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.
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
of reading instruction—phonological awareness, phonics, fluency, vocabulary, comprehension, writing, and language.
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
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.
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.
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
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®
Irion-Frake on Aug 19, 2021
I have often heard third grade described as the year students shift from learning to read to reading to learn. And while there is accuracy to that statement, I have found that third grade feels more like the year we juggle between supporting students
who are still learning to read and engaging those who are reading to learn. According to EAB’s 2019 report Narrowing the Third-Grade Reading Gap, “75% of students who do not read proficiently by third grade never reach reading
proficiency in future grades.” This “deadline” adds pressure and importance to this third-grade juggling act.
As a third-grade classroom teacher, I have experienced the challenges that come with third-grade students who span the continuum of literacy needs. Small-group instruction and independent reading practice are two instructional tools I use in my own classroom
to provide the differentiated instruction my students need each year.
Before I can begin to provide small-group instruction, I need to have a plan that is based on student need. To begin, I use screening assessments to identify students who are not meeting grade-level benchmarks. In my own district, we use Acadience® Reading as our screening tool. A review of student data from this screener helps me decide which students may
need additional diagnostic assessments, and from there, I can plan small instructional groups based on student need. Assessment data is the fuel that should drive our instructional plans for all students.
Once I have grouped my students based on similar needs, I can choose the appropriate plan of instruction for each group. Some groups will need more intensive Tier 2 and Tier 3 interventions that focus on foundational word-recognition skills while also
supporting their language comprehension. These are my students who are still learning to read. I also like to provide additional practice and enrichment to my on- and above-grade-level students in smaller groups. These third-grade students need opportunities
to practice and advance their language and reading comprehension skills. These are my students who are reading to learn.
It is in the intervention decisions, however, that I feel the pressure to meet the third-grade “deadline” I mentioned earlier. Options for interventions are seemingly endless nowadays but it’s important to be both critical of the program’s
alignment to the science of reading and thoughtful about the program’s alignment to your students’ needs. For my students who are below grade level, I need an intervention that focuses on explicit and systematic instruction in foundational
I am excited to incorporate the Voyager Passport® K-5 literacy intervention program
into my intervention plan this year. I know I will have students in my classroom who are about a year or two below grade level who need support outside of the core curriculum. These students will need research-based, systematic, and explicit instruction
to accelerate their learning before the end of the year. Voyager Passport checks all these boxes for me and I am eager to use this comprehensive program in my own classroom.
But planning small-group instruction is only one piece of the puzzle. There is also the question of what students will do when they are not meeting with the teacher during their small-group time. How will the classroom be managed so students’ independent
practice is purposeful and meaningful? How can we create opportunities for our students to use their new and improving skills on their own in an authentic way?
Reading Rangers, now included with Voyager Passport, is one answer to these questions. Reading
Rangers is online practice in essential skills of reading instruction that is designed to be done independently by students. Furthermore, it is tailored to each student so they are practicing the exact skills they need. Through engaging and motivating
activities, students are immersed in meaningful practice while I focus on delivering differentiated small-group instruction. I can feel confident that my students are still engaged in activities connected to their literacy needs.
As my school year begins and I get to know my students as readers, I am excited to have Voyager Passport and Reading Rangers in my toolbelt. I invite you to join me on this journey! I will be sharing how I use both programs in my classroom throughout
the year. Be on the lookout for a future blog post and webinar, and follow along with me on my social media accounts. Learn More About Voyager Passport
Learn More About Reading Rangers
Learn More About Acadience
Talbot, P. (Ed.). (2020, June 4).Narrowing the Third-grade Reading gap research brief. EAB.
Hannah Irion-Frake is a third-grade public school teacher with more than 13 years of teaching experience in second and third grades. She is a graduate of Bucknell University, Bloomsburg University, and the University of Massachusetts Lowell with Masters degrees in both Reading and Curriculum & Instruction. She is LETRS® trained and committed to spreading awareness about the science of reading. She shares actively about how she brings Structured Literacy practices into her own third-grade classroom on her Instagram account @readingwithmrsif and on Twitter @readingwithmsif. Irion-Frake is also an Epic! Master Teacher and Seesaw Ambassador, bringing her love of reading and educational technology into her classroom. She lives in central Pennsylvania with her husband, also a teacher, and their three sons.
Add your email here to sign up for EDVIEW 360 blogs, webinars, and podcasts. We'll send you an email when new posts and episodes are published.