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 Marilyn Sprick on May 26, 2022
As educators, we have the noble task of helping children prepare for productive and self-fulfilled adult lives. Social emotional learning (SEL), positive behavior support, and literacy wellness all contribute toward that end. When we weave our teaching
and learning from each domain, the related skills buoy and enhance each other. Read on for specific teaching examples for students of all ages.
Literacy Learning. Ensure all of your students become readers by using a curriculum that includes systematic and explicit instruction in phonemic awareness, phonics,
fluency, and comprehension. Use small-group instruction combined with progress monitoring to ensure all students receive the intensity of instruction needed to read well.
SEL. When students arrive for small-group instruction, periodically use a quick social story to welcome them. Model and guide a warm greeting with students, then jump right into a motivating lesson.
Positive Behavior Supports. Use positive descriptive feedback during your lessons. Tell students exactly what they did right. When doing sound practice, say things like, “Wow, you read that accurately and with speed. That was easy
peasy!” When reading connected text, say things like, “You sounded frightened when you read, ‘It hit me with a smack!’ You sounded just like Chicken Little.”
Literacy Learning. Ensure all of your students have the opportunity to become competent readers. Use universal-screening procedures to determine who needs intervention. Provide intensive small-group or one-to-one tutoring in a curriculum
that builds decoding skills, provides fluency building activities, and routinely uses comprehension-building activities—including content knowledge and vocabulary knowledge.
Positive Behavior Supports. During reading lessons, teach guidelines for success, such as perseverance, integrity, teamwork, and professionalism. Explicitly teach rules that help students demonstrate those traits. For example, to support
the broad concept of teamwork, have students learn to compliment each other on their work. After listening to a partner read, students can give compliments such as, “Your reading was really smooth and expressive.”
SEL. To help students learn self-management of behaviors that will help them achieve long-term goals of employability and reading competence, have students self-evaluate at the end of literacy lessons. For example, lessons can end with
something like, “Did you persevere? If yes, put one finger up. Jasmine, you did persevere. You were focused on each task. If I were your employer, I would give you a raise.” Over time, students learn to think of their own actions and how
their behaviors support the guidelines for success.
Literacy learning, SEL, and behavior supports work in tandem as students engage in productive reading lessons at Tiers 1, 2, and 3. Teaching well is a complex task. The more tools we have as educators, the greater our ability to weave together strategies
that propel all of our students toward greater competence and independence in reading. The resource list below provides pragmatic tools and easy-to-reference research guides that may help you weave SEL and positive behavior supports seamlessly
into your research-based literacy instruction.
I’ll be speaking more about this topic during a webinar called, “Integrate Literacy, Behavior, and Social Emotional Learning: Strategies for Educators.” I’ve shared additional strategies and tips, so I hope you’ll
Register for the webinar, Integrate Literacy, Behavior, and Social Emotional Learning: Strategies for Educators, here
About Marilyn Sprick
Marilyn Sprick is the lead author of Voyager Sopris Learning’s Read Well®K–2 reading series, Read Well® Spelling 1–2, and Read Well® Composition 1.
She has also coauthored SMART Kids with Susan Fister, a social skills program for young children. Sprick is also the lead author of The Third Quest Reading Intervention (grades 5–12) and the Parallel Universe (grades 4–8). As a nationally
known reading specialist and literacy consultant, she provides inspiring and pragmatic presentations and training.
This June and August, you can join Sprick for virtual trainings in Read Well K–2 Small Group Instruction or The Third Quest. (Go to readwellteachwell.com for more information.)
PRIMARY READING INSTRUCTION
International Dyslexia Association®. (2019). Structured literacy: An introductory guide. Author.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institutes of Health.
Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., & Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A practice guide (NCEE #2008-4027). National Center for Education Evaluation
and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Vaughn, S., Gersten, R., Dimino, J., Taylor, M. J., Newman-Gonchar, R., Krowka, S., Kieffer, M. J., McKeown, M., Reed, D., Sanchez, M., St. Martin, K., Wexler, J., Morgan, S., Yañez, A., & Jayanthi, M. (2022). Providing reading interventions
for students in grades 4-9 (WWC 2022007). National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from https://whatworks.ed.gov/.
BEHAVIOR SUPPORTS AND SEL
Mulkey, S., & Sprick, M. (2010). SMART Kids, A Safe and Civil Schools skills curriculum. Ancora Publishing.
Sprick., J, Sprick, R., Edwards, J., & Coughlin, C. (2021). CHAMPS: A proactive & positive approach to classroom management (3rd ed.). Ancora Publishing.
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