LANGUAGE! Live offers more for struggling readers than any other product. Proven foundational and advanced reading intervention. Peer-to-peer instruction. Literacy brain science. A captivating modern, digital platform for grades 5–12. All
in one affordable solution. More is possible
Grades K-5 blended literacy intervention
Grades 4-12 print literacy program
Grades K-12 writing program
Grades 4-12 literacy intervention
TransMath® Third Edition is a comprehensive math intervention curriculum that targets middle and high school students who lack the foundational skills necessary for entry into algebra and/or who are two or more years below grade level in
A targeted math intervention program for struggling students in grades 2–8 that provides additional opportunities to master critical math concepts and skills.
Empowers students in grades K–8 to master math content at their own pace in a motivating online environment.
Inside Algebra engages at-risk students in grades 8–12 through explicit, conceptually based instruction to ensure mastery of algebraic skills.
Developed by renowned literacy experts Dr. Louisa Moats and Dr. Carol Tolman,
LETRS® is a flexible literacy professional development solution for preK–12 educators. LETRS earned the International Dyslexia Association's Accreditation and provides teachers with the skills they need to master the fundamentals
of reading instruction—phonological awareness, phonics, fluency, vocabulary, comprehension, writing, and language.
Online professional development event is designed for preK to college educators interested in improving student success in reading and writing
Literacy solutions guided by LETRS’ science of reading pedagogy, the Structured Literacy approach, and explicit teaching of sound-letter relationships for effective reading instruction.
NUMBERS is an interactive, hands-on mathematics professional development offering for elementary and middle school math teachers.
Best Behavior Features Elements to Create a Happy, Healthy School Environment
ClearSight has valid and reliable assessments that can be used throughout the school year. The assessments contain items, backed by research, providing insights you can trust. There are both adaptive and fixed-form assessments ready to use and will provide automatic results for your teachers and students.
Reliable, Research-Based Assessment Solutions to Support Literacy and Math
Enhance early reading success and identify students experiencing difficulty acquiring foundational literacy skills.
A companion tool for use with Acadience Reading K–6 to determine instructional level and progress monitoring.
Assess critical reading skills for students in grades K–6 and older students with very low skills.
Assess essential pre-literacy and oral language skills needed for kindergarten.
Predict early mathematics success and identify students experiencing difficulty acquiring foundational math skills.
Give educators a fast and accurate way to enter results online and receive a variety of reports that facilitate instructional decision making.
A brief assessment that can be used with Acadience Reading K–6 to screen students for reading difficulties such as dyslexia.
We work with schools and districts to customize an implementation and ongoing support plan.
Grades 5-12 blended literacy intervention
Flexible literacy professional development solution for preK–12 educators.
Focused on engaging students with age-appropriate instruction and content that supports and enhances instruction.
Reading intervention for grades K–5.
At Voyager Sopris Learning®, our mission is to work with educators to help them meet and surpass their goals for student achievement.
Step Up to Writing®
Ticket to Read®
by Michelle George on Sep 7, 2016
The week before school ended last spring, one of my students asked what I planned to do with my summer vacation. I told him I was taking classes at the local university, and he blanched. He paused a moment and then asked, “But why?” I smiled and told him that I like learning. He shook his head and then gave me a look of disbelief mixed, I think, with pity. We were on the cusp of summer vacation, so I can easily understand his reaction, but I do strive to be a lifelong learner. I think most teachers are addicted to learning. You have to love learning to choose an occupation that keeps you in school for most of your life. We know that lifelong learning is an attitude that can enrich our lives, but I believe it’s important to share this knowledge with our students.
The first step in encouraging our students to become lifelong learners is to dispel the misconception that intelligence is fixed. Many students, and even some teachers, believe that we are all born with certain aptitudes. When I was training to be a teacher, the accepted wisdom was that students came to us with a set ability, and we were to make the most of those innate strengths and weaknesses. We utilized assessments like the Stanford-Binet to determine what we considered intelligence and the potential academic success of our students. That mindset does not encourage a personal pursuit of knowledge. Why expend energy if you simply aren’t capable of getting any smarter? Today, however, the definition of intelligence is more variable.
Once we all realize that we can be taught, it’s important to model learning strategies in our own lives. I’ve had some wonderful models of that myself. One of my mentor teachers was a great example of the power and pleasure of continually learning. Patty taught me early that it was important to sign up for all the extra workshops, classes and conferences you can. The goal was not only to maintain certification, but to expand opportunities and stretch your brain. Patty was not afraid to take on content that was totally new to her. When our small school lost our art teacher, the board chose to not refill the position. Unwilling to see the entire program gutted, Patty used her summer to study art and art pedagogy. The next fall, she taught art so that our students wouldn’t miss out. Her regular assignment was seventh-grade social studies, which covers the Eastern Hemisphere. Not only did she take a series of classes on China to prepare, but she saved up and traveled to India so that she could better present that culture to her students. Patty is a serious learner.
I try to model a passion for learning as well. I often use personal stories to help my students connect with me and illustrate how I problem solve. Last year, I shared with them how I’ve always wanted to draw, but I struggled with creating a recognizable stick person. Finally, I decided to stop wishing and start working.
I discovered a book called Drawing on the Right Side of the Brain by Betty Edwards. Edwards is a brain researcher who has designed a curriculum that helps word people learn to draw. I began working through her course and I can attest that it takes some work, but I have improved. That, I think, is the key. Learning takes work. But when you can choose what you learn, and you’re willing to dedicate time to practice, the rewards are well worth the effort. As I learned, I shared my “wannabe artist” process with my students: my setbacks, struggles, and strategies. I’m hoping that by honestly modeling my learning journey, my students will see that they can pursue their interests even if they’ve been told they don’t have the talent.
We as teachers need to empower our students to become lifelong learners themselves. No longer are we as teachers the keepers of the keys of knowledge. With the Internet, our students can become the experts. One of my students is an amazing artist, and I made it a point to consult with him, in front of his peers, when I was struggling with a drawing or technique. When any of my students show an interest in a particular subject, they become the class resource. I had a history buff in my dual-enrollment literature class that provided the historical background for every short story we read. My musician in third period could always be counted on to provide a current figurative language example. For the more advanced or more driven students, I can refer them to the multitude of free online courses available from some of the best universities. Massive Open Online Courses, or MOOCs are online courses that cover topics from writing to history to science and beyond. They provide access to content that I can’t offer my students.
Finally, I can teach all of my students how to search for and identify valid and reliable resources where they can learn about anything that interests them. In the end, the ultimate goal is helping our students discover that learning can be fun. Perhaps next time it will be me asking my student what he’s learning next summer, and he’ll return a look of excitement and anticipation as he tells me all about it.
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