Wonders 2020 for Kindergarten includes high-quality anchor texts that encompass a broad array of text types and genres placed at the appropriate level of complexity for the grade. Texts are accompanied by a partial text complexity analysis.
The texts partially support students’ evolving literacy skills as texts do not grow in complexity over the course of the year. Materials provide both depth and a volume of reading practice.
Text-dependent/specific questions and tasks build within each unit to an integrated, culminating tasks that allows students to demonstrate the knowledge and skills gained through instruction through writing and/or speaking activities. Students are supported in evidence-based discussion of texts through the implementation of protocols to scaffold conversations as students’ oral language skills grow in sophistication. Use of grade-level vocabulary/syntax and appropriate questioning are encouraged during student discussions.
Students engage in a mix of evidence-based writing tasks, including both on-demand and process writing, that incorporate some of the writing types called for in the standards. Students write on-demand for opinion, but do not have opportunities to engage in process writing for opinion pieces. Explicit grammar and conventions instruction is provided with opportunities for students to practice and apply these skills within their writing tasks.
Multiple opportunities for explicit instruction in phonemic awareness and phonics are provided, however, there is a missed opportunity to provide whole-group instruction in blending and segmenting onsets and rimes of single-syllable spoken words within Tier II small group instruction. Materials provide explicit instruction in print concepts, text structures, and text features to assist in comprehension of the text. Ample opportunities to write letters and extend handwriting components are included. Students are taught about words that authors use that allow the reader to determine the structure of the text to support their understanding.
There are opportunities for students to learn and practice high-frequency words and build decoding automaticity and fluency throughout the program. Multiple opportunities are provided over the course of the year in core materials for students to engage with decodable readers and to purposefully read emergent-reader texts. Instructional materials provide multiple opportunities for students to apply word analysis and word recognition skills to connected tasks through the use of decodable readers and the Literature Big Book.
Throughout the program, weekly, month, and quarterly opportunities for assessment of foundational skills are provided to measure mastery and growth of foundational skills with clear and specific supports for student performing below standard. Supports for differentiation of foundational skills are provided throughout all lessons to help students achieve mastery.