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McGraw Hill Reading Wonders

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emma guyer

on 24 March 2014

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Transcript of McGraw Hill Reading Wonders

Second and Third
Kindergarten unit 3 weeks
2nd Grade Units-6 Weeks
3rd Grade Unit-4 weeks

Build Background, Oral Vocabulary, word work, comprehension, fluency, writing and grammer

First Grade
Examination of K-3
McGraw Hill Reading Wonders
Word work
-1. Review 2. Build fluency
-sound spellings and word building cards
-2. Model-photo card, play a song
-listen for words with the sound
-3. Guided practice/ practice

Phonemic Awareness
1. Model-Sound Spelling card
2. Sing sound song and look at words in song, point out letter
3. Guided practice practice-children put notes on song

Oral and Category Words
Listening comprehension
-1. Read the literature big book
-2. Connect to concept
-Book handling, directionality,
-taught by modeling
-3. Genre-fantasy, non-fantasy
-talk about characteristics
4. Go through story words
5. Set a purpose for reading
For the Teacher
Use of non-fiction books
Information Text
High Frequency Words-
-Letter and word automaticity model fluency
-Differentiated Text
-Approaching, On Level, Beyond and ELL
-Differentiate to Accelerate
Differentiated Instruction
Phonemic Awareness
Cross Curricular Connections
Differentiated Instruction
Scope and Sequence
Day 1. Phoneme Isolation
Day 2. Phoneme Blending
Day 3. Phoneme Isolation
Day 4. Phoneme Blending
Day 5. Phoneme Categorization

Day 1: introduce letter
Day 2:Blend words with letter
Day 3. Blend words with vowels and common letters
Day 4. Blending with more letters
Day 5. Read words with all the letter covered that week

Category words-tested
--sound words, action words etc
2. Guided Practice

Explain: tell children that sometimes they can use the words and pictures on a page to make pictures in their minds of what is happening in the story.
Model: Model: As you read you describe what you see

Model-Display Big Book,
point to high frequency word
Display high-frequency word card
Guided Practice/Practice-build sentences
using word cards, photo cards, an dpuctuation cards
- Friday on material cover that week
-Worksheets, workbooks
-Oral questions through out the lesson
Cross Curricular Connections
Scope and Sequence
-Differentiated Instructions
-RTI Visible
-Common Core
-Gifted and Talented
-No Category
For the Student
-Plan-customizable lesson plans
-Teach-classroom, presentation tools, instructional lessons,
-Manage assign-student grouping and assignments
-Assess-online assessments
-Reports and scoring
-Collaborate-online class, conversations, interactive group, projects
-School to home-digital open house
-Activities and messages
-Professional development-lesson and ccss, videos
-Additional resources-ell activities, tier 2 intervention, interactive games and activity's, word building cards, sound spelling songs, sound pronunciation audio

-My to do list-assignments, assessment
-Read-ebooks, interactive texts,
-Write-interactive writing
-Words to know-build vocabulary
-Play-interactive games
-School to home-activities for home, messages for the teacher, class wall of student work.

For teachers- http://connected.mcgraw-hill.com

For students- http://connected.mcgraw-hill.com


Following off the weekly lesson plan.

Scope and Sequence

Independent Writing

Cross Curricular Connections

Weekly Assessment
Comprehension, Vocabulary Strategy, Phonics/Structural, Analysis/High frequency Words, Writing
Conduct group fluency assessments. Assess fluency for one group of children per week using the
Letter Naming, Phoneme Segmentation, and Sight Word
Fluency assessments in Reading Wonders Fluency.
Fluency Goal 43-63 words correct per minute (WCPM

Using Assessment Results
Response to Intervention
Use children's assessment results to assist you in identifying children
who will benefit from focused intervention.
Use the appropriate sections of the Placement and Diagnostic
Assessment to designate children requiring:
Intervention Online PDFs
WonderWorks Intervention Program


Interactive Writing
Writing Trait: Sentence Fluency
Tell children that writers use complete sentences because they make the writing make sense to the
Discuss, Model/Apply Grammar,
Write, students will do this with a partner. Apply Writing Trait Review with children the directions they
wrote together on Day 1. Remind them that complete sentences have both a
subject and a verb, or action. Work together with children to revise any phrases into complete sentences.
Build Fluency: Word Automaticity
Have children read the sentences aloud together at the
same pace. Repeat several times.
Word Bank-Review the current and previous words in the word bank. Discuss with children which words
should be removed, or added back, from previous high-frequency word lists.


What they are taught-
Reread the Interactive, Read Aloud Strategy: Make and Confirm Predictions,
Make connections and write about it.

When they are taught-
In Whole Group starting on
Day 1. The Students begin reading The Literature Big Book
Day 2, Reading the Interactive Read Aloud. Listening Comprehension.
Day 3, They reread Literature Big Book.


Where taught- In Small Group (except in Beyond Level)
When taught- Daily, starting the first day.
How taught- Words with r-Controlled Vowel

Structural is Analysis


Where taught – In Whole Group

When taught- On Day 2

How taught- Phoneme Categorization
Contrast Sounds
Phoneme Categorization
Phoneme Blending
Phoneme Segmentation

Phonemic Awareness

First Grade

Kindergarten and First Grade are when the foundational skills are taught. To build proficient readers.

McGraw-Hill Reading Wonders


The reading program is taught in Whole Group and Small Group.

The Small Groups are:
Approaching level
On Level
Beyond Level
English Language Learners

Differentiated Instruction


Material consisting of: Foundational Skills Kit.
Two books. Reading/Writing Workshop, Reading/Writing Workshop Big Book
Visual Vocabulary Cards
High-Frequency Word Cards
Word Building Cards
Interactive read aloud cards
Vocabulary Cards
Sound Spelling Cards

Also includes teachers edition.
The program has a suggested lesson plan for teachers to follow daily/weekly


What- Focus on Oral Vocabulary
Where- Whole Group
When- Starts on Day 1
How- High-Frequency Word Cards
Guided Practice Have children read the sentences. Prompt them to identify the high-frequency words in connected text and to blend the decodable words.
Introduce the new words using the routine.
Review Use the routine to review last week's vocabulary words.
Shared reading and partner reading.

Where taught- Small Group
Where assessed- Small Group. The student reviews with a partner.
When taught- Starting on Day 1
When assessed- Day 4

How taught- Word Sort, High-Frequency Words, Expand Vocabulary.
How assessed- Provide pairs of children with copies of the Spelling Word Cards. While one partner reads the words one at a time, the other partner should orally segment the word and then write the word. After reading all the words, partners should switch roles. Have children correct their own papers.
Display Visual Vocabulary Cards for high-frequency words. Have children Read/Spell/Write each word. Point to a word and call on a child to use it in a sentence.
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