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
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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 Jenny Minter on Jan 9, 2020
Rather than writing like an adult, children should be encouraged to write at their developmental level. When this happens, children feel more empowered to take risks and experiment with written language.
One strategy that intentionally demonstrates the phases of writing is called Picture Story/Word Story (Paulson, et al. 2001). With this strategy, a teacher begins by collecting a writing sample from students to determine the phases of writing encompassed by the class. Next, the teacher draws a horizontal line in the middle of a piece of paper. The top half of the page will serve as the Picture Story, where the teacher (followed by students) will draw. The bottom half will be the Word Story, where the teacher will model writing related to the picture above. The teacher starts with phonetic phases, including writing the sentence conventionally. Then, the teacher demonstrates each additional stage (phonetic, semiphonetic, random letter strings, letters, and scribbles) to meet students’ needs.
As a 12-year kindergarten teacher, writing always has been a challenge. Helping kindergarten students feel confident enough to put their thoughts on paper is not an easy task. The first time I used the Picture Story/Word Story strategy with my students was eye opening. It was something so simple but so meaningful. I wondered why I had not been using it all these years. When the students were introduced to this strategy, you could see light bulbs go on in their heads. The fact that they had “permission” to use different kinds of writing and still be a writer was so meaningful to them. Suddenly, my struggling students were taking risks and using letters and even symbols or scribbles to make sentences.
My higher-level students were building more complicated sentences. Another exciting development was that we broke the mold of starting all of our sentences the same way. In the past, my students were experts in the “I like ____” sentences. They could write those sentences perfectly. It was very difficult to get them out of that habit. With the Picture Story/Word Story strategy, they now are responding to something meaningful. It can be a book we are reading or a topic we have been discussing in class. I am able to give them a sentence frame that scaffolds their messages and the outcomes are more sophisticated products.
We use the strategy daily during our journal time and frequently during our literacy time. Now, my students have a sensitivity to how many sounds are in a word, how to stretch sounds, and how many words are in a sentence. I am thrilled to say that after using the Picture Story/Word Story strategy, at the midyear mark, my class is much farther along in writing skills than ever before.
Mrs. Jenny Minter
Ponder Elementary School, Ponder Independent School District, Ponder, TX
Jenny Minter is a kindergarten teacher at Ponder Elementary School in Ponder, TX. This is her 20th year as a public school teacher. She taught in first and third grade classrooms but has found her true calling in teaching kindergarten for 12 years. Minter graduated from Stephen F. Austin State University in 1990 after majoring in early childhood education. In her free time, she enjoys camping, kayaking, reading, and spending time with her family.
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