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
Literacy solutions guided by the Science of Reading pedagogy, the Structured Literacy approach, and explicit teaching of sound-letter relationships for effective reading instruction.
Grades K-5 blended literacy intervention
Grades K-5 online reading practice
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.
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
LETRS professional learning is now offered exclusively by Lexia.
Reliable, Research-Based Assessment Solutions to Support Literacy and Math
Assess essential pre-literacy and oral language skills needed for kindergarten.
Enhance early reading success and identify students experiencing difficulty acquiring foundational literacy skills.
A universal screening and progress monitoring assessment that measures the acquisition of content-area literacy skills for 7th and 8th grade students.
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.
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.
A new, online touch-enabled test administration and data system that allows educators to assess students and immediately see results, providing robust reporting at the student, class, school, and district levels.
Look to ClearSight to measure student mastery of state standards with items previously used on state high-stakes assessments. ClearSight Interim and Checkpoint Assessments include multiple forms of tests for grades K–high school.
Unparalleled support for our educator partners
We work with schools and districts to customize an implementation and ongoing support plan.
Grades 5-12 blended literacy intervention
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®
by Nancy Boyles on Sep 14, 2017
What does it mean to “teach to the test,” and how is it different from “teaching to the rigor?” Many schools and districts give students round after round of reading and writing items that mimic the questions they will see on their state’s high-stakes assessment. Some educators believe practice makes perfect and, hence, more practice is better than less in increasing students’ odds for higher test scores.
This is what we mean by “teaching to the test”—repeated practice on test-like items and, unfortunately, it does not have the impact on performance we wish it might. But if we don’t provide look-alike test items for practice, what can we do to prepare our students for new standards-based assessments that now test a greater range of standards, at greater depth?
We can teach to the rigor. I define rigor as the expectations set for our students. We know that on new assessments, students will now be expected to address standards not only about what an author is saying, but how an author delivers her message. We know there will be expectations for making connections between texts, and writing to sources. Furthermore, we know students will be expected to demonstrate knowledge at multiple Depths of Knowledge.
To prepare students to meet these challenges we do need assessment items. But we need to use them differently from the way we have used them in the past—not as models for practice, but for clues to the kinds of instruction we should provide. Here is an example of an assessment item that might appear on a middle school standards-based English Language Arts test:
What does the use of dialogue show about the relationship between [Character A] and [Character B]? Select three options.
We should examine this item (and all items) for several factors:
New era “test prep” is not really test prep at all; it is great teaching.
It is recognizing the rigor of student expectations, whether in literacy or another area of the curriculum, and ensuring we have armed students with the tools to meet these challenges. Yes, we do need assessment items to achieve this goal—not so we can offer endless worksheets with questions about author’s purpose, text structure, character relationships, and more, but to provide robust learning opportunities that maximize students’ capacity to relate knowledgeably to their world.
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