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Targeted Instructional Resources
Independent, Student-Driven Learning
Ongoing Data to Drive Instructional Priorities
Targeted and Time-efficient
PERSONALIZED LEARNING
TRAINING GOALS:
• Understand the student online experience.
• Learn how to access real-time student data to plan instruction.
• Determine how to enhance student learning with teacher-led Lexia Lessons®, and paper-based Lexia Skill Builders®.
Teacher Training Guide
SCOPE AND SEQUENCE
PHO
NO
LOGI
CAL
AWAR
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PHO
NIC
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STRU
CTUR
ALAN
ALYS
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VOCA
BULA
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COM
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AUTO
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Y /
FLUE
NCY
PRE-K
K
GRADE 1
GRADE 2
GRADE 3
GRADE 4
GRADE 5
LEVEL 1 A PICNIC IN THE WOODS • • • • •LEVEL 2 A DAY AT THE BEACH • • • • •LEVEL 3 A SNOW DAY IN THE CITY • • • • •LEVEL 4 THE AMAZON RAINFOREST • • • • •LEVEL 5 THE SCOTTISH CLIFFS • • •LEVEL 6 A DAY IN PARIS • • • •LEVEL 7 THE AFRICAN SERENGETI • • •LEVEL 8 THE SOUTH POLE • • • •LEVEL 9 THE EGYPTIAN DESERT • • • •LEVEL 10 AN ENGLISH GARDEN • • • •LEVEL 11 THE SWISS ALPS • • • •LEVEL 12 A RUSSIAN CIRCUS • • • • •LEVEL 13 THE INDIAN RAINFOREST • • • •LEVEL 14 A JAPANESE GARDEN • • • •LEVEL 15 THE GREAT BARRIER REEF • • • •LEVEL 16 A HAWAIIAN PARADISE • • • •LEVEL 17 A SOUTHWEST FIESTA • • • •LEVEL 18 THE ANCIENT GREEK COUNTRYSIDE • • • •
GR
AD
E LE
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SKILL
What is Lexia Reading Core5?
Lexia Reading Core5® is an individualized reading curriculum for Pre-K through Grade 5 students of all abilities (Tiers I, II, and III).
• Students learn, practice and consolidate fundamental literacy skills by interacting with the online program, receiving teacher-led Lexia Lessons®, and completing independent, paper-based activities using Lexia Skill Builders®.
• Real-time student data is captured and reported to teachers for instructional planning and for helping students reach grade-level benchmarks.
• Lexia Reading Core5 is designed to meet and exceed rigorous state standards as well as the Common Core State Standards. The program includes activities that work on six components of reading (Phonological Awareness, Phonics, Structural Analysis, Fluency, Vocabulary, and Comprehension).
The six components of reading are represented by these color-coded icons used throughout the program.
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Lexia Reading Core5: Getting Started
GETTING READY TO USE CORE5
• Identify how students will access the program.
a. If using a browser, consider bookmarking your sites’s unique url which can be found in www.myLexia.com.
b. If using a desktop installed version or a tablet, find the Core5 icon.
• Print login cards for students.
• Ensure that students have working headphones that fit properly and have adequate volume.
AUTO PLACEMENTFirst student session
• When logging in for the first time, students will complete a set of placement activities. Students will be automatically placed at their appropriate starting level in the program according to their performance.
• Students begin the autoplacement with grade level skills and branch up or down based on their performance.
• Students are assessed on both word identification and comprehension skills at each level.
• Allow 15-20 minutes for students to complete the autoplacement. If the session is interrupted, data will be saved and the student will start where they left off next time.
You can use your www.myLexia.com username and password to log in to Lexia Reading Core5® to explore activities.
Always encourage your students to do their best on the placement test as this will determine where they will start in the program.
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A BC
D
E
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A B CSTUDENT DASHBOARD
Students can monitor their usage and unit progress at login and logout.
On the Student Dashboard, students can see:
A Total weekly time online in comparison to their usage target
B Total units completed for the week
C Logout
AUTOMATICITY WARMUPS
Students begin each session with a warmup. The goal is to promote speed of processing and automaticity for previously acquired skills. The student will choose one of two warmups and try to beat his or her highest score.
ACTIVITY SELECTION SCREEN
A Activity—Students choose a picture to enter an activity.
B Unit Meter—Unit boxes fill in as students complete units in the activity.
C Phase Indicator—To pace students through a level, the first half of all activities must be completed before the second half is “unlocked.”
D Skill Badge—When an activity is finished, the student can no longer select it.
E Fun Facts—Clickable images appear on the Activity Selection Screen to enhance contextual knowledge and increase engagement.
F Logout— Returns students to home screen.
Lexia Reading Core5®: The Student Experience
The warmup will take roughly one minute to complete.
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foots
feetses
feet
foot
feets
feet feets feetses
foot
Hop on one foot.
A C D
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F G
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B
Standard Step Guided Practice Step Instruction Step
ACTIVITY SCREEN
The following buttons and tools are
available in every activity:
A Information Apple—Provides the teacher with information about the student’s status (e.g., current program level).
B Volume
C Resize screen
D Activity Progress Ring—Indicates completion of units in the activity.
E Unit Progress Bar—Indicates movement through the unit.
F Repeat Prompt
G Rehear Directions
H Leave the activity
3-STEP INSTRUCTIONAL BRANCHING
Activities adapt based on each student’s individual performance.
• In each activity, students begin at the Standard step and must complete it successfully to progress.
• If students make errors at Standard, they branch to Guided Practice. The content is tailored to the student’s error. If successful, the students return to Standard.
• If students make errors at Guided Practice, they branch to targeted Instruction which explicitly teaches the specific skill, and provides more scaffolded practice.
Data isn’t sent until a unit is complete. Teach your students to use the Unit Progress Bar, so they can monitor their progress through units.
You can tell which step a student is in by looking at the Unit Progress Bar: green for Standard, blue for Guided Practice, and yellow for Instruction.
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Prescription of Intensity
Name Grade Predictor This WeekLastWeek
Met
+ Lesson Skills(Completed)
Actual | Target Add P K 1 2 3 4 5
Altman, Rosevelt 3rd 100% 111 | n/a 3 Weeks Ago
Atherton, Earlene 3rd 33% 6 | 50 56
Blank, Mortimer 3rd 100% 91 | n/a
Burrows, Viviana 3rd 100% 111 | n/a This Week
Crawley, Elizebeth 3rd 68% 13 |30 17
Dunning, Georgiana 3rd 100% 46 | n/a
Flemming, Portia 3rd 85% 82 | 20 3 Weeks Ago
Gough, Maryellen 3rd 1% 17 | 60 43
Hutto, Ruben 3rd 81% 51 | 20 Today
Jacks, Gussie 3rd 83% 53 | 20
Keeler, Lexie 3rd 1% 15 | 60 45
Latimer, Callie 3rd 3% 30 | 60 30 Last Week
Legg, Lora 3rd 31% 57 | 50
Merchant, Leamon 3rd 1% 30 | 60 30
Osburn, Marie 3rd 42% 73 | 50 Last Week
Sorrell, Aron 3rd 36% 26 | 50 24
Southern, Eleanor 3rd 2% 44 | 60 16
3rd 1% 8 | 60 52
Class Combined Report Archer 3rd
Kennedy Elementary School All Grades Aroher 3rdshow:Hilltop School District
February 1, 2013 Print
Plan Instruction
7 students need instruction in 6 skills.
Core5 Level 2 (Beg K)
Picturing Stories 1
Maryellen Gough
Core5 Level 6 (Beg 1st)
Sight Words 3
Lexie Keeler
Leamon Merchant
Core5 Level 8 (Mid to End 1st)
Long Vowel Teams
Two Syllable Words
Eleanor Southern
Core5 Level 10 (Beg 2nd)
Sight Words 5
Aron Sorrell
Core5 Level 16 (Mid to End 4th)
Passage Comprehension 5
Georgiana Dunning
Lesson
Lesson
Lesson
Lesson
Lesson
View Skills Report
View Auto Placement Report
Priority: High Medium Low
View Usage Report
Full Weeks Beginning Mondays(# of Students)
On Target Some Risk High Risk
18 students
28%
33%39%(+16)
Meeting Lexia Usage
Performance Predictors
% o
f S
tud
en
ts M
eeti
ng
Usa
ge
100%
80%
60%
40%
20%
0%Dec 31 Jan 7 Jan 14 Jan 21
View Progress Report
This document may contain sensitive information about students. Please dispose of securely.
(5) (16) (18)(16)
56% of students consistently met theirrecommended usage since Dec 31.
A
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www.myLexia.com allows you to plan your week, check in on usage, monitor progress and celebrate success.
WHO IS STRUGGLING?
A The pie chart summarizes students’ Performance Predictors. It indicates the percent of students who are On Target to reach end-of-year, grade-level benchmark and the percent who are at Some Risk or High Risk for not reaching benchmark.
B The Plan Instruction list details the students who need immediate teacher support on specific skills.
C The Meeting Lexia Usage graph shows the percentage of the class meeting usage targets each week.
HOW IS MY CLASS PROGRESSING?
D Scroll to the bottom of the page to view your Class Table
E Each student’s Predictor indicates the likelihood of a student completing all skills in his or her grade level by the end of this school year.
F A green check shows that a student met his or her usage target last week.
G The “+/Add” column tells you how many more minutes each student needs this week (by Sunday).
myLexia.com: Data to Inform Instruction
Click on Column Headers to sort the Class Table when planning instruction.
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Student Combined Report Traci Ruby2nd Grade
P K 1 3 4 5
Skills Current: Core5 Level 11
Action Plan Progress
Gra
de L
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Un
its
Common Core Standards
View Skills Report
View Progress Report
View Usage Report
Performance Current: 50% Weekly Usage Current: 33 min
2Sep SepAug Aug
Achievement AvailableLevel 10 completed on Jan 02
Increase UsageActual 33, Target 50 min/week
Lesson
Independent Practice
Advanced Word Chains
More Practice
Hard and Soft C & G 53%Unit 10: Auditory Discrimination (initial position hard/soft g in one syllable words)
Syllable Division 50%
Synonyms & Antonyms 50%Unit 5: Identifying Antonyms for Common Objects
Sentence Structure 50%Unit 6: Identifying Subject, Predicate, and Interrogative Pronouns (where, how, when)
2nd Grade Standards Accuracy Progress
Overall Medium 85%
Foundational Skills Medium
Phonics and Word Recognition Medium
Fluency Low
Informational Text Medium
Literature Low
Language Medium
Working On Core5 Level 11Started on January 2, 2014
Spelling Rules 1Unit 13: Spelling Dictated Words (ck, tch, dge)
Struggling on: dge
17 min/wk
Student Combined Report Traci Ruby2nd Grade
5th
4th
3rd
2nd
1st
K
PreK
1243
1091
946
795
569
286
42Sep Nov Jan Mar May Jul
Units Gained Last Week: 10 Units
Units Gained This Month: 25 Units
Units to Target: 114 Units
Meeting Usage
Stu
den
t U
sag
e
(m/
wk)
100+
80
60
40
20
0Dec 31 Jan 7 Jan 14 Jan 21
Total Time This Year:
Last Login:
25 Hours 17 Minutes
Thu January 31, 2013
This document may contain sensitive information about students. Please dispose of securely.
Met Target Last Week:
Time This Week:
Usage Target:
No
33 Minutes
50 Minutes/Week
A
B
C
D
Root MeaningsI can…read and understand words with Latin-based roots, like export, predict and construct.
I can…read and spell common sight words, like caught, certain and usually.Sight Words 7
I can…read passages accurately and fluently. Passage Fluency 4
I can…understand words with multiple meanings, like shed, spring and draft.Multiple Meaning Words 2
I can…read passages and answer questions that focus on summarizing and paraphrasing.Passage Comprehension 4
Ask me about…the new words I have learned and help me look and listen for these words in the world around me. Help me build my skills by reading aloud with me.Then, I can tell you about what we have read in my own words.
At Home
Anne Johnson
I’m a Lexia SuperstarI Completed Level 15
HOW DO I SUPPORT AN INDIVIDUAL STUDENT?
A On your www.myLexia.com teacher home page, click a student’s name to open the Student Combined Report.
B The Action Plan provides you with a “to-do” list to support each student.
• Determine if the student is getting enough time on Core5 based on the student’s personalized usage target.
• View specific skills that the student is struggling on and access Lexia Lessons to support the student.
• Print Lexia Skill Builders, paper-based activities that provide independent practice on skills that have been completed online.
C Click View Progress Report for parent-friendly visual representations of student progress.
D The View Skills Report link provides historical performance data and parent report versions in English and Spanish.
Student-Targeted Action Items
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Go to Achievements Available on the Action Plan to print certificates for students who completed a level in the last 4 weeks.
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Script page 4
LEVEL 12 | ComprehensionUsing Context, Lesson 1
Lexia Reading Core5LEXIA LESSONS
Adaptations
For Students Who Need More Support
Option 1: Provide practice with the concept of context by displaying sentences with blanks for missing words. Encourage students to suggest words that fit in the blank. Talk about the other words in the sentence that helped them make their suggestions.
Examples of sentences:
• Raymond was the youngest ___ in his family. (son, boy, child)
• He had two sisters and one ___. (brother)
• The family ___ in a little house. (lived)
• The ___ was on a busy street. (house)
Option 2: When reading aloud to students, pause to check comprehension of unfamiliar vocabulary. Use the term context when discussing how to figure out likely meanings and model how to use the four steps.
For Students Ready to Move On
Option 1: As students read textbooks and informational books and articles, they encounter new terms. Often, academic texts provide particular kinds of context clues that students can learn to look for.
Display the Context Chart shown on the last page of this lesson. Review the chart with students and have them give meanings for the underlined words in the examples.
Discuss how they knew the meaning and what kind of clue they found in the context.
Expand the lesson by using this chart during students’ own readings to identify context clues. Encourage students to look for other examples.
Option 2: Expand the lesson to present other strategic behaviors that proficient readers use when meeting a new word. Use examples from students’ own reading to ask and answer these questions together:
• Do I need to understand the meaning of this word to understand the text? (If the answer is no, keep reading. If the answer is yes, try using the context to get a likely meaning.)
• Does the context help me understand the word meaning? (If the answer is yes, keep reading. If the answer is no, use a dictionary or other source to get meaning.)
Students who complete this lesson should return to the online activities in Lexia Reading Core5.
For further development of automaticity with these skills, provide students with Lexia Skill Builders.Script page 1
LEVEL 12 | ComprehensionUsing Context, Lesson 1
Lexia Reading Core5LEXIA LESSONS
Direct Instruction
Today, we are going to learn how to figure out the meaning of an unfamiliar word using the context of what we are reading. The context includes the words and sentences around the word we don’t know. There are steps we can take to use the context. When we come across a word we don’t know, we can do these four things.
Display the following four steps shown below in bold. Read and explain each step.
Step One: Reread and read ahead. When you find a word you don’t know, stop and re-read the other words that come before it and after it.
Step Two: Identify context clues. Think about the meaning of the other words in the text.
Step Three: Decide on a meaning. Use what you know from the context to decide what the unfamiliar word means.
Step Four: Check that meaning in the context. The meaning you decided on should make sense in the sentence.
Display Sample Text 1 and have students follow along as you read:
The lion grabbed the mouse in its huge paw. The little mouse’s body shook with terror. “Oh, please, Mr. Lion, don’t hurt me,” the mouse cried in fear.
Point to each step as you model the following.
In Sample Text 1, point to the underlined word terror.
I’m not sure what terror means. So I am going to use these four steps to use the context of the story to help me figure it out. First, I’ll reread and read ahead.
Re-read Sample Text 1.
DescriptionThis lesson is designed to help students understand new vocabulary by looking for meaning in the words and sentences that surround the unfamiliar word. Strategic readers think about words in context, evaluating their own understanding as they read.
Teacher Tips
The following steps show a general strategy lesson for using context to figure out meanings of unfamiliar and multiple-meaning words. The lesson may be expanded to include particular context clues often found in informational and academic texts.
During discussions, remind students to listen to others, take turns and speak in complete sentences.
Preparation/Materials
• A copy of the four “Using Context” steps used in Direct Instruction.
• Copies of the sample texts at the end of this lesson.
Read the definition. Choose the Greek combining forms to make the word that matches the definition. Write the combining forms in the correct order on the lines. Then write the whole word on the line below.
Name:
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Level 17 | Structural AnalysisGreek Combining Forms 1
Lexia Reading Core5SKILL BUILDERS
psych ology sphere
graph auto derma
path auto ology
path gram tele
naut scope tele
phobiameter biblio
anti naut astro
audio meter geo
chron phobiaology
theo phon ology
the study of the mind
the study of disease
an instrument to see things that are far away
a person who navigates through the stars
the study of time
a person’s own written signature
a written message sent from far away
a fear of books
an instrument for measuring a person’s hearing
the study of sound
ologypsychpsychology
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7
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9
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Choose two words and write sentences for each word on the back.
umbrella, hamburger, apple, gumball, banana, candle
Cut out the pictures. Count the syllables in each word. Glue the pictures onto the correct number.
twosyllables
threesyllables
Name:
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LEVEL 2 | Phonological AwarenessBlending & Segmenting
Lexia Reading Core5SKILL BUILDERS
The Lexia Lessons® and Lexia Skill Builders® are essential components of the Lexia Reading Core5 integrated system of personalized learning. Both resources are necessary to reinforce and extend the online learning and can work flexibly in the classroom.
LEXIA LESSONS
Scripted materials for teacher-led instruction to target specific skills associated with Core5 online activities.
• Designed for individual, small-group or whole class instruction
• Automatically recommended for students struggling in online activities
• Include adaptations to differentiate instruction
• Include picture cards, wordlists, activity sheets and graphic organizers
LEXIA SKILL BUILDERS
Paper-based practice materials that reinforce and extend the online learning.
• Recommended upon completion of an online activity to build automaticity, promote generalization and expand expressive language
• Designed to be used independently or with a peer partner
• Developed for classroom centers, homework, or after- school programs
• Include suggestions for extension activities and answer keys
Targeted Instructional Resources
Over 150 Lexia Lessons
Over 430 pages of Lexia Skill Builders
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Synonym Pairs Antonym Pairs
First Word Possible Second Word First Word Possible
Second Word
sweet kind or nice sweet sour
smart bright or clever curly straight
rug mat or carpet right wrong
yell shout or scream new old
road street or avenue soft hard
easy simple or effortless light dark
rest nap or sleep slow fast
robber thief or burglar shout whisper
dirt soil or earth laugh cry
giggle chuckle or laugh found lost
loud noisy or rowdy rainy sunny
thin slim or skinny sick healthy
happy glad or thrilled give take
cry sob or weep thick thin
search seek or look for dry wet
friend pal or buddy happy sad
Synonyms & Antonyms–continued
Vocabulary Support Flash Card Sets
Lexia Reading Core5SUPPORT MATERIALS
ANIMALSOcean
Flash Card Sets | Animals—Ocean | page 2
scallopseahorse
whaleseal
Vocabulary Skill Sequence
• Basic Categories
• Spatial Concept Words
• Describing Words
• Combining Adjectives
• Categorizing Words
• Multiple Meaning Words
• SYNONYMS & ANTONYMS
• Similes & Metaphors
• Idioms
• Simple Analogies
• Affix & Root Meaning (Structural Analysis)
• Shades of Meaning
• Complex Analogies
• Greek Combining Forms (Structural Analysis)
Curriculum Connection
Review classroom vocabulary by having students generate synonyms and/or antonyms for previously learned terms. For example, vocabulary words and synonyms from a science unit may include soil (dirt), rocks (stones), and grow (develop).
page 1
Synonyms & AntonymsSynonyms (e.g., big and large) are words that have the same meaning, while antonyms (e.g., big and little) are words that have opposite meanings. As students learn more about synonyms and antonyms, they develop their vocabulary and expand their descriptive language skills.
Classroom Ideas
As necessary, teach or review the definition of synonyms and antonyms. Collaborate with students to create word webs, with a word, such as cold, at the center and related synonyms, such as chilly, frosty, and freezing, on the outside. Students may check if words are synonyms by using them in the same sentence. Then, have students generate an antonym for the word and create a unique sentence using that word.
Use examples of synonym or antonym pairs. Display and say one of the words and provide a clue for the student to guess the matching word. For example, “I’m thinking of a word that means almost the same thing as loud and begins with the letter n.”
Select at least four synonym or antonym pairs and have students write each word with a picture cue on an index card. They can use these cards and play Concentration, trying to turn up pairs of synonyms or antonyms.
Create a page with three columns with a target word in the middle column (e.g., happy). Have students fill in synonyms for the target words in one column (e.g., glad), as well as antonyms in the other column (e.g., sad). Provide a thesaurus and have students collaborate in pairs to complete the task.
Display and read sentences to students (e.g., He was not very polite, so he grabbed the book). Underline specific words and have students generate thoughtful, specific synonyms or antonyms. Work with students to rewrite the sentences, using the new words (e.g., He was not very courteous, so he snatched the book).
LEXIA INSTRUCTIONAL CONNECTIONS
Vocabulary Support Flash Card Sets
Lexia Reading Core5SUPPORT MATERIALS
ANIMALSPets
Flash Card Sets | Animals–Pets | page 1
birdfish
dogcat
LEXIA INSTRUCTIONAL CONNECTIONS
Strategies and routines to structure individual, small-group or whole-class activities that target essential components of reading skill instruction.
• Provide guidance and context to teachers while allowing for creativity and flexible delivery
• Link reading activites to content-area instruction in science, math and social studies
• Include reference tables, word lists and graphic organizers
VOCABULARY SUPPORT MATERIALS
• Activity ideas and thematically grouped flash card sets for basic vocabulary instruction
• Designed for English Language Learners with beginning proficiency and other students with limited English vocabulary knowledge
ACCESSING TEACHER RESOURCES
• Log in to www.myLexia.com
• To access specific Lexia Lessons for your class or particular student, view the Plan Instruction List or Student Action plan (see pages 6–7)
• To access specific Lexia Skill Builders by student, view the Student Action Plan (see page 7)
• To access a complete listing of Lexia Lessons, Lexia Skill Builders, Lexia Instructional Connections, Vocabulary Support materials and additional Core5 resources, view the Resources tab in www.myLexia.com.
• Additional resources include:
–eLearning videos–Scope & Sequence–School-to-home Letters –Alignments to Standards–Teacher’s Manual–Achievement Certificates–Reading Passages
Additional Teacher Resources
Activities integrate listening, speaking, reading and writing skills
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WHERE AND WHEN CAN I USE LEXIA WITH MY STUDENTS?
Think about your school, class and student needs and resources to determine which implementation model works best in your school.
Implementation Models
CLASSROOM
In a typical reading block, there is usually a significant amount of time for center rotations. Here is one way Core5 can be used in a rotational model:
• Use a student’s Prescription of Intensity to prioritize which students should spend time on the computer.
• Use small group time to teach Lexia Lessons to struggling students.
• Allow independent practice and peer work using Lexia Skill Builders to further develop automaticity and expand expressive skills.
COMPUTER LAB
In a computer lab, a whole class can use Core5, allowing each student to work on skills appropriate to his or her needs. Struggling students can also be pulled for a Lexia Lesson, either right in the lab or back in the classroom with a teacher or support personnel.
INTERVENTION BLOCK/SPECIAL EDUCATION
For Tier II or Tier III students using Core5, the intervention block can be used to deliver the Lexia Lesson (s) specific to each student’s needs. In myLexia.com, the student can be assigned to multiple classes so that all teachers working with a student can view data and identify appropriate Lexia Lessons.
BEFORE/AFTER SCHOOL
For students who need additional time based on their Prescription of Intensity, before- and after-school programs provide another opportunity to spend time on the computer. This additional time can also be used for targeted instruction using Lexia Lessons or for practice with Lexia Skill Builders. Remember, student data is always tracked in myLexia.com regardless of when or where the work is completed.
HOME USE
To solidify skills already completed online, Lexia Skill Builders can be used as homework for all students. Use the School-to-Home Letter found in www.myLexia.com Resources to communicate with parents about using Core5 at home. Homework is important for students who are working below grade level and need additional time in Core5.
ONE TO ONE DEVICE (1:1)
For schools/students that have 1:1 device programs (or are using personal tablet devices at home), a student can continue to use Core5 without an internet connection for up to 10 days. When a connection is detected, the device will connect automatically online and upload performance data.
Check off the model(s) that works best for you
Keep in mind that a combination of models may maximize student gains.
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Implementation: Best Practices
BEST PRACTICES
➀ Students consistently meet weekly recommended usage.
➁ Teachers monitor student progress in www.myLexia.com and plan instruction based on students’ needs
➂ Students receive targeted instruction with Lexia Lessons and practice opportunities with Lexia Skill Builders.
TIPS FOR SUCCESSFUL IMPLEMENTATION
➀ To ensure students meet weekly usage:
a. Develop a schedule using all available technology resources in your school.
b. Teach students how to monitor their own usage using the student dashboard
➁ To monitor student progress:
a. Set a regular time for yourself to check reports in www.myLexia.com.
b. Print reports for data conversations.
➂ To ensure students receive targeted instruction and practice opportunities:
a. Frequently view the Plan Instruction list and Student Action Plan to identify students who need a Lexia Lesson or Lexia Skill Builder.
b. Designate a specific time in the day to deliver Lexia Lessons and provide Lexia Skill Builders (see models on page 10).
c. Set aside time to prepare and organize materials. Many can be printed in advance and re-used. Consider binders, folders or file systems for storing and organizing printed resources. Be sure to view the Resources tab in www.myLexia.com for all available materials.
Check out Lexia’s Training on Demand videos under Resources at www.myLexia.com.
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#
password |
username |
Your www.myLexia.com username is your school email address.
THE 5-MINUTE CHECK-IN!
www.myLexia.com has the data that can help you. In just 5 minutes, find out the answers to the following questions.
■ WHO NEEDS HELP?Check the Plan Instruction section on the teacher home page to see which students are struggling right now and are assigned a lesson.
■ WHO NEEDS MORE TIME ONLINE?Check class table for usage information.
■ WHO IS READY TO CELEBRATE?Print out certificates to help celebrate student success.
■ WHAT ARE MY NEXT STEPS?Access Lexia Lessons, Lexia Skill Builders, and Lexia Instructional Connections under the Resources tab.
Lexia Customer Support 1 800 • 507 • 2772
SCHOOL-TO-HOME TIPS
• Encourage Lexia Reading Core5 for home use. This is a great way for students who are behind in skills to catch up to their grade level.
• Use the parent letters (available under the Resources tab) to communicate with parents.
• Emphasize that home use of Lexia Reading Core5 is for the enrolled student only—not siblings or parents.
• Use the Parent Report link in the Student Skills Report to share results with parents during conferences (in English and Spanish). For a visual report, use the Student Progress Report to show a student’s performance.
TRC5TTG-0715
