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My student teacher taught both Wonders and Benchmark. She was able to follow the Benchmark TE with ease and found that all she was learning in school was what was being taught in Benchmark.

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Not enough rigor in Phonics.
TE not user-friendly.
Not enough small group support.
Too many things needed to supplement.
No Anthology.
Not enough variety in authors (concerned that students will be unable to identify).
Random spelling patterns; no cohesion.

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3rd grade said they would rather k-2 have a program where they can learn to annotate and go deeper than have continuity of the same program

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Both programs were equal in components.

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Concered with Maravillas phonics pace

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Wonders appears difficult to organize student materials - organization system needed to stay on pace and space in room needed for all the student materials

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K-6 themes are the same. If items are online you can differentiate in your grade

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There were some great components (shared reading, mentor texts, writing book) but overall too many holes especially where phonics instruction is concerned....

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We feel that adaptions will be need with both programs and we feel that we can work with either one.

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More technology in Wonders. There is phonics, high frequency words, spelling.
Benchmark was more limited.

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Our district has been out of alignment for too many years. One of our district focuses is to bring ourselves back into alignment. Having the same program Tk-12 for Language Arts is a huge piece of this alignment. Both programs have pros and cons - everyone seems to be in agreement of that. So why not be consistent for our kids with routines and program elements. As is has been said good teaching is the most important thing and our students need a program that supports them all the way through the years and across all of our special programs

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Benchmark will require more PD than Wonders.

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This looks like what we already have: Wonders/Treasures has the same sound spelling cards, phonics readers, and spelling lists- already what we have

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Benchmark - ability to annotate and work with the text a big plus

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I found that Wonders materials were more engaging to my students. Also, when I needed to adapt materials to my 2nd graders (since I taught the materials to the entire class) it was easier to find materials within Wonders to make the global concept accessible to both grade levels.

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The rigor was greater in Benchmark than in Wonders.

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Both programs had a weak writing process

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New things can be scary at first but be open minded when putting whats best for kids first. No publisher will be perfect as is.

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We would need to come to consensus as to how we will modify Benchmark to be developmentally appropriate and play-based learning.

Wonders already has differentiation based on developmental levels.

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Amazed by how many standards I was able to incorporate in a week of teaching Benchmark!

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Amazed by how many standards I was able to incorporate in a week of teaching Benchmark!

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I did not have to supplement for comprehension, vocabulary or grammar.. phonics I used our routines for word work, but I also used those routines during  Wonders...we have developed amazing word work routines in our district that can be used in any program

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More strategies and routines included in Wonders.

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Some may need assistance figuring out how to integrate vocabulary into Benchmark.  Could be discussed during PD days.

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Some may need assistance figuring out how to integrate vocabulary into Benchmark.  Could be discussed during PD days.

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As a representative of an AVID school, I found Wonders to be extremely easy to implement AVID strategies and skills. My first graders were easily able to complete 2 column notes independently.

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Benchmark TE is different - we will need EXPLICIT PD to learn how to use it to our benefit. This is OK - but we can’t just have 2 or 3 days of glossover  - General information.

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The fact that Benchmark themes/topics span across grade levels allowed for the entire class to learn about the same topic, with less stress on me to find appropriate materials.

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I think we should continue to use Judy's drills for phonemic awareness and phonics instruction with either publisher because they both need phonics support.

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The vocabulary in Wonders seems random and not something they will see in print in first/second grade. I didn't see where Benchmark taught vocabulary explicitly. However, I thought the main selections lended themselves to richer vocabulary development.

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Components were easy to locate in Wonders. Everything was right there.. 

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Components were easy to locate in Wonders. Everything was right there.. 

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Wonders is the only publisher still  using anthologies.. is this because it is outdated compared to the other publishers?

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TK is supposed to be a combination of Preschool Learning Foundations and CCK standards, not just K standards watered down.

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Benchmark carries the risk for great fragmentation on many levels. We are striving for coherence accross the grade levels, and while 3-6 is united under Wonders, Benchmark will not only create a division between lower grades and upper grades, but also amongst lower grade levels and amongst teachers on the same team. The TE has so many gaps that need to be filled with extra resources and so many extra books that a division in rigor is inevitable from teacher to teacher, and across lower grade levels. This will create high risk achievement gaps!

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2nd Grade                                     I was happy with the level of engagement my students had with Benchmark.

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2nd Grade                                     I was happy with the level of engagement my students had with Benchmark.

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We were teaching adjectives and adverbs and the stories and passages were filled with adjectives and adverbs...

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The stories in Benchmark were more engaging at this grade level

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The Benchmark TE has a huge lack of rigorousness that you must have for first grade to learn how to read. The teachers are not going to ask the same rigorous questions as the next teacher. We are going increase in the teaching disproportion and unfortunately the children will suffer because of it. We will have even more first graders going to second and third without reading. The district's goal is to have all children reading by the time they get to 3rd grade. Benchmark will increase in the number of students going to 4th grade without reading. The gap between readers and non-readers will continue to grow with this poor Benchmark Language Arts adoption program.  First grade can not, I repeat can not have this program adopted for RUSD.

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Wonders would not stress anyone, everything is easy to access!

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Wonders in each grade level does not have the same focus, k-6 same publisher does not mean same focus. Benchmark makes each grade level for k-2 combo classes easier because you can have the same focus with different stories.

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When I taught Wonders, I felt I was teaching Treasures 2.0. It was changed just enough to incorporate common core standards. However, when I taught Benchmark, I felt I was teaching common core at a more rigorous level.

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As a district our CAASP scores speak for themselves. Let’s engage our students so they can learn. The time is now

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The online component for Benchmark was much more easier to navigate

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I liked the opportunities for partnering and discussion in Benchmark.

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This was lagging in Benchmark. Our Spanish language learners need this component in order to have individual growth in the Spanish language.

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The close reading companion was weak in Wonders and not useful because the text is not in the companion.. too much going back and forth between three books!

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Wonders ELD was a reteaching of the ELA program. Benchmark ELD lessons felt like they were better meeting the needs of my ELLs. I also liked the differentiated language expectations both in the designated ELD lessons and the integrated ELD in Benchmark.

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As a parent of an RUSD student I want to express how we can not continue to fail our students because we have curriculum that doesn't prepare them for where they are going.

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The Benchmark read aloud aligned better to the comprehension strategies being taught than in Wonders.

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Many surrounding districts have adopted Benchmark

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Benchmark: Students were having discussions on characters, comparing and contrasting, inferring alternate endings and meaning.
Wonders: Students would discuss what kind of animal they might see next in the story however no deeper conversations could be lead into or provided based on the text provided.

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Explicit collaborative conversations embedded in TE. Lots of student talk.
Centers provided.
Lacking rigor in writing.
Close Reading Companion required students to refer back to the text.
Songs/games for phonemic awareness, grammar; students were so engaged and begged for the songs.
Small group intervention provided for all levels of kids.

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My 1st/2nd grade SDC students really enjoyed the ELD workbook--the colorful illustrations and ample opportunities for interactions kept them engaged.

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in my 1st.2nd grade SDC class, the students were able to follow along with the assessments I gave. They are familiar with them from Treasures.

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Rigor is evident and prepares students for CASAP in 3rd grade... more aligned to common core standards

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In my 1st/2nd grade classroom I was able to see the rigor in the Comprehension lessons. My students, sadly, are not ready for the rigor in the lessons and I wasn't able to locate supports (designated as such by the program) to help them get better access/understanding of the program.

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ELD provides support for all levels of learners - even beginners. Suggestions for a quick assessment at end of lesson supports immediate feedback.

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In Benchmark, 1st grade instruction on Phonics and foundational skills is lacking. The instructions and guideliness in the TE are skim, not clear, absent, and often scrambled. They say: pick some short o words for the spelling list. Then the selected HFW confuse the students with regards to the phonics focus, when the focus is short o, and the HFW are: "are, one, two, look, my, said" with the o sound used in 3 other ways than the phonics focus. Seriously lacking in foundational skills for 1st grade.

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Differentiated Instruction and Intervention:  Lacking in coherence to the comprehension strategies being taught as well as poorly constructed to easily align with specific lessons

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Differentiated Instruction and Intervention:  Lacking in coherence to the comprehension strategies being taught as well as poorly constructed to easily align with specific lessons

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Just a second Lang Arts lesson - difficult for beginners to access- lots of supplementing necessary.

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Leveled practice, leveled readers, leveled fluency passages available to support all students.

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Rigor much greater than Wonders and more opportunities for deeper/meaningful discussions.

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Multi Tier Support:  clearly outlined with detailed explicit lessons within the TE as well as online.  The intervention and approaching materials clearly support access to core curriculum:  vocabulary, comprehension strategies, high frequency words, phonics. Additional levels of text that facilitate fluency and decoding are easily found in the sections for Approaching level as well as the Wonder Works kit.

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Multi Tier Support:  clearly outlined with detailed explicit lessons within the TE as well as online.  The intervention and approaching materials clearly support access to core curriculum:  vocabulary, comprehension strategies, high frequency words, phonics. Additional levels of text that facilitate fluency and decoding are easily found in the sections for Approaching level as well as the Wonder Works kit.

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Every week students are given the opportunity to apply their skills to a new and novel task.

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Wonderworks intervention program and all of the leveled resources allow access to the core for our Special Ed students.

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On the surface it looks like a rehashing of ELA but if you dive deeper you see that it is using familiar content to teach the language objective for the week. The need background knowledge to be able to have success and grow in their language abilities.

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Sound spelling cards have cognates  in Spanish for our English learners

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I thought that both programs taught the phonics/phonemic awareness in similar ways.