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This is amazing! Teachers can engage students to read by showing a book trailer and meeting their interest.

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A few years ago I set one of my professional goals at integrating more technology into the classroom. Regardless of the limited resources, I just wasn't making it a priority like I should have.

I really wanted to tie reading and technology some how. That's when I thought why not have the kids create their own book trailer! Of course, despite knowing quite a bit about technology, the thought scared me a bit. Was this a task that was doable or would it be overwhelming and time consuming?

That's when I decided to contact the school technology teacher. (They are amazing, aren't they!?)

She was positive it would be a great opportunity for the students to do and promised I wouldn't be biting off more than I could chew. Despite her reassurances, I was still nervous that they would turn out horrible or that the creation process would drag on for weeks and months and possibly years!

I first showed students several book trailers from new releases. We analyzed them together (Hey - look at that! We met a Common Core standard!) and discussed what they noticed. Students noticed they were more about getting others excited about the book and wanting to read it. I was so excited that they got that! (You can find great book trailers here.)

I then informed the students of the project- which they were super excited about. In fact, I'm thinking they were probably making plans in their heads about being a big Hollywood director before I even finished explaining. I explained that they would read a book of their own - on their level and had to be a chapter book - and would then create a book trailer themselves to share with the class. You can download my explanation attachment and rubric here (all free!).

We worked together to create a "calendar" of when I wanted to be in the computer lab to work on creating our movies and when they needed to have their books read by. Then we created a storyboard of the ideas in the book - but leaving off the conclusions. Students had to first "sketch" out a draft. They didn't necessarily have to draw it, but they did have to outline what they wanted to share and how they were going to create their trailer. These had to be approved by me first!

Once we went to the computer lab, we used Windows Movie Maker (Free download here). I was originally thinking iMovie using our ipads, but honestly, I didn't want to spend the money for the app. We spent several days in the lab adding images, music, and editing to create our trailers. Then we had "movie" day where we watched them together and discussed which books we couldn't wait to watch!

This activity opened the door for so many discussions such as author's purpose- what do you want your reader to walk away with? For story elements - what is the plot? What would make a great cliffhanger? What was the climax? Summary - what are the important elements you need to include? Citing your sources and plagiarism and so much more! It was truly worth it! We had a blast, students got some great book ideas, and we learned in the process! What more can you ask for?

Here are two examples of a book trailer created by two different students:

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Creating Book Trailers in the Classroom - The Owl Teacher

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A few years ago I set one of my professional goals at integrating more technology into the classroom. Regardless of the limited resources, I just wasn't making it a priority like I should have. I really wanted to tie reading and technology some how. That's when I thought why not...

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Over the past few years, I have adopted more and more technology usage in my classroom. This year so far has been my year of more technology integration in my classroom then ever before.
Currently, in my classroom, we have a hybrid 1:1 at times. We have a school board supplied kit of 6 iPad minis for student use and one for teacher use. We have multiple school kits that can be signed out when needed. As well as the addition of students that bring their own device (BYOD) this brings me up to a complete one to one ratio when I need it. I wanted to share some of the unexpected benefits of using technology in my room. I also believe that this would be possible if I only had half of the iPads as well.

Communication

Students this year have shown a tremendous capacity to use the devices within our classroom to communicate with each other, with me, with their parents, and with members of our community.

students use google drive to communicate with each other. They share ideas about topics to write about. Ask questions and respond to others work. They are beginning to use their devices as a form of communication with their parents whether it is just taking a picture of our agenda board and texting their parents to using google calendar to keep themselves organized. They ask questions, send reminders to me, or solicit feedback in a way that is on their terms. They don't have to wait in a line in front of me to get their questions answered. I can write them notes about what we are conferencing about for them to reflect on later when completing subsequent work. Never before have a had a set of students that have embraced technology so authentically and without my explicit direction. They are comfortable with the devices and the apps that we use so they simply use them the way there were intended or unintended to meet their needs.

Collaboration

Working in groups in a collaborative process is essential for students in today's classroom. One of the biggest challenges with group work is sometimes keeping everyone in the group accountable. Technology has changed some of the ways that group work and collaboration happen in my classroom. And as I am finding out many of these are not planned ways of collaborating but my students solving problems and finding solutions to working together more authentically.

Through our extensive use of google drive and other google apps for education students have discovered the benefits of collaborating on the same assignment at the same time. All students are accountable and everyone can write at the same time. Watching students co-write various things for our writers workshop and seeing their writing improve through watching and learning from their peers and the authentic discussions that result when two people try to plan the same story is very beneficial to students learning how to write. To allow students the ability to share their work with their peers to solicit feedback from a peer to improve their work in a way that does not negatively affect the integrity of the original work is amazing to watch. The collaboration between peers is stunning and the progress that results in skills with little intervention or direct teaching from me is astounding. Guiding writers instead of teaching writing has been a welcome shift to teaching and learning in my classroom. Additionally, google drive has allowed for students to collaboratively share notes and information through social science. Learning from other and sharing ideas has added to our inquiry model in social science. This benefits all learners and shows a collaborative nature that is fostered by using technology in the classroom not as a gimmick or one off but as an integral part of our classroom. Having technology available at the point of instruction is imperative to this success.

Creativity

Allowing students to show their thinking in unique and interesting ways has been fostered by our access to technology and teaching these digital natives. Students are finding and using a variety of tools to share their thinking in creative ways that even I could not plan or envision.

using minecraft to model various learning concepts, as inspiration for creative adventure stories to writing a story on minecraft have been interesting way for students to share their learning using thier interest and passion of video games. It astounds me how much I have learned over the past few years about the world of video games.

The benefits of students using tech and being the leaders in using the tech to solve their own problems is so important. It has transformed my teaching and student learning. Even the most resistant children have developed strategies using technology to share their thinking. I challenge you to be open and let technology into your classroom. You don't need to know everything or even something about what you are doing the students in our classrooms are digital natives. Expect problems, model your flexibility and take risks in your classroom for yourself and your students.

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Amazing Benefits of Technology in Your Classroom | Technology in the Classroom

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Over the past few years, I have adopted more and more technology usage in my classroom. This year so far has been my year of more technology integration in my classroom then ever before. Currently, in my classroom, we have a hybrid 1:1 at times.

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Hooked is the new fun app that kids can read while texting. This app offers short stories in a text message. What a fun way to engage kids to read!

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NEW YORK (CBSNewYork) - Getting kids to read over the summer can be a bit of a struggle. Some kids would much rather text their friends than pick up a book.

But now, there's a way they can do both.

19-year-old Mikey Sean McGuigan says the first time he heard about the app "Hooked," he was sold.

"The name really represents - it really wraps it all up," he tells CBS News' Kenneth Craig. "It hooks you into the story."

That's because the app allows users to read fast paced short stories right on their smartphones, and in the form of text messages between two people.

"Because you're actually going through these texts and it's almost as if you were texting and he's running away from a killer or something," Mikey said.

Since its release three years ago, the rise in popularity of chat fiction apps like Hooked has led published authors like Kayla Parent to take a leap into the new format.

"The biggest challenge was coming up with a story that kind of fit the parameters of this style of writing," Parent said.

Millions of users have read her first Hooked story - a thriller that took Parent a fraction of the time to write compared to her novels.

Hooked has topped Apple's app store three times, and more than 20 million people have downloaded the free app.

Users also have the option to subscribe for a fee and unlimited reading.

"It almost feels as if you're actually going through what the characters are going through," Mikey said.

Mikey also reads Tap - one of a handful of other chat-fiction apps geared towards millennials.

He says while he's hooked on the new style, he has no plans to stop reading good old fashioned books.

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Smartphone App Uses Text Message Stories To Get Kids 'Hooked' On Reading

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NEW YORK (CBSNewYork) - Getting kids to read over the summer can be a bit of a struggle. Some kids would much rather text their friends than pick up a book. But now, there's a way they can do both. 19-year-old Mikey Sean McGuigan says the first time he heard about the app "Hooked," he was sold.

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When teaching with digital natives in a digital world, one question facing many educators revolves around integrating technology to help facilitate learning: How do you work technology into the pedagogy, instead of just using something cool? That task can be especially daunting in language arts literacy classrooms where reading and writing skill development is the crux of daily lessons. However, as 1:1 technology initiatives roll out, integrating technology into the classroom is our reality.

With hundreds of sites, apps, Chrome extensions, and platforms available, choosing the right ones can seem overwhelming. As an eighth-grade language arts teacher, I've experienced this myself. Following are four tools that can help provide immediate formative assessment data as well as top-of-the-rotation feedback to help students develop personal learning goals.

If, like my school, you're in a "Chromebook District," these suggested tools will work well because all integrate perfectly when you sign in with your Google ID, limiting the need for multiple passwords. This saves a lot of student confusion, too.

1. Online Annotations via Scrible

Annotating texts is an evidence-based literacy strategy to help students understand and navigate complex texts, and a large part of my district's schoolwide literacy initiative. Annotating digitally as part of our 1:1 Chromebook program was something that I wanted to incorporate, and Scrible has proved to be a valuable tool for my students.

Registering is quick and free, whether via Google, Facebook, Twitter, Yahoo, or your own email account. Upon registration, users should select an educator account, which allows them to create libraries where they save the annotation for future reference. The one drawback is that Scrible doesn't yet support .PDF files. Among the highlights and benefits:

Students can work collaboratively on the same file.

Students and teachers can share annotations with each other.

Teachers can use annotations as formative assessment and comment back to students, allowing for immediate feedback.

Users can share annotations online via Facebook or Twitter.

With the sharing option, teachers can share any in-class modeling with students who were absent.

Annotating digitally allows for greater student choice as students find their own online texts.

There is a Google Chrome extension that you can add to your toolbar.

2. Video Annotations via VideoAnt

Digital literacy and using video as "texts" can create a myriad of issues for students who don't take effective notes. Developed by the University of Minnesota, VideoAnt allows users to annotate videos and save them to their own virtual "ant farm." The benefits:

Users can timestamp important parts of a video, allowing for easy access later.

Users can type notes with the timestamp, creating a quasi two-column note-taking tool.

Users can share video annotations with others.

3. Feedback via Kaizena Shortcut

Formerly known as Kaizena mini, Kaizena Shortcut is a Google extension that allows teachers to provide actionable, detailed feedback in a streamlined fashion. Typing out feedback in Google Docs comments boxes can get cumbersome. Even limiting feedback to three or four items takes time. Also, what happens when you need to address grammar errors? With Kaizena, teachers and students can:

Provide feedback in the form of typed comments.

Record comments verbally so that students can hear their teacher's voice on playback.

Insert links to grammar lessons.

The last bullet point is clutch for teachers who tire of providing feedback about the same grammar errors over and over. For example, many of my students commit that cardinal sin known as the comma splice. In Kaizena, I created a lesson on comma splices in which I typed a detailed explanation of what they are and how to correct them, as well as a link to a YouTube video about them. This lets teachers provide effective feedback that appeals to students with diverse learning styles. The drawback is that you have to manually create the lessons for each topic. But once you have them, the work is done, allowing you to differentiate grammar lessons based on individual students' errors.

4. Formative Assessments via EDPuzzle

Teachers of language arts and all content areas try to differentiate learning to reach a diverse group of learners by using video clips. But how do you know if students are really focusing and engaging in active learning during videos? EDPuzzle helps collect formative data that can drive instruction.

Users simply register for an account and then create classes. Each class gets its own code that students use for joining. Teachers can search and upload videos from YouTube, TED-Ed, Vimeo, KhanAcademy, and other sites. Then you create a lesson by embedding questions in the video that provides immediate formative data and allows you to check for understanding. Questions can be multiple-choice or open-ended.

I've used this when differentiating lessons, and it has worked flawlessly. For example, when working with theme, I broke the lesson into three levels. The first was for a basic understanding of the definition of theme. The second was for analyzing text to explain theme. The third focused on the crafts that writers use to create a theme. Students came in and completed an entrance slip via Socrative. I then used the data to determine where they were in the process of learning about theme, and assigned them appropriate videos in EDPuzzle.

As students completed the videos, I was able to check for understanding based on the data from their completed questions before moving them to the next level. I could also provide real-time feedback to the questions, explaining concepts further if needed.

While there are hundreds of technology tools out there to help language arts teachers, these four have helped me enhance my use of formative data and feedback to further student achievement in a diverse and differentiated classroom.

What technology tools work well in your language arts class?

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When teaching with digital natives in a digital world, one question facing many educators revolves around integrating technology to help facilitate learning: How do you work technology into the pedagogy, instead of just using something cool? That task can be especially daunting in language arts literacy classrooms where reading and writing skill development is the crux of daily lessons.

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Association for Supervision and Curriculum Development

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Association for Supervision and Curriculum Development

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March 2012 | Volume 69 | Number 6
Reading: The Core Skill

Ted Hasselbring

Literacy is the base on which learning is built-in school and in life. It provides a way to climb out of poverty, get a good job, and be a productive citizen. Helping the struggling readers in our schools to catch up is one of the most fundamental challenges educators face. Meeting that challenge is difficult for several reasons.

First, students who struggle with reading are not all developmentally equal. Some need basic phonics instruction. Some have comprehension and fluency issues. Some are only a couple of years behind. Some read at a below-basic level. Some have profound learning disabilities. Some are recent immigrants who speak little English. Teaching a group of students with such divergent needs is almost impossible, even for the best instructors.

Second, struggling readers have no time to waste and need to learn faster than other students if they want to catch up. They need targeted, individualized help, and they need deliberate and intensive skill practice-all at the right level. This is difficult to deliver in a class of 20 or more students.

Third, students who struggle with reading expect to fail. Many of them have never succeeded in academics, so they are no longer motivated to work hard. They often don't see the value in going to school or listening to a teacher or reading a book. That's why many of them drop out.

Fourth, students who are two, three, four, or more years behind in reading have been unable to learn from texts they were assigned in school for quite some time. So there's a massive "background knowledge gap" they need to overcome.

So how do we help these students? I would argue that technology gives us the best chance.

Why Technology?

For more than two decades, I have been studying how carefully designed applications of technology can help students who struggle with reading and math and help teachers overcome many of the challenges I've noted. Schools across the United States are already using technology in this way. What we need to do is replicate this success and scale it up.

I see five ways that technology can be a game changer for struggling readers.

1. Technology is adaptive.

The typical middle or high school English language arts classroom has students with varying needs. Because it's difficult for teachers to teach at 15 different levels, they often end up shooting for the middle and hoping for the best. What else can they do?

Adaptive technology, using software that constantly assesses students as they learn, is able to respond instantaneously to student progress and deliver instruction and practice at the optimal level. If a 9th grader who reads on a 3rd grade level is reading an article about the War of 1812, adaptive technology knows to give him a version of that article that is on his reading level and to provide the necessary background knowledge to make him successful. If a student is struggling with silent e s, the computer will recognize that and provide instruction and guided practice until the student masters the skill.

2. Technology is good at facilitating repetitive practice.

People who struggle with a task can benefit from targeted and repetitive practice. Just as a golfer might practice a pitch shot over and over until it becomes second nature, a student learning to read needs to practice key skills. In a classroom of struggling readers with different needs, teachers simply don't have time to set up tailored practice drills for every child.

Smart technology is great at this. If it's adaptive, it knows which skills a student is struggling with and can tee up the right kind of practice until it knows the student has mastered it.

3. Technology is available anytime and anywhere.

As technology becomes ubiquitous in our lives, it allows for learning outside the classroom. Technology, which is impervious to the physical barriers of a four-walled classroom and an 8 a.m.-to-3 p.m. school day, allows for a more seamless connection between classroom and home, and among teacher and student and family. It creates opportunities for collaborative homework assignments, for virtual learning when students get the flu, and for deep learning when a student discovers a passion.

There are still challenges concerning home access for all students, the expense of devices, and security concerns. But we're nearing a time when every child can have a device that opens new doors to learning-and fits in a pocket.

4. Technology is superb at gathering and processing data.

The human brain is wondrously powerful and sophisticated. Yet it struggles with gathering, ordering, and processing data. Wouldn't it be remarkable if a teacher, with a click of a button, could look up the day-by-day progress of a struggling student, see which concepts have been holding him or her back, then use that information to create an individualized learning plan for that student?

This kind of thing is already a reality in classrooms today. When a student spends just a small amount of time using the right kind of software each day, computers can quickly assess that student's skill set, organize the data, and deliver customized data to the teacher, parent, or student. I envision a day when students will use specialized e-reading devices that can monitor their eye movements to assess their fluency and comfort in reading any text.

5. Technology is motivating.

For almost anyone, but especially for a student caught in a cycle of failure, the greatest motivator is success. You may have seen the Nike running app that gathers data every time a runner goes out for a jog, then puts it in order and serves it up on a smartphone. Athletes can see how many miles they've run over the course of a year, their personal bests, their average times from week to week, and other data. It's very motivating.

Technology can do the same thing for people learning to read. It can process data and demonstrate improvement in even the smallest increments. And for students who have never experienced success in school, seeing those reading levels tick up and up is incredibly motivating.

The Best Tools for the Job

Teaching and learning are human endeavors. Students don't remember the computer that turned their life around; they remember the teachers who inspired them and never gave up on them.

We need to use every tool possible to help teachers and students be even more successful. Just as soldiers wear sophisticated armor to protect them during battle, swimmers use ever more specialized suits to reduce drag in the pool, and car companies build hybrid and electric models to reduce both emissions and drivers' fuel costs, teachers can use certain applications of technology to help with many of the things we struggle with in learning and teaching.

You've probably heard the naysayers who think technology has no place in education-who say that it's a distraction; that there is no evidence it moves the needle on achievement; and that "I did without a computer or a cell phone in school, and I turned out just fine!" These are the people who are going to battle without the best available armor.

The question we should be asking about technology is not whether it should have a role in education or not. It's too late to turn back. That train has left the station. We should be asking how to use the technology we have

To support the science of learning.

To help us teach students to read.

To help end the literacy crisis in our schools.

If we answer these questions thoughtfully and apply those answers to our teaching, we'll be well positioned to take advantage of the benefits technology provides for our students. So let's log on-for their sakes.

Ted Hasselbring is research professor of special education at Peabody College of Vanderbilt University in Nashville, Tennessee. He was an author for the intervention programs READ 180, System44, and FASTT Math.

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March 2012 | Volume 69 | Number 6 Reading: The Core Skill Ted Hasselbring Literacy is the base on which learning is built-in school and in life. It provides a way to climb out of poverty, get a good job, and be a productive citizen.

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Link can also be accessed by clicking on the text below.

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This program was created by the Screen Actors Guild and presents book readings to children by well-known actors. While the actors read, illustrations from the books are presented to tell the story that is being read. A fun treat for teachers and students in the classroom or even at home!

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This website helps students to engage with words. The more words they are able to match to their definitions, the more grains of rice that are donated to a country in need.

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Tap on text to view the website!

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Kids can have a blast reading with Readers Theatre! Readers Theatre can be accessed by teachers and students to create the fun setting of theatre in the classroom. Students and teachers are able to customize or use scripts available on the website and practice reading the text (perhaps on an iPad or tablet) to develop prosody of the voice. The finished product is fun for everyone and can even be turned into a reading performance for an audience.

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http://www.wordle.net/ is a free website where students and teachers can create “word clouds” based off of the frequency of words that present themselves in a given text.

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Reinventing Reading: Paul Cameron at TEDxAuckland

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Paul has always had a passion for technology and reading and finds it fascinating that we can now carry an entire library around in our pocket. Yet the reading experience has not evolved in more than 2000 years despite storytelling taking disruptive leaps forward with the introduction of film and video games.

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Focus is to teach kids word-learning strategies.
Includes technology and digital language tools.
Supports the increase in volumes of reading to grow a child’s vocabulary

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Reading and Technology Make the Connection Diana Dell, Ed.S . Valley Park School District Instructional Technology [email_address]

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This site has up to 50,000 or more of E-book texts students can connect and relate to. With more opportunities in reading the students can engage and use this site effectively as a learning experience for improvement.

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Students who are at a low proficiency level in reading need additional help in engaging in the text. This site offers multiple genres in comic framed text with an audio storytelling a child can follow along with. This type of method can help a child follow along and make reading fun for improvement.

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Home * Knowledge Box * SparkTop® * Infinite Learning Lab * X-Treme Comics Orson's Farm * Comics Lab * Reading Ring * Art-Bot * G-Cubed * Teacher Resource Center About Us * Privacy Policy * Terms of Use * PC Tech Info * Mac Tech Info

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This program offers 350 free-books for children of ages 3- 11, with a variety of genres to choose from.

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Learning to read with phonics? Click the '+' for advice.

Learning to read with phonics

If you live in England, your child will learn to read using phonics. Their school is very likely to use either the Letters and Sounds phonics framework or the Read Write Inc. programme. Check with your school if you're not sure which one they use.

Using Letters and Sounds?

If your child is using Letters and Sounds, you can find this list of eBooks by Letters and Sounds Phases useful. Bear in mind the following:

If you don't know your child's Phase, you can check with your school. As a guide, most Reception children will be on Phases 1-4 and most Year 1 children will be on Phases 4-5. Beyond Phase 5, your child will be able to decode most books.

In Letters and Sounds, there are 'sets' within the Phases - so your child might not know all the sounds in every book within their Phase.

Some series contain occasional 'tricky words' that your child can't decode using phonics. Use the inside front cover notes to teach your child these words before they start the book.

Find out more about Letters and Sounds >

Using Read Write Inc. Phonics?
If your child is being taught to read using the Read Write Inc. programme, you can find books suitable for them by clicking on the 'Levels' menu below and using the 'Read Write Inc.' filter to select the right level.

Find more support and resources for Read Write Inc. in our parents' guide to Read Write Inc. >

Looking for printed books for phonics practice at home?

Not reading to practise phonics?

Sharing books and independent reading

If your child is reading simply for enjoyment, comprehension, or practice, just browse the library or use any of the other filters. You can check which level is right for your child with this simple test from Read with Oxford.

Reading for pleasure

Are you a teacher? Find out about the Oxford Owl for School eBook library.

More available on Oxford Owl for School

Schools who are registered with Oxford Owl can provide pupils with access to an additional 30 Oxford Primary eBooks, plus a separate library of 50 Read Write Inc. titles all for free using a class login associated with their Oxford Owl for School.
How to set up a class login >

If you need more eBooks, Oxford Owl for School has introduced a new annual subscription of up to 550 titles. For more information, please visit the OUP website.

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Accessing your class eBook library from home

The class log in link has moved. If your teacher has given you login details to use your class library at home, please use the log in link at the very top of this page and select 'Students'.

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Songbirds

Levelled phonics books from the fabulous Julia Donaldson, author of The Gruffalo.

Read Write Inc. Phonics

A step-by-step phonics programme to support reading. Learn at home with Read Write Inc. Phonics

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Free eBook library | Oxford Owl from Oxford University Press

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Browse our library of free children's eBooks to read with your child including Oxford Reading Tree adventures with Biff, Chip and Kipper.

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Tech can play an important role in reaching students who either struggle with reading, or have trouble being motivated to read.

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These are great tips, but how can teachers incorporate tech into this?

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Powerful Method for Teaching Reading to Classroom of Students

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This video mini-lectures describes 11 tips for classroom teachers to use in motivating students to read. Dr. Andy Johnson, Reading Specialist, www.OPDT-Johnson.com

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Years ago, I realized my son, Jack, didn't exactly love books. We'd always read to him as a baby, and he was beginning to read for school. When he got home, him going to the shelf and picking up a book was about as likely as his pulling out a notebook and solving quantum physics problems. Actually, the latter was more likely. He's a smart kid.

So Sue and I took it on ourselves to fix the problem if we could.

Starting that summer, and every summer since, we went out and found books that I was pretty sure he'd not just read, but would love to read. That was a big part of the inspiration for READKIDDOREAD.

But, more than that, the experience with Jack got me writing books that I hoped he and other kids would love to read. Before then, I'd always written books just for grown-ups.

In fact, one of my proudest moments as a writer was when I passed him the manuscript of The Dangerous Days of Daniel X. Not only did he like it, he told me it was his favorite.

Anyhow, the MIDDLE SCHOOL series, the MAXIMUM RIDE series, and the MAX EINSTEIN series were written for just this purpose. Jack got me writing books that I thought other kids would love. To contribute a few books that hopefully, will make kids readers for life.

But don't take my word for it. Read some of the feedback these books and hundreds of others have gotten from parents, grandparents, teachers, librarians, and even critics!

I hope you and your young readers enjoy them, too.

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Years ago, I realized my son, Jack, didn't exactly love books. We'd always read to him as a baby, and he was beginning to read for school. When he got home, him going to the shelf and picking up a book was about as likely as his pulling out a notebook and solving quantum physics problems. Actually, the latter was more likely.

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Book Wizard: Find and Level Books for Your Classroom | Scholastic

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Level your classroom library, create book lists, and find the right book at just the right reading level for students with Book Wizard.