon comes to the neighborhood. Each option is presented neutrally and inclusively.

• In Unit 9, Week 3, Lesson 2, students read “Nature Artists” (author not cited), highlighting Native Americans who create things from nature, such as a Cherokee woman weaving a basket. 

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 the Smart Start, Week 1, Lesson 1, students draw something they did this past summer and practice writing their names. The illustration that accompanies this task in the Reading/Writing Companion shows students of varying genders, hair colors, and skin tones happily drawing and writing.

• In Unit 7, Week 2, Lesson 1, students determine goals for their reading. The illustrations on the accompanying pages from the Reading/Writing Companion depict students of different genders and varied skin tones using the supplies needed for reading and writing with speech bubbles that provide motivational tips for students.

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 4, the Language Transfer section provides guidance for teachers on skills transferable between Spanish and English, like beginning sentences with capital letters and ending with a period. This section also includes guidance on non-transferable skills related to vowel sounds and adjective placement.

• In the Resource Library, Bridge to English, Unit 8, the Language Transfer section provides guidance for teachers on transferable skills between Spanish and English, like how prepositions and commas are used similarly. This section also includes guidance about non-transferable skills related to vowel sounds and how dates are written in Spanish and English. 

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 6, Week 1, Lesson 1, students study illustration, realistic fiction, and sequence. In the ELA Academic Language section, teachers are provided with the cognates illustración, ficción realista, and secuencia to help make connections with Spanish-speaking students.

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 4, Week 2 is provided. In this lesson, students create anything that makes them happy using watercolors to “playfully explore their connections to food and their neighborhoods through one of children’s most coveted treats: ice (cream/pops).”

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 to create 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.

• In Unit 4, Week 1, Lesson 3, ELL students read “Little Juan and the Cooking Pot” (author not cited).  In this tale from Puerto Rico, some Spanish words are included. For example Little Juan uses the name “Abuela Carmen.” 

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 2, Week 3, Lesson 5, students are encouraged to compare what they read in the book I Love Bugs! by Emma Dodd with experiences in their own lives. The students can complete this activity with a partner.

• In Unit 3, Week 2, Lesson 1, ELL students read Clang! Clang! Beep! Beep! Listen to the City by Robert Burleigh. Prior to reading, teachers are encouraged to build background by encouraging children to use their prior experiences to understand word meanings in English by displaying an image of a busy city. Teachers can point to different images and ask students what they hear. Then, students can share ideas of what they could hear in this picture with a partner.

• In Unit 7, Week 2, Lesson 1, ELL students read The Birthday Pet by Ellen Javernick. To help students understand “pets,” the teacher can show images of different pets, such as a dog, cat, parrot, or turtle. Then, the students can name animals that they have or know.

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 2, Week 3, Lesson 1, students read I Love Bugs! By Emma Dodd. 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 5, Week 2, 15 ELA games are available to help students learn pronouns, high-frequency words, and the sounds the letter e makes. 

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 choose “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 4, Week 1, students read “Tom on Top!” (author not cited). The front cover of the book includes an image of a dalmatian. The first page includes a picture of a firehouse with a sign that reads “Fire Department.” The teacher models by stating this building is made of red brick and that a fire truck is inside this building to provide additional context. The text below the image reads, “Can you see a [illustration of a firehouse with a fire truck inside] firehouse?” 

• In Unit 5, Week 2, the vocabulary word is “content.” There is a picture of four people who appear to be a family with the sentence, “I am content when I spend time with my family.”

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 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:

• In Unit 7, Week 2, Lesson 1, the Essential Question includes a misspelled word in the header: “How do you take care of differnet [sic] kinds of pets?”

• 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 5, Week 1, Lesson 1, Explore Together, the teacher plays a video featuring Tracy Chapman that includes a song about asking questions. Following the video, the teacher asks students what additional questions they have about a mystery item. 

• In Unit 9, Week 2, Lesson 2, students learn about being good citizens. The teacher plays the weekly song, “This Little Light of Mine,” which can be played with just accompaniment or using a stereo, both of which are included in the classroom materials. Students can join in the song. The teacher uses the Build Knowledge anchor chart, the Big Book, and the weekly song to have students brainstorm ideas for the Essential Question, “What do good citizens do?”