built on research

. . . for results
 the minnesota ela standards
demand a new level of rigor and
academic performance in anoka-
hennepins classrooms.
 in the face of this challenge,
almost 40% of anoka-hennepins
elementary readers fall below
standard.
this is a call to action.
 though there are pockets of
excellence
in the current anoka-hennepin
reading data, these results are
fragmented.

district research has shown that

fragmented instruction yields
fragmented results.
 for the cause of excellence and
equity, we must work to ensure
that all anoka-hennepin
readers gain access to . . .

classrooms at common purpose

led by teachers well equipped with
integrated techniques, texts, and
technologies.
 anoka-hennepin is seeking
connected, research-based
resources for
powerful and effective literacy
instruction.
 we believe

will work wonders . . .

here are just some of the reasons
why.
wonders equips all learners to read closely.
dr. douglas fisher, wonders author, leading expert on close reading and
the demands of the standards, built the program to reflect research

involving 130,000 students.

 this synthesis of over 800 meta-analyses relating to achievement
evaluated key factors which contribute to student success.
wonders is built to include beyond the hinge point high-leverage
effects.

this is the hinge point

a years worth of growth for a year in
school.
 0.4 0.5 0.6
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Reverse effects Zone of desired effects

builds . . .

study skills (e.g., annotation): d

= 0.59
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement.
New York: Routledge.
 0.4 0.5 0.6
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ffe
-0.2

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s

Reverse effects Zone of desired effects

employs . . .

repeated reading: d = 0.67

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement.
New York: Routledge.
 0.4 0.5 0.6
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ffe
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s

Reverse effects Zone of desired effects

implements . . .

classroom discussion: d = 0.82

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement.
New York: Routledge.
 0.4 0.5 0.6
0.3 0.7
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ct
s

Reverse effects Zone of desired effects

ensures . . .

teacher clarity: d = 0.90

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement.
New York: Routledge.
wonders equips all learners to access complex texts.
dr. timothy shanahan, wonders author, leading expert on accessing complex
texts, and one of the architects of the CCSS standards, built the program

to reflect results of 27 validated studies.

Bonfiglio, Daly, Persampieri, & OShea, Sindelar, & OShea, 1985
Andersen, 2006 Pany & McCoy, 1988
Burns, 2007 Rasinski, 1990
Burns, Dean, & Foley, 2004 Reitsma, 1988
Carney, Anderson, Blackburn, & Rose & Beattie, 1986
Blessings, 1984 Sanford & Horner, 2013
Daly & Martens, 1994 Sindelar, Monda, & OShea, 1990
Eckert, Ardoin, Daisey, & Scarola, Smith, 1979
2000 Stoddard, Valcante, Sindelar,
Faulkner & Levy, 1999 OShea, et al., 1993
Gickling & Armstrong, 1978 Taylor, Wade, & Yekovich, 1985
Hall, Sabey, & McClellan, 2005 Turpie & Paratore, 1995
Levy, Nicholls, & Kohen, 1993 VanWagenen, Williams, &
McComas, Wacker, & Cooper, McLaughlin, 1994
1996 Weinstein & Cooke, 1992
Neill, 1979 Wixson, 1986
per dr. shanahans research,
Outcomes from
Teaching
is built to reflect . . . Students at
Different Text
3
Levels

2.5

Taught at Instructional
2
Level
Taught at Instructional
1.5 Level +2
Taught at Instructional
1 Level +4

0.5

0
Learning Gain in Reading Levels

Morgan, Wilcox, & Eldredge, 2000

wonders equips all learners with academic language.
 dr. jana echevarria, wonders author, leading expert on language
acquisition, and one of the authors of the SIOP Model, built the program

has published more than 30 seminal works on the topic.

As a result Wonders was built to reflect SIOP
research.
This research demonstrates that when teachers
include its features in lessons, students academic
achievement improves as does their English language
proficiency.
These features include:
content and language objectives
differentiation by language proficiency level
opportunities for interaction, including
collaborative conversations
background building, including tapping into
students own experiences
scaffolds to make content comprehensible
attention to vocabulary development
multiple opportunities to practice and apply
concepts and academic language
wonders exceeds the expectations of teachers.
johns hopkins university is currently undergoing a comprehensive study
of wonders instruction in diverse districts, including results

from 17 schools in california, kansas, and illinois.

Teacher findings.
Results from the Teacher Reaction Survey indicated
that the majority of Wonders teachers agreed that
they enjoyed using the program, that the program
enhanced their knowledge of reading content, and
that they supported the goals of the program.
Positive response rates were particularly high for
statements regarding student engagement with
over 94% of participants reporting that their
students used thinking/reasoning skills and
strategies with the program. All participants
reported that Wonders was aligned with the CCSS
in the areas of reading fluency and understanding
key ideas and details of texts. Elements of the
program that were rated most frequently as being
successful included: technology, lesson plans,
 taupe:
100% neutral
Stongly
Disagree
lightDisagree
grey strongly agree
darkNeutral
80%
grey: agree

60%

40%

20%

0%
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program. enhances meets the enjoy the most of the oning skills in engaging
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knowledge or most of program. strategies in learning to
of reading my students. the program. read.
content.