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 K-5 online reading practice
Grades 4-12 print literacy program
Grades K-12 writing program
Grades 4-12 literacy intervention
Grades Pre-K-5 adaptive blended literacy instruction
Grades 6-12 adaptive blended literacy instruction
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–5 educators. LETRS earned the International Dyslexia Association's Accreditation and provides teachers with the skills they need to master the fundamentals
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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.
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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.
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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.
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.
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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®
by Dr. Amy Runge on Apr 19, 2018
Amy Runge, Ed.D. is Director of Curriculum and Collegiate Services for An Achievable Dream/Newport News Public Schools, VA
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Working with a K–12 comprehensive academic program for more than 14 years has given me the opportunity to interact with a variety of grade-level teachers who each year brainstormed, had meetings, and researched new and exciting ways to encourage summer reading. This is no easy feat. Student interests change, family dynamics change, and fiscal delegations change each year. Although these variables may not, at first glance, seem to be related to summer reading success, overcoming these challenges is our greatest indicator of summer reading motivation.
Challenging our students with interesting reading topics is a year-round dilemma. When our teachers and students were introduced to LANGUAGE!® Live, we saw amazing academic gains and increased interest levels for learning, as described in this case study. Students were engrossed in the topics LANGUAGE! Live introduced in the reading segments. So, where could we find equally engaging material for at-home summer practice? The answer was easy—we found LANGUAGE! Live had an online book list for students. We captured this list and provided students books they could identify with and matched their reading levels. This solution showed immediate results. Students returned to school happy to share their lists of completed books.
To reach some of our most challenging older readers, we found success with creating competitions for individual students and for students who wanted to compete as reading groups. We set goals where students had to read several books during summer and prepare a summary of the books’ contents. The summary might be a character analysis (for older students) or a standardized writing assignment based on a particular setting or an event. Incentives such as movie tickets, dinner out, dinner with an administrator, or tickets to a sporting event, seemed to inspire many students to take the challenge. We found intrinsic values were first created by extrinsic motivators. Growth and motivation came with maturity and foresight for future success.
Another successful solution we found for creating summer readers was to provide the books for students before they left for break. The K–12 students were encouraged to attend a book fair (books were donated by private corporations) at the school and choose one or two interesting books. These books were free to our students. Due to financial disparities, many of our students had difficulties purchasing books or finding time to visit the library or store. We, instead, brought the books to them. We also offered an incentive to return the book at summer’s end, gently used. This way others could enjoy it.
The success we found encouraging students to read at least one book during the summer has been a direct reflection of those educators who took time out of their personal schedules to follow up with students, challenge students to co-read a book or two, and to make reading fun.
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