The best way to solve this it to use the screen optimization function at the top of the page. Clicking the minus will shrink down the size of your screen within your browser window, which will stop the screen's need to jump around.
In Step 3, you need to select an item in your Teaching Window. The slides will not load until you make a selection. Click Next in the Student View Controller to move on to the selected content.
If time allows, you can select another option by clicking the pointer button ☝. Click Next to go through the new set of slides.
The Board Game is not included in the online version of Sonday System.
The physical game can be purchased separately via the Winsor Catalog, but it is not designed for distance-learning use.
Sonday System online can be used with most major screen sharing platforms. We recommend Zoom as the platform that works best with our program. Google Meet is the next best option.
We recommend grouping students according to the level they are on in Sonday System. Scheduling and individual needs can also be considered, but it is important that students in the same group be at the same or similar skill levels.
While there is no limit to how many students can be assigned to a group, we recommend groups of six or less students to maximize learning potential.
It is critical to look into the data of students' TRB assessments and analyze student errors to determine which students have similar deficits and should be placed together. It may be helpful to group students by spelling level. The Sonday System Learning Plans are set up to review reading and spelling of sounds, words, and sentences based on the sounds and rules that have been introduced. A group that is organized by spelling level can work together comfortably through 21 minutes of a learning plan that includes Read Sounds, Spell Sounds, Read Words, Spell Words, and Introduce New Material. The last 10 minutes is for reading aloud. Students can be paired for oral reading; some can work independently at a reading task and some can remain in the instructional group so you can monitor.
There is no minimum or limit to how many students can be in a group. You can make a group of 1 student or a group of 100 students. However, students tend to have the most success in smaller groups, generally 5 or less.
While you can name the group whatever you like, we recommend labeling by meeting time (e.g. "Wednesday 1:00 PM") or by the group's assigned color.
Open your Sonday System Kit.
Click the green Select button next to the group you wish to deactivate.
Click the Pencil icon next to the group's name on the right side of your screen.
Next to Group Status underneath the Group Level, click on the bubble next to Inactive and click Save Changes.
If you plan to reassign a student or students to another group, click the orange Remove button next to their name(s). Otherwise, the student(s) will still be assigned to the inactive group.
While you cannot teach two groups simultaneously, you can add an unlimited number of students to a group.
In general yes, any sharing platform should work but there are always exceptions.
Most users find that Zoom is the best option to use with the Sonday System.
After clicking "Go to Non-Mastery Check on this Level," click the green button that says "Begin New Session On Level ___" to begin the Mastery Check.
Digital versions of the Student Notebook and Teacher Resource Book are included in the digital versions of the Sonday System 1 and 2 Kits and do not need to be purchased separately.
Make sure the Student Window is separate. You can do this by clicking the green "Launch/Refresh Student Window" button during your Sonday System Session.
When you start screensharing in your sharing platform, select the option to only share the Student Window, not your entire screen.
Some software only allows users to share their entire screen. Unless your school or district has restrictions on which applications to use, we recommend using Zoom.
Make sure the Student Window is open and not minimized.
If the window is open and still not updating, click "Launch/Refresh Student Window."
If the issue occurs repeatedly, there may be an issue with your internet speed or browser settings. Contact your IT department for further assistance.
Sonday System (1 or 2) is an intervention tool that’s meant to be used one-on-one or in small groups. Students who are at the same or close to the same skill level in the Sonday System can be taught together in small group, which is the main purpose behind grouping students together. If you’re planning on teaching a group of students at the same time, they should be placed in a group together. If you’re teaching one-on-one (which is very common), then you only need to assign that one student to the group.
The students’ data/records (e.g., assessment scores, session history, etc.) are stored individually per student, not as a group. A student will simply be assigned to a group until they are unassigned from the group or deactivated from the system.
Word Book pages are automatically generated with the appropriate content for the chosen level or selection, eliminating the need for a separate Word Book in the online version.
WebEx has very limited options for screen sharing. A premium account is required to access the ability to share just one application, and even then it will require you to share the entire browser, not just the student window. Unless you are required by your district to use WebEx, we generally recommend using Zoom.
This issue is usually caused by interactions between your browser or internet connection with the Sonday System program. Try the following:
1. Clear the cookies and cache in your web browser.
2. Check that your wi-fi signal is strong enough to support all of the applications.
3. Try a using a different browser.
4. Talk to your IT representative and see if there's any software on your computer, such as anti-virus or pop-up blocking software, that would prevent the Student Window from updating.
The Learning Plan Books for Sonday System 1 and 2 are integrated into the online Sonday System Kits. The Learning Plan Book is not available as a separate digital product. A physical copy of the book can be purchased individually through our website.
The student should have the same videoconferencing platform (e.g. Zoom) as the teacher, a stable internet connection, and a writing utensil with paper. It is preferable that the Sonday System Student Notebooks be available to the students.
A dark pen or marker is typically easier to see on camera than a pencil.
To keep a record of all responses, students can use the Student Notebook (which can be downloaded from your Resources tab). The students can then send you the pages by mail or by scanning/taking a picture and sending via email.
If recordkeeping is not a concern, students can use a whiteboard and dry-erase marker for this step.
The timer is located at the top of your Student View Controller. It will automatically start as you advance through slides.
If you do not see the timer, activate it from your profile page by doing the following:
- Log into your account at www.WinsorLearning.com
- Click My Profile from the menu at the left side of your screen.
- Under your email address, you will see Use Timer Feature in Teaching Tools?
- Click the toggle button next to Yes, then click the green Update button.
The Sonday System product line was designed to be easy to use and to replicate in the classroom. Students learn best in small, homogeneous groups. Everything needed for instruction is contained in a small, easy to manage kit. The lesson plans are done for you! The program is designed to progress at the student’s pace. It is not a scripted curriculum; rather it is a sequential, systematic, multisensory, and cumulative diagnostic program that any teacher, para, tutor, or parent can use successfully with struggling learners.
If you are considering starting somewhere other than at the beginning, remember that determining where to start a student requires diagnostic expertise, knowledge of language structure sufficient to recognize gaps in the continuum, and the ability to intervene with corrective strategies. A teacher who isn’t trained in structured, systematic phonics may not receive the cues given by the learner or may not be able to intervene. We have created a Resource Book that offers a placement test across all Sonday System products. It also provides a baseline for the student.
The best thing to do is start at the very beginning of the system. For the Sonday System, the instructor should go through the Pre-Reading levels to verify that the learner can successfully manage the skills practiced. Move as rapidly as possible but as slowly as necessary. It is easy to assume that pre-reading skills are in place when the student is old enough for those skills to be in place. Don’t make that assumption. Missing a piece or two in the continuum of language may undermine the whole effort.
The Sonday System allows for flexibility when teaching the reading levels. The first levels may be easy, but don’t skip them—they focus on short vowels, which are difficult or confusing for learners who have reading delays yet are essential to the foundation for any beginning reader. It may be possible to complete the first levels quickly, but as the material becomes more difficult, it will be necessary to slow the pace. The Mastery Checks will help with pacing and the decision to move ahead.
The Sonday System won’t work as well if the spelling component is omitted. NIH research suggests that spelling is an important component of successful reading programs. Spelling dictation is a focused multisensory activity that cements learning into long-term memory. It enables the diagnostic teacher to constantly monitor responses and know which sounds, rules, or generalizations still need practice or reteaching. Without the spelling component, reinforcement and accurate monitoring suffer.
Ultimately, this should be the goal for every student. Work as fast as possible but as slowly as necessary in Sonday 1. The Mastery Checks for reading and spelling will be the best measure of pacing for instruction. The most important thing to remember is not to skip anything. Struggling learners have gaps in their understanding of language processing. If you skip anything or assume they know it and they don’t, they will continue to struggle to comprehend what is read because they will be stuck in the mode of decoding and figuring out. We want students to over-learn language concepts so that when they read, their minds can be free to think deeply about comprehension.
When you are showing the Sound Cards, students are dictating the speed and fluency. You can support increased automaticity by flipping the cards as quickly as they can be read. If students respond slowly and laboriously, you may have introduced too many sounds too quickly. In that case, remove some of the newer Sound Cards, go back a Level or two, and allow your student more opportunities to practice and more time to learn. Then reintroduce the dropped sounds slowly, allowing plenty of time and practice so your student can maintain automaticity.
Don't call out the student who made the mistake. Keep the card displayed and say to everyone in the group, “Let’s trace.”
When you say “Let’s trace,” do not say the sound and give your students the answer. Tell everyone to put two fingers on a surface, trace, and say the sound. If you do hear it pronounced correctly, you say, “Great, and trace it again.” Then trace it one more time.
If you don’t hear the correct sound, stop, reference the card in the Student Window, and say “J says /j/,” then click the Flip button (under the card in the Student View Controller) the to flip the card over. Reference the keyword and picture and say, “/j/, as in jet." Click Flip Back to turn the card back over and say, “Everybody trace the /j/ sound again,” then have the students repeat it two more times.
Once a mistake has been properly corrected, click the Dog Ear button. The card will appear folded in the top right corner, and when you click Next, the card will be shuffled back into the deck. When the card reappears, Dog Ear it again so the students can practice the sound one more time. Repetition is key.
Note: Students may tend to look at their fingers instead of the Sound Card. Make sure they are looking at the Sound Card when tracing.
Sound Errors - Step 2
- During Step 2 - Spell Sounds, check the students' answers for each sound.
- As soon as you see an error, stop dictating sounds. Don’t say, “I see a mistake,” or call out the student who makes the error.
- Write the incorrect spelling on paper or a whiteboard and show it to your students. For example, if you asked for the spelling of the /er/ sound, but a student wrote "r," you would say, “I see an "r,", which makes the sound /r/. I wanted the /er/ sound.”
- Cross out the incorrect spelling (in this case, "r") and have everyone say the correct sound (in this example, /er/).
- If teaching multiple students, ask a student who got it correct what they wrote. If only teaching one student or no student got the sound correct, ask what makes the /er/ sound.
- Once the correct answer is given, cross out the incorrect spelling and write the correct one (in this example, "er").
- Tell the students that if they made a mistake, they should cross it out and write the correct spelling. Now all students should write and say the sound again two more times.Word Errors - Step 4During Step 4 - Spell Words, check the students' answers for each word.
- During Step 4 - Spell Words, check the students' answers for each word or sentence.
- As soon as you see an error, stop dictating words. Don't say "I see a mistake," or call out the student who made the error.
- Write the incorrectly spelled word and display it to the students. For example, if a student wrote cloun instead of clown, say: "This is cloun."
- Ask the students to say the correct word. (In this example, clown.)
- Have the students Touch Spell the word.
- When you get to the sound that was written incorrectly, have your students stop and grab that finger. Ask them, “What sound did you hear?” Don’t give them the answer.
- Once a student says the correct sound (in this example, /ow/), ask what letter or letters make that sound. As soon as you get the right answer, write the correct word and show it to the students.
- Tell the students if they made a mistake, cross it out and write the correct spelling of the word (in this example, clown).
- Have everybody write and say it again two more times.
How long should a level take to complete?
The time it takes to complete a level depends on the student and/or group of students. It’s all about the stage of the students — not their age. As a general guideline, if one new sound or rule is introduced daily, that sound or rule will then become part of the following day’s review in steps 1–4. Students will be getting multiple response opportunities in the following days and weeks in order to cement that new concept into long-term memory. A number of new sounds, rules, and sight words are contained in step 5. Introduce New Material and will help determine how fast you can move through a level.
Perhaps your student can read the Sound Cards or spell the dictated sounds in 30 seconds, less than the 2 minutes allotted for those tasks. Some can. While some steps can be done in less than the allotted time, your student loses opportunities to practice and you lose opportunities to monitor practice if you cut the time for the whole lesson. Instead, increase the time spent spelling words and sentences or reading aloud. Instruction is more effective if it is done regularly and practiced intensively. Lessons are set up to practice each aspect of reading and spelling for a short period so your student can maintain focus on each activity. If your student is delayed in reading, you will want to close the gap as quickly as possible.
If the student is passing the Mastery Checks for Spelling but is not able to read the Mastery Check for Reading within the recommended time, then the goal should be to find the “student’s best.” In other words, if a student is consistently reading 20 words with 90% accuracy or above but he or she is reading those words in 50 seconds, you may want to try going on to the next level to see how s/he does. If s/he passes the next Mastery Check for Reading in approximately the same amount of time that may be representative of that student’s best. That’s a judgment call on the part of the teacher. However, once the student falls out of that “student best” range, you may want to step back, slow down a bit and work on automaticity because that student may have just hit a plateau and need some extra time to absorb and process the latest new material. Remember, we want to go as fast as the students can go, but as slowly as necessary.
As a general guideline, one can continue to work on phonemic awareness on a daily basis throughout the entire year in order to reach mastery – and that’s okay.
For example, a student may struggle with rhyming for a long time, and we wouldn’t want rhyming by itself to prevent that student from learning to read. In that case, once the first 17 consonant sounds are relatively solid and secure, you can move on to Level 1, introduce the short vowel “a,” and start putting sounds together to begin reading and spelling. Short segments of time for rhyming practice can continue into the Reading Levels.
You may not get them to want to trace but you can get them to trace. Try one or more of the following:
Model: Every time you ask them to trace, be sure that your own hand is tracing on the table. Your participation may be encouraging.
Magic: Point out that their writing hand is a magic hand when they trace on the table and it unlocks the words for them and sends the message to their brains. Demonstrate this with them.
Logic: Explain the connection that is made when tracing letters/sounds. Tracing activates motor memory in the brain and helps connect the letters and sounds (graphemes and phonemes). Because we traced sounds when we were first learning them, we can access those sounds by tracing the letters we see and allowing the brain to unlock the sounds.
Be sure that you believe in the strategy and understand the reasoning behind it—the scientific explanation—so you can be convincing.the Reading Levels.
Start at the beginning of the Learning Plan every time you start a session. It is important to set students up for success from the level of sounds and words to the level of connected text. It is like a warm-up athletes do before competing! Nothing feels better than being able to give 30–50 correct answers at the beginning of a lesson. It sets the tone for the rest of the session. Watch the clock to make sure that you stay within the time parameters. If you cannot finish Read Sounds or Spell Sounds in 2 minutes or less, you may have introduced too many sounds and the student is not reaching the level of automaticity needed for fluent reading at the word and text levels.
When working with a small group of students in a school setting, five times a week is best. If the goal is to close the gap, intensive focus and frequent opportunities to practice are required. If students are working after school, two or three times a week may be the best that can be arranged. Fatigue and activities are factors in after-school schedules. Once a week is not enough, because it requires students to hold on to new learning for 7 days without review.
Before comprehension and fluency can be securely in place, students must be able to read words, phrases, and sentences. Precision teaching will do the job if multisensory, systematic, rule-based instruction includes a spelling component and an extensive review of all concepts taught. Teachers who expand their base of knowledge to include "learning to read" as well as "reading to learn" will not be curriculum dependent and can integrate any and all available materials into the master design.
The time to complete the program depends on several variables:
- Age or grade level of students
- Skill level of students when entering the program
- Level of cognitive ability or IQ
- Number of students in the group
- Frequency of instructional sessions
- Length of time per session
- Opportunities to practice
- Independent reading time
- Expertise/experience of the teacher
When you access a student’s Details in the Students tab of your kit, you should see a button at the top of your screen that says “Assess”. This will take you to the digital Teacher Resource Book (TRB Kit), where you can assess your students. If you do not see this button, your district’s online Sonday System administrator may not have assigned you access to the TRB Kit. Please reach out to them to have it assigned.
Most teachers have their students write their words on paper and then show what they have written to the camera. Pens and markers will appear more clearly on screen than pencil. Other solutions can be considered, such as separate digital writing platforms or dry-erase boards.
Because of the interaction required between students and teachers, recorded videos cannot be substituted for teaching live.
We recommend rearranging your windows so that the Lesson Plan is on one side of the screen, and the Student Window Controller, Student Window, and video sharing platform (with your students) on the other side of the screen. This will allow you to see your students and the instructions, as well as keep an eye out on the Student Window to ensure it is updating correctly.
Data is collected in the Teacher Resource Book (TRB Kit) components of the online Sonday System and can be viewed anytime via the TRB Kit. If you find that the information there is not sufficient, or you need paper copies of that data, a PDF of the Teacher Resource Book can be found in the Resources tab of your Sonday 1 or Sonday 2 Kit.
We recommend that rearranging the windows on your screen so that the Lesson Plan and Student View Controller is on one side, and the Student Window and video sharing platform (with your students) is on the other side. The windows can also be resized so your students take up a larger portion of the screen, and you can also keep an eye out on the Student Window to ensure it is updating correctly.
Winsor Learning does not currently offer readers in a digital format.
The digital kits are designed to work with most internet browsers regardless of operating hardware. If you are having problems with your specific hardware, we recommend reaching out to your IT department or the manufacturer.
Worksheets included in the Word Book can be found in the Worksheets tab of your Sonday System Kit. Additional worksheets can be found in the Workbook portion of your digital kit, which can be launched after logging into your Winsor account. If you do not see the Workbook on your dashboard, reach out to your district administrator to have the Workbook assigned to you.
Previously taught material can be skipped by clicking the double-arrow icon to “Jump to this section.” Click the Next > button to advance through the slides. (Even if the number of slides displayed says: "Showing 1 out of 1," continue to click Next > for more slides.) On some levels in Sonday System 1, you will need to select both the card you are teaching and the associated Word Book pages. For example, if you wanted to teach the bl blend in Level 16, you would select both the bl card and Option 1, Word Book, p. 39, bl words.
Assessments cannot be deleted. You can start a new assessment, and the record will be saved in the student's profile.
NOTE: Ending a session will close the assessment and you will not be able to return to it later. If you plan on completing the assessment over the course of multiple sessions, you can print the assessment and record the answers by hand to enter into the digital kit when you are ready to complete the assessment. To print your assessment, launch your Sonday System 1 or 2 Kit, click on the Resources tab, and click the PDF link for the Teacher Resource Book under Placement Test Materials. Print the pages of the assessment you need from here.
Once you click "End Session" on any Sonday System product, it is no longer active and you will have to start an assessment from the beginning. If you do not end the session, you will be able to return to it later as long as you do not start a new session in a different kit (which would end your current session in the TRB Kit).
Alternatively, you can print the assessment from the PDF of the Teacher Resource Book and record the student's answers by hand until you are ready to complete the assessment and/or enter all the answers into the system. To print from the Teacher Resource Book, open your Sonday System 1 or 2 Kit, click on the Resources tab, then open the PDF titled Teacher Resource Book under Placement Test Materials.
Students being assessed for the first time should begin at the Pre-Reading Survey to determine which assessment to complete next.
If the student has only completed part of the Sonday System 1, start with the Sonday System 1 Placement test.
If the student has completed Sonday System 1, start with the Sonday System 2 Placement test.
The Pre- and Post-Tests are designed to inform the instructor of a student’s current strengths and weaknesses in the skills taught for each Sonday System Kit.
1. Log into your account at www.WinsorLearning.com.
2. Select the TRB Kit under Teaching Tools Quick Launch.
3. Click Assess next to the name of the student whose scores you want to view.
4. Under RESOURCE BOOK INTRODUCTION, you will see all scores for previous assessments taken by the student, organized by individual sections.
5. To see how the student answered each item on a test, click on View Results in the upper-right corner of the box of the specific test you'd like to review.
To view the scores of a student's previous assessments:
1. Log into your account at www.WinsorLearning.com.
2. Click on Manage Students from the menu on the left side of your screen.
3. Click Details or Assess to see a list of the student's scores on previous assessments.
4. To see test results that include the student's responses:
- If you clicked Assess in Step 3, click View Results in the upper-right corner of the box for the test you want to view.
- If you clicked Details in Step 3, click Assess in the upper-right corner of the student's profile, then click View Results in the upper-right corner of the box for the test you want to view.
Sight Word Assessments are not included in the digital TRB Kit at this time.
To complete a Sight Word Assessment via distance learning:
- Open and/or download the PDFs of the Sight Word Assessment and Sight Words, found in the Resources tab of your SS1 or SS2 Kit.
- Open a videoconferencing/screensharing app with your student.
- Share the PDF of the Sight Word Cards with your student. If your app allows you to select which windows you share (Zoom does, for example), be sure to only share the Sight Words PDF for the assessment.
- Follow the instructions on the Sight Word Assessment document.
The Let’s Play Learn program is an early childhood program but is also successfully used as an intervention for struggling learners in early elementary grades. The program is heavy on phonological awareness and beginning phonics while also integrating practice in fluency, vocabulary development, and comprehension strategies. Some students will need more of these foundational skills due to the severity of their learning differences.
Due to its use of multisensory techniques and physical objects, Let's Play Learn Program is only for in-person use.
The Mastery Checks after every 10 levels can be used to identify where to begin a student.
There are a lot of skills when learning letters. For many who struggle, teaching the sound while introducing the letter is too much of a cognitive load. In LPL, we teach letter formation and names so students can identify and discriminate. The letter sound is taught in isolation after students have shown proficiency in the other skills.
Use the Mastery Check document as a progress monitoring tool. When a student demonstrates consistent proficiency, document it on the list.
Feel free to use dates on the list, and/or note specifically what part of the skill is not mastered. For example, if a student chronically forgets a letter when saying the alphabet, date and mark it on the list.
Reteach! Redo the lessons with the skill deficits. You can spend more than one day on one level. Move on when a majority of your students have mastered the content in the Teacher Led Station.
Mastery is accuracy and automaticity.
Make your lessons more multisensory with many more repetitions for added practice. Teacher modeling is necessary
Always have a visual present. Teachers and students together use language to explain the strokes you are making while tracing. End with the student saying the letter name. The Tactile Cards can assist using two finger tracing.
There are no time limits. It is contingent on the needs of the students. A lesson can last 25 minutes or more.
Please do! Quite often, the needs of the students in your group are not identical. When you are finishing up with a skill, ask a more complex question to the students who possess the skill.
We incorporate three modalities: see, hear, and feel for this type of instruction, so our lessons are quite lively!
Once a majority of your group has mastery of concepts taught in the Teacher Workstation, move on to the next level.
If you are using LPL as an intervention, select 3 or 4 of the activities in the Whole Group Review, specifically those your students need more practice on. Complete the Teacher Workstation. Finish your lesson with 1 or 2 activities in the Student Workstation to collect data.
- Check your email for a Winsor Online Curriculum Tools Invite email from email@example.com. If it is not in your inbox, check your Junk or Spam folders.
- Click on the Activate My Account now link. This will take you to this page with both the Invite Code and your Email filled out.
- Fill out the remaining required fields and verify you are not a robot.
- Click Activate Account to be activated and logged into your account.
Teachers can not assign their own proxies. The admininstrator for your kit needs to assign the proxy and can only assign a proxy to another person in the license group that has been assigned a kit.
Log into your account at www.WinsorLearning.com.
Click on My Profile from the menu on the left side of your screen.
From here, you can make a number of changes to your contact information and account options. Be sure to click the green Update button to save your changes before leaving the page.
If you have forgotten your password, you can request a password reset here.
If you have not forgotten your password but would like to change it:
- Log on to your account at www.WinsorLearning.com.
- Click on My Profile from the account menu on the left side of your screen.
- Click on the Change Password button in the top right corner.
- The Change Password option will now be visible under your profile. If you don't see it at first, scroll down.
- Enter your new password twice and click the green Save Password button.
Log into your account at www.WinsorLearning.com.
Click on My Profile from the account menu on the left side of your screen.
Click the Change Email button in the top right corner.
The Change Email option will now be visible under your profile. If you don't see it at first, scroll down.
Enter your new email address and click the green Save Email button. An email will be sent to the address you entered. Follow the instructions in the email to log in with your new email address.
Please email firstname.lastname@example.org if you have lost access to the email account you used to log in to your Winsor account.
If you log out of your account, and log back in, your kit should appear. If you still do not see your assigned kit, please contact email@example.com.
Essentials is meant to be taught in a classroom setting, which does not require the formation of groups.
The grouping function is for Sonday System use only, as it is designed for one-on-one or small-group lessons.
It is optional to start 5th graders using the content from another level. Syllable types, syllable division, and spelling rules begin in Essentials 2 and are retaught in E3 and E4.
Yes, you can differentiate starting in Step 3, Read Words by using the Printables and having students reread words from previous lessons.
Because the skills spiral and are cumulatively reviewed, the teacher should start by targeting the errors in upcoming lessons. If the student doesn’t pass two consecutive mastery checks, this may be a signal that additional reinforcement or small group intervention is needed. Lessons can be repeated in small groups by the classroom teacher or interventionist at another time focusing on the errors made in the Mastery Checks, in addition to moving them along with the rest of the class on the whole group lessons.
Essentials benefits students who are already proficient readers by teaching the predictable patterns within our English language so that they can read and spell. Quite often, above grade level readers do not have a comparable spelling ability because they have not learned the predictable patterns.
It is okay if Essentials doesn’t align with your Core Scope and Sequence. Essentials is a supplement to your core. It will provide the systematic, explicit, and cumulative instruction that students need to build their foundational skills in reading and spelling.
It is necessary to change our instruction in reading and spelling to address the critical reading deficits of students in our schools. Nationwide, only 35% to 40% of students are proficient in literacy. Essentials will enhance and support the progress of the proficient students.
The Scope and Sequence can be found under the Scope & Sequence tab on the Essentials product page here. You can also review the Table of Contents in the front of the Learning Plan Book.
It is not necessary to go through all the words. Stick to the time limits. All material will be cumulatively reviewed in upcoming lessons.
Yes, schwa is taught in the first lesson of Essentials 5. It is also covered in training.
The hand motions are not specific, and you can use any hand motions you like. You can observe some common ones used by our trainers via our Winstruction online subscription platform. You can learn more about Winstruction here.
No, you can start at the beginning of the Learning Plan Book for each level.
You can contact Winsor Learning at 1-800-321-7585.
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You can fax Winsor Learning at 1-651-222-3969.
You can contact Winsor learning at the following address:
Winsor Learning Inc.
3001 Metro Drive, Suite 480
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Winsor Learning Inc.
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Bloomington, MN 5542
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