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 Josie Pack on Oct 12, 2017
Whatever the reason for your leave, it’s not easy handing over your students to a new teacher. It’s even harder coming back after someone else has been leading the class in their own style.
I recently returned to the classroom following maternity leave. Everyone was anticipating the transition but no one capitalized more than my homeroom students who took the opportunity to create their idea of a new normal for the classroom. The room was buzzing. The gentle hum of harmonizing fidget spinners. The forceful slurping of unicorn drink straws. The moans of apathy. Did you know fifth graders can come down with their own form of “senioritis?”
There was no guide for this day in any teaching book on my shelf. No blog post to be found discussing the subject. I had plenty of information about how to survive leaving my own child at home but there was nothing to guide me on how to handle the children I was coming back to.
The long-term substitute who took the reins could not have been more perfect for my students. Mr. S. was immediately invested in each and every one of them, taking the time to get to know them and figure out how they learn best. He implemented his own classroom system and made sure learning did not stop during the transition. When it was time for me to return, I sat down with Mr. S., and we worked together to create a smooth hand off. It was clear there would be some pushback from students when changing leadership, so I knew I had to come in with a plan.
So, there I was, back in front of my fifth graders with four weeks of school left. I was determined to take back control of the classroom quickly and painlessly, leaving as much time as possible for unit wrap up, final testing, middle school prep, and all the exciting events that make the end of elementary school so memorable.
I treated this as a classroom reset. We returned to all the basics for classroom rules, rituals, and routines. I brought the students to the carpet and briefly discussed what that meant, with their help. Although I had been gone for several weeks, many students knew exactly what I meant when I said we were going back to the way things were:
• Listen and follow directions.
• Raise your hand before speaking or leaving your seat.
• Keep your hands and feet to yourself.
• Respect yourself, your classmates, and your teacher.
Water bottles were OK, but the unicorn drinks had to go. We also had a brief discussion about fidget spinners and how to use them properly in the classroom. Seating was reworked simply by shifting a few students instead of the whole room. We lined up, sat down, and lined up again. We had discussions for the sake of discussion, remembering proper habits and practicing. All in one day, we made miles of progress toward a cohesive classroom of students ready to finish the year strong. There was a sense of relief once the familiar structure began to take form. I believe students find comfort in the predicable, especially after undergoing so much change.
While it’s important to spend time establishing the classroom norms, it’s even more important to pick right back up with instruction as quickly as possible. This allows students to immediately put their skills to practice and continue learning in the environment a teacher has worked so hard to create. This is very relevant to the end of the school year in particular, when routines are commonly disrupted by field trips, assemblies and other special events. My students got started right away with the final lessons in their unit on natural disasters. On my first day back, we dove right into a close reading followed by a writing prompt. Luckily, Mr. S. had been working on this unit with fidelity and had students build anchor charts for their topics and objectives. We referred to these constantly for support and target reminders.
In my experience dealing with classroom management issues, I have found things tend to fall apart during those extra minutes after a lesson is complete. For my first week back, I spent time making sure I had solid plans for each day and materials were ready to go. When expectations have been well established and students are comfortable with the system, it’s easier to go with the flow of the day and see what there is time for. However, I knew any slack left in my plans could be exploited during these important first days and I created explicit instructions for next steps after each lesson. This included additional independent reading time, a bonus math rotation, and even a station of brain teaser activities. No minutes of the day went to waste.
With cooperation and perseverance, we wrapped up the school year beautifully. It was so wonderful to see these students off to middle school and celebrate all they had learned. Coming back to this group and working hard to make sure they finished on a high note was extremely rewarding but I think the students also were very proud of the work they had done and the growth they showed along the way.
EXPLORE BEST BEHAVIOR
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