Literacy Intervention LANGUAGE! Overview Grades 4–12

Fourth Edition Focus on English Learning

WITH AND PROVEN TO CLOSE THE LITERACY ACHIEVEMENT GAP LANGUAGE! CHANGES LIVES …

• Rapidly advances struggling readers to grade-level literacy

• Fills gaps in literacy learning and ensures strong foundational skills

• Builds student experience with literary and informational text

• Prepares students for literacy in the content areas

• Provides comprehensive results documentation—proven to accelerate growth

• Meets specific student needs with multiple entry and exit points and ongoing differentiation

• Integrates powerful technology to empower teachers to deliver instruction digitally

• Incorporates Six Traits of Writing to help students build sophisticated writing skills

We’ve reduced our numbers [of students LANGUAGE! has increased the gains we’ve requiring intervention] from over 3,000 to seen on state testing. Beyond that, we’ve 1,100. That didn’t happen by accident; that also seen the confidence of the students happened because we are implementing improve as they have experienced success. [LANGUAGE!] at an earlier age. The huge LANGUAGE! is not just a reading program or numbers that we were inheriting in middle a grammar program; it’s a curriculum that school we’ve already remediated by the time changes lives. they are leaving fifth grade. —Lorena Hendricks Former ESL Teacher —Christy-Becknell Brown Fremont County Schools, Idaho Elementary Coordinator, Akron, Ohio Office of Special Education

INCLUDES Focus on English Learning components for English learners

2 LANGUAGE! CHANGES LIVES … WHAT IS THE LANGUAGE! CURRICULUM?

® • Rapidly advances struggling readers to grade-level literacy LANGUAGE! is an intensive intervention for students in grades 4–12 who are substantially below grade- level expectations for literacy. With an explicit, systematic approach that is proven to accelerate the growth of struggling readers and nonreaders, LANGUAGE! integrates instruction across key literacy strands— • Fills gaps in literacy learning and ensures strong foundational skills foundational skills, writing, vocabulary, fluency, grammar, comprehension, and spoken English. • Builds student experience with literary and informational text LANGUAGE! Integrates Instruction Across Key Literacy Strands and Translates into • Prepares students for literacy in the content areas Consistent Six-Step Lessons From Oral Fluency • Provides comprehensive results documentation—proven to accelerate growth to Sound • Meets specific student needs with multiple entry and exit points STEP Speaking and Listening to the English Language and ongoing differentiation STEP • Integrates powerful technology to empower teachers to deliver instruction digitally STEP • Incorporates Six Traits of Writing to help students build sophisticated writing skills STEP

STEP

STEP

STEP

to Text in every lesson LANGUAGE! Reaches a Broad Range of Students Who Need Intervention By providing age-appropriate instruction with varying entry points, exit points, pacing, and differentiation options, English Curriculum LANGUAGE! addresses the needs of students in grades Language Casualties 4–12 who: Learners

• Require immediate and intensive intervention support ® • Typically perform two or more years below grade level

• Are experiencing serious reading difficulties or have significant gaps in their literacy foundation Language- Based Learning • Need to acquire knowledge of academic language Disabilities • Are English learners, including newcomers who benefit from Everyday English Plus

3 RESULTS

HISTORY OF DEMONSTRATED RESULTS

LANGUAGE! Students Exceed Typical* Lexile Growth Three-Year Cohort, 42 States, 163 Districts, Grades 4-11, 2011-2014

LANGUAGE! 4th Edition Language Reading Scale Results 852 Average Lexile Gain for LANGUAGE! Students Who Received Instruction in: Inital Lexile 749 Final Lexile 654 240 Lexile Gain 482 172 Lexile Gain 103 Lexile Gain 346

106

All AB Students All CD Students All EF Students (n=15,795) (n=12,226) (n=2,175)

*These are typical results for an average student at the 50th percentile Books A & B: Books C & D: Books E & F: based on research from MetaMetrics®: typically, students in grades 240 172 103 4–8 grow 50–100L in one year, and students in grades 9-11 grow 25-50L in one year. Typical* Growth Grades 4–8: 50–100L Typical* Growth Grades 9–11: 25–50L

LANGUAGE! Students Increase Their Overall LANGUAGE! 4th Edition TWS-4 Results Percentile Rank in Spelling, Indicating a Gain (2011–12 to 2013–14) 40 of More Than a Year’s Worth of Growth Initial PA Final PA 34 Three-Year Cohort, 42 States, 163 Districts, 30

Grades 4–11, 2011–2014 25 20 23

16 Percentile Rank (PR) 12 10 7 5PR 7PR 9PR 0 All AB Students All CD Students All EF Students (n = 18,683) (n = 13,313) (n = 2,518)

4 www.voyagersopris.com/language Substantial Increase in Students Scoring At or Above Grade Level on the North Carolina End-of-Grade Assessment Caldwell County Schools, North Carolina, Grades 3–7, 2005–2006

After 8 months of LANGUAGE! Percent of Students Scoring At or Above Grade Level

2005 / 2006 66% 69% 66%

51% 49% 43% 42% 31%

General Education FRL* > 90% FRL* > 50–65% Special Education (n=275) (n=45) (n=104) (n=35)

*Designates students who attended schools with speci ed percentages of students eligible for Free/Reduced Lunch

Students Make Significant Achievement-Level Gains Across Grade Levels and Student Populations on the California Standards Test for ELA Hawthorne School District, California, Grades 6–8, 2006–2007

Percent of Students Who Improved by One or More Levels on the CST-ELA 2006 / 2007 By Grade By Subgroup 44% 44%

33% 33% 34% 30% 29% 29% 22%

Overall Grade 6 Grade 7 Grade 8 ELL ELL Hispanic African Special (n=775) (n=253) (n=291) (n=231) Level 1 & 2 Level 3, 4, & 5 (n=525) American Education (n=55) (n=399) (n=189) (n=193)

Visit www.voyagersopris.com/language for extended report.

5 FOUNDATIONAL SKILLS

FILLS GAPS IN LITERACY FOUNDATION

STEP

Helps students learn the building blocks of the English language, progressing from basic to more complex across the curriculum.

In LANGUAGE!, students recognize that words are composed of phonemes, or sounds, and that those sounds map onto letters.

• Phoneme awareness

• Syllable awareness

• Morpheme awareness

• Sound-spelling correspondence

• Syllable types

• Inflectional endings

• Prefixes and suffixes

Cards Letter LANGUAGE!

LANGUAGE! Letter Cards LANGUAGE! Letter Cards j a z

Unit 13, Lesson 3 Unit 13, Lesson 6

6 www.voyagersopris.com/language FOUNDATIONAL SKILLS

STEP Students use the sound-to-letter correspondences as the basis to Teaches students how to fluently read and spell words. build words to read and spell.

• Sound-spelling Students Progress to Complex Reading correspondences and Spelling • Phonograms

• Top 2,000 high-frequency Students combine letters sounds and letters to build words to read and spell words that account for 85% of the English words in print w + e + b = web • Fluency—word recognition • Fluency—high-frequency words

Students combine all syllable types to build multisyllabic words • Contractions • Spelling rules spi + der = spider

Students use prefixes, roots, and suffixes to build multisyllabic words

in + flec + tion + al = inflectional

Sortegories: provides online word activities

LANGUAGE! Strategically Rolls Out High-Frequency Words

High-Frequency Book A Book B Book C Book D Book E Book F English Words Top 100 49% 81% 100% - - - Top 500 18% 43% 70% 83% 94% 100% Top 1,000 13% 36% 60% 80% 94% 100%

Fry, E.B., Kress, J.E., & Fountoukidis, D.L. (2002). Reading Teacher’s Book of Lists (3rd Ed.). San Francisco: Jossey-Bass.

7 VOCABULARY

DEVELOPS STUDENTS’ ABILITY TO READ WORDS AND KNOW OR DETERMINE THEIR MEANINGS

STEP

The LANGUAGE! curriculum builds depth of word knowledge to increase students’ reservoir of words to support their understanding of what they read and their expression skills in the area of speaking and writing.

MORPHOLOGY • In ectional/derivational endings • Common morphemes • Latin and Greek roots, prexes, and sufxes • Greek combining forms • Word attributes and origins • Emphasizing large word families connected by roots BUILD VOCABULARY FOUNDATION Word meanings and multiple meanings Word relationships: antonyms, ACADEMIC AND synonyms, homophones, analogies DOMAIN-SPECIFIC VOCABULARY • Words for interpreting and answering questions Use of words in sentences and writing • Content-area vocabulary within context of content-related text Defining words in context • Intentional focus on domain-specic words • Customized acitvities through Words for Teachers technology Use of reference materials; includes Visual Vocabulary Connotation and denotation High-frequency words FIGURATIVE LANGUAGE, INCLUDING SOCIAL LANGUAGE • Figurative language, such as similes, metaphors, and symbols, are gradually introduced • Idioms and common expressions

Visual Vocabulary p01_TTU5L1MMM.indd 25 The owl The boy The girl the © Jane Fell Greene. The purchaser may copy this page for use in the classroom. the in use for page this copy may purchaser The Greene. Fell © Jane Multiple Meaning Map Meaning Multiple (thә) article a certain thing 2. To play music in 1. Type of music the style of jazz 1. The owl flies. 2. The boy 3. The girl smiles. waves.

theory The scientists came up with a theory to help The concert will The musicians were explain how stars are formed. (thîr’ē) noun feature jazz. jazzing during idea or explanation jazz rehearsal. not proven scientifically There is There is there Here is a ruler. a ruler. (thâr) adverb a ruler. in or at a farther place 3. Stuff These are these These Those are pens. (thēz) pronoun are pens. books. The twins brought used to show multiple 4. To make more all their favorite things that are closer

Multiple Meaning Map Meaning Multiple interesting jazz on the trip. they They are biking. (thā) pronoun The students jazzed used to refer to a group being spoken

6/13/04, 7:32:38 AM up their rooms with or written about 25 colorful posters. This is this That is a pen. This is (thĭs) pronoun a pen. a book. used to show something that Unit 5, Lesson 5, Multiple Meaning Map is closer Unit 13, Lesson 1, Explore It 178 Visual Vocabulary

8 www.voyagersopris.com/language GRAMMAR AND USAGE

INCREASES UNDERSTANDING OF SENTENCE PARTS AND PATTERNS TO AID IN COMPREHENSION AND WRITING

STEP

Students learn that word function and arrangement in a sentence create meaning, contributing to comprehension and clear written communication.

Grammar and usage support student understanding of how the English Students Use Diagramming to Analyze language works. Grammar Concepts

• Grammatical forms—nouns, Unit 5 • Lesson 3

pronouns, verbs, etc. Exercise 5 (continued) • Diagram It: Subject/Verb/Direct Object

4. Some musicians added ballads to jazz. • Grammatical functions—subject, Who did it? What did they do? Added what? predicate, direct object, etc. musicians added ballads Some to Where did they add them? jazz • Sentence patterns—simple, 5. Musicians played in dance halls. compound, complex Who did it? What did they do? musicians played Who did it? in Where did they play? • Sentence combining and parts halls dance • Dependent clauses musicians

Exercise 5 • Diagram It: Subject/Predicate/DirectUnit 5 • Lesson Object 3 • Writing conventions What did they do? Read the sentences. Th en fi ll in the diagrams. 1. Workers sang in the fi elds. added • Edit/revise written work Who did it? What did they do? workers Added what? sang

in Where did they sing? ballads fields the

2. People sang songs at work.Unit 5 • Lesson 3 189 Where did they add them? Who did it? What did they do? Sang what? people sang songs to jazz at Where did they sing them? LANGUAGE! Provides work 3. African Americans rewrote songs at church. Concrete Instruction and Who did it? What did they do? Rewrote what? Americans rewrote Visuals to Teach Grammar African songs at Where did they rewrite them? church

(continued)

Unit 5 • Lesson 3 IT_U05L03.indd 189 189

6/11/04, 9:57:39 PM

Unit 13, Lesson 4, Verb Forms

9 READING PROGRESSION

HIGHLY ENGAGING TEXT TRANSITIONS STUDENTS TO GRADE-LEVEL LITERACY

STEP

• Provides reading selections with pre-primer to grade 12 readability

• Provides high-quality, relevant reading selections

• Provides balance of literary and informational text

• Makes content-area connections—with topics such as pollution, brain research, art, and major historical events

• Offers a variety of genres—such as science fiction, historical fiction, poetry, articles, essays, and plays

• Includes selections by well-known authors—such as Sandra Cisneros, Edgar Allan Poe, Gary Soto, and Langston Hughes

Book C Book B Student Text Book A Student Text Student Text

Begins with basic decoding and fluency skills

Mega- Stage Setting Dialog 2 Mini- Dialog 1 An old saying says, “Don’t count your chickens before they’re hatched.” As you read this cartoon, think of ways it might apply to these people. TEACHER: Computers allow us to access the Internet and communicate instantly. It hasn’t always been this way. Read about how much more efficient electronic mail, Al, I dig this or e-mail, is compared to conventional mail. script! I can live in Val, this 5 STUDENT: In the past, mail was not fast. There were many this film! is for you!!! You have it! steps. Step 1: Get a pen. Step 2: Get a pad of paper. Step 3: Draft text on the pad. Step 4: Get a stamp. Step 5: Some inventions are wacky! Some are so preposterous Drop the letter in the mailbox. The Web lets you skip that they’re funny. Here are a few that really missed the boat! Yeah. This draft steps, so sending mail can be quick. Get on the Web. A How do you feel when peas fall off your fork? Are you is a blast. You will 10 computer lets you draft text. Next, click on “send.” It is annoyed as annoyed about this as Heath Robinson was? Robinson 5 live in a big house! sent fast, and you can expect a prompt reply. irritated; upset invented a machine to remedy the problem and gave it a compelling name. He called it the Interesting and Elegant It will be grand! TEACHER: One of the most popular ways to use the Apparatus Designed To Overcome Once And For All The Internet is for “chatting.” People use e-mail and instant conveying Difficulties Of Conveying Green Peas To The Mouth. It messaging (IM) to stay in touch. Read about chatting carrying was just one of his innovations. 15 on the Web. 10 Robinson is the king of silly inventions in England. STUDENT: Lots of kids log on. IM lets kids visit. They Most of his whimsical designs never made it past send text to pals, and they send a fast reply. Kids chat the drawing board. They weren’t meant to be serious online. There can be many messages. It can get hectic. products, but that’s a shame in a way. Maybe someone Kids have a blast with IM. really yearned for his spaghetti stretcher. And what about Britain 15 his machine that put square pegs into round holes? That a western might have been useful! European island nation, comprising Some Inventions That Never Took Off England, Scotland, Wales, and One example of an unsuccessful invention was the I can cast you! You too, Al! Northern Ireland Sinclair C5. This vehicle was supposed to solve the traffic You can be big, Val! And you can win the problems in Britain . It could travel, but it went only This film can give film critics’ prize! defunct 20 about 15 miles per hour. What was it? Actually, it was you big bucks! no longer in existence or a battery—and pedal-powered—tricycle. And it sold— working but not well, or for long. Within 10 months, the C5 was defunct ! Critic’s Corner  Unit 13 • Invent It 1. What is a draft? Make a list of work that must be finished before a film can be produced.

2. What are these two planning? Are their plans realistic? 6 Unit 7 • Spin a Web Lexile 500–1,075 0324_LANG_BkB_U7.indd 6 Lexile 300–1,050 1/16/08 11:15:36 AM Lexile 200–950

10 www.voyagersopris.com/language LANGUAGE! Readability Levels for Text Selections Lexile® Text Measure Ranges and Corresponding Grade Ranges Book Decodable Instructional Challenge

A 200–400 (K–1) 300–700 (2–3) 650–950 (4–5)

B 300–700 (2–3) 500–850 (3–4) 750–1,050 (5–6)

C 500–850 (3–4) 650–950 (4–5) 850–1,075 (6–7)

Independent Instructional Challenge

D 650–950 (4–5) 750–1,075 (5–7) 950–1,150 (7–9)

E 750–1,050 (5–6) 850 –1,100 (6 –8) 1000–1,200 (8–10)

F 850–1,075 (6–7) 950–1,200 (7–10) 1100–1,300 (10–12)

Book F Book E Student Text Book D Student Text Student Text

Culminates in sophisticated grade-level text

In 1605, Miguel de Cervantes published his novel, El ingenioso hidalgo don Quijote. The story of the elderly, idealistic knight, Don Quixote, riding around Spain on his by Sandra Cisneros old horse, Rocinante, with his pot-bellied squire, Sancho 5 Panza, riding behind him on a donkey, was immediately popular. Today, it is often called the first modern novel and Faster than a bolt of lightning, able to carry You remember periods in your own childhood, periods one of the greatest books written in the Spanish language. billions of light pulses a second, yet thinner that affected you in different ways. As you read these The novel consists of two parts: the first published in than a human hair, it’s . . . optical fiber! segments from Sandra Cisneros’ The House on Mango Street, think about the storyteller’s childhood experiences, 1605 and the sequel published in 1615. Cervantes tells a 5 and see if you can relate to any of them. Have you ever had 10 comic story of a man so taken with chivalric romances that What happens when you download research from the to move? What’s it like to move into a new neighborhood? he starts to believe they are true. Don Quixote is, on one 5 Internet? What carries your messages when you chat online How does moving into a new neighborhood translate to hand, to be laughed at for his silly pretensions of trying to be with a friend? You may be using fiber optics. Fiber optic optics moving into a new passage of your life? a knight. On the other hand, he is to be admired for trying cables hide under the streets of many of our cities and the science of light; vision; lenses to live a noble and heroic life. Sancho Panza knows that his towns. These cables carry all kinds of information. The House on Mango Street 15 master is a little crazy, but stays with Don Quixote to get the Fiber optic technology is being used more and more. It We didn’t always live on Mango Street. Before that we island and other riches Don Quixote promises him. 10 has been around since the 1930s. Today, though, as much cables 10 lived on Loomis on the third floor, and before that we lived As the story progresses, Don Quixote and Sancho as 2,000 miles of fiber optic cable are being laid every hour. covered bundles of wire on Keeler. Before Keeler it was Paulina, and before that I Panza both evolve as characters to understand each other’s Why is the use of fiber optics increasing? can’t remember. But what I remember most is moving a lot. point of view. At the end of the second book, Quixote on his One reason to use fiber optics is the material. It’s better Each time it seemed there’d be one more of us. By the time 20 deathbed admits he was mad. Sancho begs Don Quixote than materials currently in use. Electric signals use wires signals we got to Mango Street we were six—Mama, Papa, Carlos, to remember that the “one vanquished today [can] be the vanquished 15 that carry electrical pulses.The electricity moves through sounds, images, or 15 Kiki, my sister Nenny and me. victor tomorrow.” Four hundred years later, readers are beaten; defeated the wires quickly. What is the problem? The metal in the messages that are sent or received The house on Mango Street is ours, and we don’t have still enchanted by the story of this brave, eccentric knight wire slows down the signal along the way. Fiber optics is to pay rent to anybody, or share the yard with the people and his loyal servant. different. It uses long, thin tubes made from glass. They downstairs, or be careful not to make too much noise, and carry pulses of light instead of electricity. They deliver light pulses Don Quixote—Excerpt 1 235 bursts of move- there isn’t a landlord banging on the ceiling with a broom. 20 signals. ment; vibrations 20 But even so, it’s not the house we’d thought we’d get. A second reason for using fiber optics is speed. Glass allows light signals to travel at the speed of light. That’s 56 Unit 26 • Create Movement millions of times faster than any racing car! The glass tubes Fiber Optics: High-Speed Highways for Light  Lexile 850–1,300 Lexile 750–1,200 Lexile 650–1,150

11 TEXT TYPES

STEP HIGHLY ENGAGING TEXT TRANSITIONS STUDENTS TO GRADE-LEVEL READING AND CONTENT

THE KEY TO ACCELERATING READING ACHIEVEMENT: Simultaneously fill gaps in students’ skills while exposing them to more sophisticated content and vocabulary

Independent Reading—Decodable Text: 12 • Phonics skills application 11 • Builds fluency and practices decoding 10

• Preteaches vocabulary and content 9 Challenge Text 8 Shared/Guided Reading—Instructional Text: 7 Instructional • Vocabulary and comprehension Text 6 • Text structures 5 • Reading skills that transfer to content areas 4 Independent • Basis for writing in Step 6 Text Grade-Level Readability Range Grade-Level 3

Read Aloud—Challenge Text: 2

• Expands knowledge, vocabulary, and 1 comprehension K • Exposure to literary genres LANGUAGE! Book Levels A B C D E F • Higher-order thinking skills

Independent Reading Resources Support Practice To support and encourage independent reading, the Nonfiction Bookbag provides a library of engaging and expertly illustrated texts. These books cover important milestones in history, such as the integration of Little Rock High School, Japanese internment during World War II, and the accomplishments of migrant worker organizer Cesar Chavez. Also covered are compelling scientific topics such as the origins of hurricanes, volcanoes, and stars.

12 www.voyagersopris.com/language MULTIMEDIA PROJECT

MULTIMEDIA INFORMATIONAL PRESENTATIONS USE SEVERAL MEDIA SOURCES TO INFORM, DESCRIBE, AND BUILD BACKGROUND KNOWLEDGE In Units 25–27, collaborative groups work together to produce powerful multimedia presentations that build background knowledge for the text selections they will read in Units 28–30. Once students are introduced to the project, there are three main components:

PLAN IT PREPARE IT PRESENT IT

• Choose a topic: Ellis Island, • Assign Research Tasks: each • Prepare the slides Alaska, Arabia, North Africa, group member is assigned a Uganda, or Mt. Everest subtopic • Practice

• Conduct Preliminary Research • Conduct Research: library, • Evaluate and Revise Internet, in person • Identify Subtopics and • Deliver the Presentation organize ideas • Finalize Storyboard

• Draft a Storyboard to visualize • Prepare information for and sequence information presentation using multimedia resources • Assign Roles to group members

Multimedia Presentations Build Background Knowledge of the Entire Class Before Students Read One of the Following Text Selections:

For thousands of years, camels have served as vehicles. My first impressions of the new world will always They have furnished transportation for many peoples “I am only one, but still I am one. remain etched in my memory, particularly that hazy of the Arabian deserts. The beasts have served in other by Barbara Kimenye I can not do everything, but still I can do something. October morning [in 1907] when I first saw Ellis Island. ways, too. Camels have been valued for their milk, meat, I will not refuse to do the something I can do.” The steamer Florida was fourteen days out of Naples. It 5 and skins. The beasts have had great importance in the Old Kibuka had long believed that retirement was —Helen Keller 5 was filled to capacity with sixteen hundred natives of Italy. Call of the Wild Summary desert economy. A Bedouin can measure his wealth by the no sort of life for a man like himself, who would, so he It had weathered one of the worst storms in our captain’s Buck, a large, strong dog, has been living a comfortable number of camels he owns. modestly believed, pass for not a day over forty-five. He had 5 What would it feel like to stand atop the highest memory; and glad we were, both children and grown-ups, life in the home of Judge Miller in Santa Clara, California A tale is told of a certain wealthy Bedouin who, upon held a responsible post at the Ggombolola Headquarters, mountains of the world? While many aspire to reach such to leave the open sea. We were glad to come at last through when he is kidnapped and sold on the black market. The his death, left seventeen camels. These were to be divided 5 until the Government had sent somebody from the Public heights, few actually go there. Climbers must endure bitter 5 10 the Narrows into the Bay. Gold Rush is on in Alaska and the Yukon, and he is sent among three sons. The first son was to get half of the Service Commission to nose around the offices and root Erik learned later his cold, driving wind, treacherous terrain, and, in many cases, 10 My mother, my stepfather, my brother Giuseppe, and there to work as a sled dog. Buck has strength and pride, camels. The second would get a third. The third son would out all employees over retirement age. Then the next thing summit date of June limited oxygen in their quest to reach each summit. And 27 was Helen Keller’s 10 my two sisters, Liberta and Helvetia, were happy that we and he bridles under mistreatment by various owners, who get one-ninth of the lot. Kibuka knew, despite his youthfully dyed hair, he had a birthday. after all the effort, the glory at the top is short. Often, there had come through the storm safely. We clustered on the try to beat him into submission. Buck learns to survive and By such a division, the first son would get eight and a pension pension, a Certificate of Service, but no longer a job. is only enough time to snap a few photos before beginning foredeck for fear of separation and looked with wonder on work as the lead dog of a sled team. John Thornton rescues half camels. The second son would get five and two-thirds a regular payment 10 He still worried about the state his filing system must the perilous trip down the mountain. Less than two hundred this miraculous land of our dreams. 10 Buck from the cruel treatment of one of his masters, and 15 camels. The third son would inherit only one and eight- made by a business be in today, for having once called in at the Headquarters, mountaineers have climbed all of the Seven Summits, or government to a 15 Giuseppe and I held tightly to stepfather’s hands. Buck gives him his loyalty in return. Buck’s devotion to John ninths of a camel. The situation seemed impossible to merely to see if the youngster who had replaced him which consists of the highest mountains on each of the seven din retired person 15 a loud, persistent Liberta and Helvetia clung to mother. Passengers all about is tempered by his visions of retreating to the forest, joining solve. None of the sons would sell his share to the others. needed any advice or help, he had been appalled at the lack continents. One of these individuals is Erik Weihenmayer. noise us were crowding against the rail. Jabbered conversation, a wolf pack, and breaking his ties forever with humankind. Certainly none of them wanted to kill any of the camels. of order. Papers were scattered everywhere, confidential Weihenmayer shares the qualities of this elite group. He is 15 sharp cries, laughs, and cheers—a steadily rising din filled Will Buck heed the call of the wild? The beasts were much more valuable alive than dead. folders were open for all the world to read, and his determined, tenacious, athletic, and remarkably courageous. 20 bewilderment the air. Mothers and fathers lifted up the babies so that Tempers flared. Angry words were spoken. successor was flirting madly with some pin-brained girl at But one quality is his own. Weihenmayer is blind. He was confusion; 20 they, too, could see the Statue of Liberty. 15 For a long time after his rescue, Buck did not like Now, in the area lived a wealthy Arabian woman. the other end of the newly installed telephone. born with retinoschesis, a disorder that caused progressive 20 puzzlement I looked at that statue with a sense of bewilderment , Thornton to get out of his sight. From the moment he left Distressed by the fighting, she offered the brothers one of her The visit had not been anything near a success, for not degeneration of his retinas. His story is one of triumph half doubting its reality. It loomed shadowy through the tent to when he entered it again, Buck would follow at own camels. She hoped it would help to settle the dispute. even his former colleagues showed anything but superficial against seemingly insurmountable circumstances. 20 awe the mist. It brought silence to the decks of the Florida. his heels. His transient masters since he had come into the They now had eighteen camels to share. The first son interest in what Kibuka had to say. a feeling of great This was a symbol of America. This was an enormous Northland had bred in him a fear that no master could be 25 received his half. This consisted of nine camels. The second So there he was, destined to waste the remainder of his Part I admiration or 25 expression of what we had all been taught was the inner 20 permanent. He was afraid that Thornton would pass out son received six camels—his one-third share. And the last life in the little cottage beside the Kalasanda stream, with By the fourth day at high camp, we were running out respect meaning of this new country. It inspired awe in the of his life as Perrault and François and the Scotch half- son received two camels, one-ninth of the eighteen. plenty indeed to look back on, but not very much to look of food and fuel. We only had three boxes of macaroni and 96 Unit 28 • Enjoy the View For the Love of a Man 133 148 Unit 30 • Celebrate the Individual 150 Unit 30 • Celebrate the Individual 160 Unit 30 • Celebrate the Individual

“My First View The Call of the Wild “The Eighteenth Camel” “The Pig” “A Remarkable of Ellis Island” Unit 29 Unit 30 Unit 30 Individual” Unit 28 Unit 30

13 WRITING PROGRESSION

STUDENTS QUICKLY ADVANCE FROM FOUNDATIONAL WRITING TO SOPHISTICATED COMPOSITION

STEP

• LANGUAGE! provides a robust writing strand • Moves from sentence writing to paragraph writing and multiparagraph essays • Provides instruction on how to respond to prompts that support grade-level and content-area writing • LANGUAGE! students write with a purpose • LANGUAGE! students develop writing that is targeted and that responds to specific prompts and topics • Asks students to compose a variety of genres—such as narrative, expository, persuasive, and literary analysis • Includes strong spelling and grammar components

Book C Book B Student Text Book A Student Text Student Text

Begins with basic writing for content learning

Topic: (con) against eliminating art classes

✰ important for —express themselves creative people • sense of accomplishment

Personal Narrative Planner • create things —prepares for many careers

How Practice Helped Me Speed Up My Game graphic design Title: •  Position: Con • animation Introduction: In basketball, time is really important. (Unit 1) I am not in favor of eliminating art classes I was always a slow dribbler, but I have learned to ✰ Organizing Information . need to appreciate —art helps people speed up my game to save the school money. Art classes are art understand other cultures important for creative people as a way to Graphic organizers and outlines help organize information to plan to write. Beginning • represents important How Practice• Last month Helped we played Me the SpeedGriffith Youth Up Center My Raiders.Game express their ideas and for people to learn to • Before the game, we made a plan. aspects of people’s lives • Denzel would bring the ball up the court and I’d shoot. appreciate art in their lives.conveys The heritage first reason In basketball, time is really important. I was •  always a slow dribbler, but I have learned to speed is that art provides a —wayart touches for students many aspects to Middle express themselves. Whenof people’s they createlives art, up my game.• First half—I made six shots. • Then the Raiders double-teamed Denzel. they feel a sense of accomplishment• architecture and recipe ! There were StoryLast month our club played a tough team, the How did jazz begin? There was a • They stole the ball three times. recipe • video many parts. There were different people. There were Griffith Youth Center Raiders. We knew if we could create things that make them feel proud. Art the directions and ingredients to Africans. There were Europeans. There was different is important for creative• people.clothing For example, make something; music. There was the blues. There was ragtime. All of beat them,End we would earn some serious respect. a formula 5 these combined. They made up the recipe. America’s • Raiders pulled ahead. jazz. Before the game, we made a plan. Although I’m a it helps prepare students for many careers. own music was born. It was • I figured I had to move the ball myself. Workers sang. Where? They sang in fields. They sang • I grabbed the pass from Denzel and sprinted toward the basket. work song was slow dribbler, I’m a great shooter. In our league Art can help students move into careers like Three ingredientson ships. They sang in on the railroads. jazz The recipe are • Made shot! a part of their day. People worked together. They .sang you have •toWe move won. the ball across the mid-court graphic design and animation. dance music,10 church music, and the blues Dance work songs. They worked to a beat. The songs made line in ten seconds. Denzel is a great dribbler, so we music was itone easier. ingredient There were many . It kinds was of work a combinationsongs. Work Conclusion: With victory we also won some respect, and Another reason, art classes are important songs played a part in jazz. decidedI learned he an would important bring lesson. the Practice ball up pays the off!court. In of African andChurch European music was music. important It to wasjazz. African played by to help people learn to appreciate art. Art Americans made new kinds. of church music. Black the meantime, I’d get myself into position to shoot. slaves at 15plantationpeople formed dances churches. They Another rewrote oldingredient songs. They 67 helps people understand other cultures. Art In the first half, our plan workedPersonal well. Narrative I Planner hit all was churchchanged music words. . It Theywas changed a new the waybeat. They of changedwriting © 2009 by Sopris West Educational Services. All rights reserved. represents important aspects of people’s lives 166 Unit 5 • Jazz It Up six of my shots. At halftime, though, the Raiders and playing old songs. African Americans created and passes along their heritage. Art also . developed a new plan. In the second half, they Both it in graphic their churches organizers A canthird organize ingredient the wassame the information. touches many aspects of people’s lives. blues . Slaves were free by the time the blues double-teamed Denzel and stole the ball three Informal (Two-Column) Outline (Unit 5) were first played. But life was still hard. That times. Even when he got the ball up the court, we made people feel sad . Dance music, church music, had trouble scoring. Topic: andingredients the blues in jazzall helped create jazz . — combination of African and European music ✰ dance music — played by slaves at plantation dances Major Outcome:

— new way of writing and playing old songs ✰ church music — African Americans created it in their Major Outcome: Expository (Opinion) Essay Major Outcome:churches —slaves free ✰ the blues Personal Narrative —life still hard

Expository—made Paragraph people feel sad

H54 Handbook

14 www.voyagersopris.com/language Graphic Organizers Student-friendly graphic organizers and strategies make the abstract writing process concrete.

Three ingredients in the jazz recipe are dance music, church music, and the blues . Organizing Information (Unit 1) Dance music was one ingredient . It was

Graphic org anizer s and outlines help org anize information t o plan t o writ e . a combination of African and European music. It was played by slaves at plantation

recipe ! There were How did jazz begin? There was a recipe the directions and many parts. There were different people. There were dances . Another ingredient was church ingredients to Africans. There were Europeans. There was different

make something; music. There was the blues. There was ragtime. All of a formula 5 these combined. They made up the recipe. America’s jazz. own music was born. It was music . It was a new way of writing and Workers sang. Where? They sang in fields. They sang work song was on ships. They sang on railroads. The a part of their day. People worked together. They sang 10 work songs. They worked to a beat. The songs made playing old songs. African Americans created it easier. There were many kinds of work songs. Work songs played a part in jazz. Church music was important to jazz. African it in their churches . A third ingredient was Americans made new kinds of church music. Black 15 people formed churches. They rewrote old songs. They changed words. They changed the beat. They changed the blues . Slaves were free by the time the 166 Unit 5 • Jazz It Up blues were first played. But life was still hard. That made people feel sad.

Book F Both graphic org anizer s can org anize the same information. Book E Inform al (Two-Column) Outline ( Unit 5) Student Text Book D Student Text Student Text Topic: ingredients in jazz ✰ dance music —combination of African and European music —played by slaves at plantation Culminatesdances in building solid grade-level compositions ✰ church music —new way of writing and playing old songs —African Americans created it in their churches Write a persuasive essay in which you ✰ support the following position: Kids should the blues —slaves free not be allowed to have cell phones. —life still hard —made people feel sad Danger Ahead: “The Treasure of the Sierra Madre” Literary Analysis I like a good action story that makes me think. “The Treasure Cell Phones and Kids of the Sierra Madre” by B. Traven is“I’ve that dug kind in Alaska of story. and in CanadaTraven and Colorado. I was tells the story of three men who digwith thefor crowd gold in in British the SierraHonduras Madre where I made my fare back home and almost enough over to cure me of the [gold] Mountains of Mexico. Dobbs and Curtin don’t know how to H54 Handbook "The Marble Champ" Sixteen-year-old Tiffany is fever I’d caught. I’ve dug in California and Australia, all prospect for gold. They depend5 onover Howard, the world practically. a long time Yeah, goldI know what gold does to Character Analysis anxious to get to her friend’s house. prospector, to lead them into themen’s mountains souls. . . . Aw,and as teach long as themthere’s no find, the noble brotherhood will last, but when the piles of gold begin to Lupe Medrano, a shy girl who spoke in whispers, was the process of panning and sifting for gold. The men find gold, She gets into her dad’s car and starts grow, that’s when the trouble starts.”—Howard, the old the school’s spelling bee champion, winner of the reading Lupe, the main character in “The but then the trouble begins. The prospectorauthor uses from Thethe Treasure character of the of Sierra Madre contest at the public library three summers in a row, blue the motor, then speeds down the street. Dobbs to show how the greed for gold can change a good man ribbon awardee in the science fair, the top student at her Marble Champ,” was determined to be 10 For its dramatic portrayal of the pitfalls of human greed, 5 piano recital, and the playground grand champion in into a bad one. Three scenes—the discussion of dividing the endures as one of the Her cell phone rings, and she takes her The Treasure of the Sierra Madre chess. She was a straight-A student and—not counting gold, the night in the tent, and the gila monster incident—show a marble champion. Three aspects of most popular Hollywood movies ever made. The screenplay, kindergarten, when she had been stung by a wasp—never how the hunt for gold turns Dobbswritten from by a Johnnormal Huston, person was based to upon a a 1936 novel by missed one day of elementary school. She had received a eyes off the road to dig for it in the her attitude helped her reach this goal. possible murderer. B. Traven, a mysterious and elusive individual who wrote small trophy for this honor and had been congratulated by 15 10 the mayor. bottom of her purse. As she does this, novels under an assumed name and who lived incognito in Lupe was Butdetermined though Lupe had a razor-sharp to find mind, shea couldsport not At the beginning of the story, DobbsMexico inseems the 1920s. to Johnbe Huston,a normal a well-known American make her body, no matter how much she tried, run as fast the car drifts into oncoming traffic person. He puts up money for thefilm trip, director, and heactor, is andgrateful screenwriter, to won an Academy in which she could be successful, was Award in 1948 for his screenplay version of the novel. as the other girls’. She begged her body to move faster, but Howard for showing him and Curtin how to prospect for gold. could never best anyone in the fifty-yard dash. and suddenly there is a loud bang as This classic film tells a gripping story of three men— willing15 toThe train truth was that for Lupe the was no competition, good in sports. She “My hat’s off to you,” he tells Howard.20 Dobbs, “I’d Curtin, hate and toHoward—who think what join forces to prospect could not catch a pop-up or figure out in which direction her car crashes into another one. That would have happened to Curtin andfor me gold ifin we’dthe mountain gone rangeit alone.” known as As the Sierra Madre and willingto kick the soccerto accept ball. One time support she kicked the fromball at her the gold starts rolling in, however, Dobbs’sof northeastern greed Mexico. for Dobbs it grows. and Curtin He have separately own goal and scored a point for the other team. She was no little toy in her purse, her cell phone, traveled to Mexico in search of an opportunity to make a good at baseball or basketball either, and even had a hard wants to go for seventy-five thousand dollars worth, much more others. 64 Unit 32 • Go For Gold 20 time making a hula-hoop stay on her hips. is responsible for yet another accident than either of his partners wants. As his hunger for gold increases, First, LupeIt wasn’t untilwas last year,never when she verywas eleven goodyears old, so does Dobbs’s distrust in his two partners. He asks the other that she learned how to ride a bike. And even then she had with injuries. Every kid wants a cell two, “When are we going to start dividing it up?” Dobbs is in Unitin 20 • sports, Play On so she had to find a sport she 58 phone, but no parent should buy one favor of “dividing it up as we go along and leaving it up to each could play. Having tried other sports man to be responsible for his own goods.” His distrust of Curtin for his or her child because they are and Howard leads to each of them finding a separate hiding place before, Lupe found that she was not a gold that they split at the end of each day. superior athlete. When she tried biking distracting. or running, she did not fare well. But she found that she had accurate aim, so Major Outcome: Major Outcome: Literary Analysis Essay Major Outcome: Persuasive Essay Literary Analysis Essay

15 ASSESSMENT

HOW THE LANGUAGE! ASSESSMENT SYSTEM WORKS

Assessment Baseline Ongoing Summative Placement System Assessment Assessment Assessment (VPORT)

t s in u s j t d • Fluency Tasks r u a • Content Mastery End-of-Book • Benchmark c Progress Indicators

t Content Paper • Comprehension Mastery

Proficiency

Fluency Spelling assess Fluency Spelling

Comprehension Writing Comprehension Writing

Placement Data from the LANGUAGE! Reading Scale Placement Test indicate which of the three LANGUAGE! entry points is appropriate for each student.

Baseline Assessment Administered only once after a student’s placement in Book A, C, or E and prior to entering the LANGUAGE! curriculum, scores on baseline tests constitute the starting point for measuring a student’s progress through the curriculum.

Ongoing Assessment Regular testing of student mastery of the content, concepts, and skills taught in the curriculum ensures that teachers have current information about each student in order to adjust pacing or provide instructional support activities for individual students.

Summative Assessment Given at the end of each book, the Summative Assessments assess the critical skills of literacy through both norm-referenced and curriculum-based measures.

Assessment System (VPORT) This easy-to-use database allows teachers and administrators to record, track, and report student test results. Teachers and administrators can monitor student growth through reports that can be generated at the individual, class, building, and district levels.

16 www.voyagersopris.com/language DIFFERENTIATED INSTRUCTION

LANGUAGE! PROVIDES TOOLS TO DIFFERENTIATE INSTRUCTION BASED ON STUDENT PERFORMANCE

FOR LINGUISTICALLY DIVERSE STUDENTS:

DIFFERENTIATION • Additional lessons focus on spoken language SUPPORT TOOLS • Contrastive Analyses provide insights into students’ first languages and highlight how these languages differ from English—and how this can impact the effective delivery of instruction FOR STUDENTS WHO NEED EXTRA TEACHING, PRACTICE, AND REVIEW: • Activities that target specific areas of difficulty are embedded in every unit • Customized teaching materials for reteaching and additional practice

• Sortegories online—Interactive reading skill, FOR STUDENTS WHO CAN MOVE vocabulary, and comprehension activities MORE QUICKLY THROUGH THE CURRICULUM: • eReader ­online—Software that reads the • Planning and Pacing Guides provide an instructional text selections aloud accelerated path through the curriculum

• Words for Teachers online—Customized • Essential activities are marked for students who activity worksheets based on the words in may be able to move through the curriculum the curriculum more quickly

Prescriptive, If/Then, Teaching Boxes Embedded within lessons, Prescriptive Teaching boxes prescribe specific activities to support teachers in responding to student performance with effective differentiation activities.

IF ... THEN ...

Students score below 80% Reinforce: • More About Adverbs in Lesson 4, Step 4. • Choose It and Use It in Lesson 7, Step 4. • Tense Timeline in Lesson 9, Step 4.

Students score at or below 60% Reteach: • Verbs—Use Code It: Verbs in Lesson 1, Step 4. • Review—Predicate Expansion in Lesson 3, Step 4. • Masterpiece Sentences—Stage 3 in Lesson 5, Step 4.

17 ENGLISH LEARNERS

EMBEDDED INSTRUCTION AND SUPPORT FOR ENGLISH LEARNERS LANGUAGE! with Focus on English Learning was designed to respond to the specific needs of English learners. Although the entire curriculum supports English language development, the following are targeted to the specific needs of students whose first language is not English.

BEFORE STARTING BEFORE EACH LANGUAGE! LANGUAGE! LESSON

Prepare English Learners for Entry STEP Speaking and Listening to the English Language into LANGUAGE! Scaffolded to meet the needs of students at varying Implemented as a precursor to LANGUAGE! or levels of English proficiency, Speaking and Listening as a standalone English Language Development lessons are taught before each LANGUAGE! lesson program, Everyday English Plus provides newcomers (in Books A through C) and are intended to: with a solid English-language foundation for success in school and beyond. • Frontload lesson vocabulary • Develops oral and academic language • Develop academic and base vocabulary • Builds background and content-area knowledge • Review important grammatical points • Utilizes explicit, multisensory instruction • Provide practice in oral fluency skills • Focuses on everyday, real-life scenarios to develop “survival” English • Includes assessment to measure growth and inform instruction Book C, Unit 13, Lesson 2, Speaking and Listening Lesson

Sample dialog Focus on everyday language

18 www.voyagersopris.com/language DIFFERENTIATED INSTRUCTION

COMPREHENSIVE ENGLISH LANGUAGE DEVELOPMENT TOOLS Contrastive Analyses: Contrastive Analyses: American English Variations withContrastive Academic Analyses: English American English Variations withContrastive Academic Analyses:English American English Variations withContrastive Academic Analyses:English American English Variations withContrastive Academic Analyses:English American English Variations withContrastive Academic Analyses:English African American English Variations with Academic English American English Variations withContrastive Academic Analyses: English American American English Variations with Academic English PhonologicalVernacular Variations Morphological Variations Syntactic Variations Phonological Variations Morphological Variations Syntactic Variations VowelsPhonological Variations PluralMorphological -s Variations OvergeneralizationSyntactic Variations of the singular past VowelsPhonological Variations PluralMorphological -s Variations Syntactic Variations Merge of / ĭ / and / ĕ / before / m / and / Nouns ending in voiceless consonants tenseOvergeneralization was to both singular of the and singular plural past VowelsPhonological Variations PluralMorphological -s Variations OvergeneralizationSyntactic Variations of the singular past n /:Merge pin Vowels(“pen”); of /Phonological ĭ / himand (“hem”)./ ĕ / before U7.L3.S1Variations / m / and / areNouns madePlural endingpluralMorphological -s by in adding voiceless / ĭz consonants / orVariations by subjects:tense was They Syntacticto wasboth (“they singular Variations were”); and Weplural Merge of / ĭ / and / ĕ / before / m / and / Nouns ending in voiceless consonants tenseOvergeneralization was to both singular of the and singular plural past n /: pin Vowels(“pen”);Phonological him (“hem”). U7.L3.S1Variationsdeletingare made thePlural pluralfinalMorphological -sconsonant: by adding /desez ĭz / orVariations by wassubjects: (“we were”).Overgeneralization TheySyntactic U5.L8.S3;was (“they U8.L7.S4;Variations were”); of the Wesingular past Phonological Variations MorphologicalConsonantsMerge of / ĭ / andVariations / ĕ / before / m / and / Nouns ending in voicelessSyntactic consonants subjects:tense was VariationsThey to wasboth (“they singular were”); and Weplural n /: pin Vowels(“pen”); him (“hem”). U7.L3.S1 deletingare made thePlural pluralfinal -sconsonant: by adding /desez ĭz / or by U12.L4.S4was (“we were”).Overgeneralization U5.L8.S3; U8.L7.S4; of the singular past Consonantsn /:Merge pin Vowels(“pen”); of / ĭ / himand (“hem”)./ ĕ / before U7.L3.S1 / m / orand des’ / (“desks”);areNouns madePlural tesezendingplural or-s by intes’ adding voiceless (“tests”) / ĭz consonants / or by subjects:tense was They to wasboth (“they singular were”); and Weplural Stops or deletingdes’ (“desks”); the final tesez consonant: or tes’ (“tests”) desez U12.L4.S4was (“wetense were”).Overgeneralization was U5.L8.S3;to both singular U8.L7.S4; of the and singular plural past Consonantsn /:Merge pin (“pen”); of / ĭ / himand (“hem”)./ ĕ / before U7.L3.S1 / mU7.L5.S1 / and / areNouns made endingplural by in adding voiceless / ĭz consonants / or byDeletion was ofsubjects: (“wea form were”). ofThey be U5.L8.S3;inwas the (“they present U8.L7.S4; were”); We StopsConsonantsMerge of / ĭ / and / ĕ / before / m / orand deletingdes’ / (“desks”);Nouns the final tesezending consonant: or intes’ voiceless (“tests”) desez consonants U12.L4.S4 tense was to both singular and plural Voiced stopsn in /: stressedpin (“pen”); syllables him (“hem”). U7.L3.S1U7.L5.S1deletingare made the pluralfinal consonant: by adding /desez ĭz / or byDeletion was ofsubjects: (“wea form were”). ofThey be U5.L8.S3;inwas the (“they present U8.L7.S4; were”); We StopsConsonants DeletionU7.L5.S1or of des’ -s (“desks”);in “nouns tesezof measure” or tes’ (“tests”) progressiveU12.L4.S4 occurssubjects: where They Academic was (“they were”); We Vowels Plural -sbecomeVoiced voiceless: stopsn in /: stressedbakpin (“pen”);(“bag”). syllables himU2.L1. (“hem”). U7.L3.S1 deletingare made the pluralfinal consonant: by adding /desez ĭz / or byDeletion U12.L4.S4was of (“wea form were”). of be U5.L8.S3;in the present U8.L7.S4; VoicedStops Consonantsstops in stressed syllables Tha’Deletion cos’U7.L5.S1 fiveor of des’ dolla’ -s (“desks”);in “nouns(“That tesezcostsof measure”Overgeneralization orfive tes’ (“tests”) English progressive uses contractions: occurs where I startin’Academicof the the singular past S1;become U3.L1.S1; voiceless: U4.L2.S1; bak U6.L3.S1 (“bag”). U2.L1. deleting the final consonant: desez progressiveDeletionU12.L4.S4was ofoccurs (“wea form wherewere”). of be Academic U5.L8.S3;in the present U8.L7.S4; VoicedStops Consonantsstops in stressed syllables Tha’Deletion cos’U7.L5.S1 fiveor of des’ dolla’ -s (“desks”);in “nouns(“That tesezcostsof measure” orfive tes’ (“tests”) carEnglish. (“I’m starting uses contractions: the car.”); She I startin’ eatin’ the S1;become U3.L1.S1;Stops voiceless: U4.L2.S1; bak U6.L3.S1 (“bag”). U2.L1. dollars.”).Deletion U9.L5.S3or of des’ (“desks”);in “nouns tesezof measure” or tes’ (“tests”) progressiveDeletionU12.L4.S4 ofoccurs a form where of be Academic in the present EMBEDDED WITHIN EACH becomeVoiced voiceless: stops in stressedbak (“bag”). syllables U2.L1. dollars.”).Tha’ cos’ U9.L5.S3U7.L5.S1 five dolla’-s (“That costs five carEnglish. (“I’m starting uses contractions: the car.”); She I startin’ eatin’ the Deletion of a form of be in the present Merge of / ĭ / and / ĕ / before / m / and / Nouns endingFricativesS1; U3.L1.S1; inStops voiceless U4.L2.S1; U6.L3.S1 consonantsDeletion of -s in “nounstense of measure” wasrice (“She’s Englishtoprogressive eating both uses rice.”). contractions: occurs U5.L8.S3;singular where I startin’Academic theand plural FricativesbecomeVoiced voiceless: stops in stressedbak (“bag”). syllables U2.L1.Third dollars.”). PersonTha’ cos’ U9.L5.S3U7.L5.S1 -sfive dolla’ (“That costs five ricecar (“She’s. (“I’m eating startingDeletion rice.”). the of a car.”);U5.L8.S3; form She of beeatin’ in the present / d / replacesS1; U3.L1.S1; / Voicedth / in U4.L2.S1;word-initial stops in stressed U6.L3.S1 syllablesThird PersonTha’Deletion cos’ -sfive of dolla’ -s in “nouns(“That costsof measure” fiveU9.L3.S4; EnglishU12.L4.S4progressive uses contractions: occurs where I startin’Academic the FricativesS1;become U3.L1.S1; voiceless: U4.L2.S1; bak U6.L3.S1 (“bag”). U2.L1. dollars.”). U9.L5.S3 ricecar (“She’s. (“I’mprogressive eating starting rice.”). the occurs car.”);U5.L8.S3; where She eatin’ Academic position:/ d / replaces dis (“this”); / th / datin word-initial (“that”). -s in Thirdthird person PersonTha’Deletion cos’ singular -sfive of dolla’ -smay in subjects: be“nouns(“That costsof measure” fiveU9.L3.S4; They car EnglishU12.L4.S4. (“I’m was starting uses contractions: (“they the car.”); She I startin’ were”);eatin’ the We n /: pin (“pen”); him (“hem”). U7.L3.S1 are made pluralFricativesS1; become byU3.L1.S1; adding voiceless: U4.L2.S1; bak U6.L3.S1 (“bag”)./ ĭz U2.L1./-s or in third dollars.”).by person U9.L5.S3 singular may be Been U9.L3.S4;usedrice to (“She’s mark U12.L4.S4 eatingaction rice.”).that took U5.L8.S3; position:/ d / replaces dis (“this”); / th / datin word-initial (“that”). deleted Thirdfromdollars.”). regular PersonTha’ cos’ verbs U9.L5.S3 -sfive or dolla’ added (“That to costs five carEnglish. (“I’m starting uses contractions: the car.”); She I startin’ eatin’ the LANGUAGE! LESSON U8.L4.S1;/ d Fricatives U12.L3.S1/ replacesS1; U3.L1.S1; / th / in U4.L2.S1;word-initial U6.L3.S1 -s in third person singular may be placeBeen earlier U9.L3.S4;usedrice into (“She’s timemark U12.L4.S4 yet eatingaction is still rice.”).that pertinent took U5.L8.S3; position: dis (“this”); dat (“that”). deleted Thirdfrom regular Person verbs -s or added to car. (“I’m starting the car.”); She eatin’ U8.L4.S1; FricativesU12.L3.S1 irregular verbs:dollars.”). He run. (“He U9.L5.S3 runs.”); We Been U9.L3.S4;usedrice to (“She’s mark U12.L4.S4 eatingaction rice.”).that took U5.L8.S3; deleting the/ v / replaces position:final/ d // replacesth dis / consonant:in (“this”); word-medial / th / datin word-initial (“that”). and desez deleted-s in Thirdthirdfrom personregular Person singular verbs -s was or may added be (“we to (presentplace were”). earlier perfect): in timeI been U5.L8.S3;yet know is still you pertinent U8.L7.S4; U8.L4.S1; FricativesU12.L3.S1 goesirregular there (“We verbs:in third go He there.”). person run. (“He U4.L4.S3 singular runs.”); may We be placeBeen earlier U9.L3.S4;usedrice into (“She’s timemark U12.L4.S4 yet eatingaction is still rice.”).that pertinent took U5.L8.S3; Consonants / v / replacesposition:/ d // replacesth dis / in (“this”); word-medial / th / datin word-initial (“that”). and irregulardeleted-s verbs: Thirdfrom Heregular Person run. verbs(“He -s runs.”);or added We toforever (present (“I have perfect): known I been you knowforever.”). you word-finalU8.L4.S1; position:/ d U12.L3.S1/ replaces mover (“mother”); / th / in word-initial goes there -s(“We in third go there.”). person U4.L4.S3 singular may be placeBeen earlier U9.L3.S4;used into timemark U12.L4.S4 yet action is still that pertinent took word-final/ v / replacesU8.L4.S1;position: position: / thU12.L3.S1 dis / mover in (“this”); word-medial (“mother”); dat (“that”). and Possession irregulardeleted verbs: from Heregular run. verbsU12.L4.S4(“He runs.”);or added We toforever (present (“I have perfect): known I been you knowforever.”). you or des’ (“desks”);bave (“bathe”). U8.L6.S1; tesez U12.L5.S1 or tes’ (“tests”)goes theredeleted -s(“We in thirdfrom go there.”). personregular U4.L4.S3 singular verbs or may added be to placeBeen earlier used into timemark yet action is still that pertinent took word-final/ v / replacesU8.L4.S1;position: position: / thU12.L3.S1 dis / mover in (“this”); word-medial (“mother”); dat (“that”). and Possession goesirregular there (“We verbs: go He there.”). run. (“He U4.L4.S3 runs.”);Variations Weforever (present of (“I theBeen have perfect): verb usedknown Be Iusedto been youmark to knowforever.”). action you that took bave (“bathe”)./ v / replaces U8.L6.S1; / th / U12.L5.S1 in word-medial Possessiveand Possession ’s is deleteddeleted fromin nouns. regular The verbs or addedVariations to (presentplace of the earlier perfect): verb Bein timeIused been yetto know is still you pertinent / f / replacesbaveword-final (“bathe”). / thU8.L4.S1; / inposition: U8.L6.S1; word-medial U12.L3.S1 mover U12.L5.S1 (“mother”); goesirregular there (“We verbs: go He there.”). run. (“He U4.L4.S3 runs.”);indicate Weforever habitual (“Iplace action.have earlier known He in always timeyou forever.”).yetbe is still pertinent Stops / v / replaces / th / in word-medialpossessive Possessiveand Possession relies ’sirregular is more deleted on verbs: inposition nouns. He run than The. (“He runs.”);Variations Weforever (present of (“I the have perfect): verb known Be Iused been you to knowforever.”). you U7.L5.S1and/ fword-final / replacesbaveword-final (“bathe”). /position: th / inposition: U8.L6.S1; word-medial anyfing mover U12.L5.S1 (“mother”); goes there (“We go there.”). U4.L4.S3doingindicate this (“He habitual is always action. doing He always this.”). be / v / replaces / th / in word-medialpossessive Possessiveand Possession relies ’s is more deleted on inposition nouns.Deletion than The indicate ofVariations aforever habitual (presentform of (“I the action.have perfect): verb of known BeHe beIusedalways been you toin knowforever.”). be the you present and/ fword-final / replacesbaveword-final (“bathe”). /position: th / inposition: U8.L6.S1; word-medial anyfing mover U12.L5.S1 (“mother”);inflection: Possessive The goesman there iscar deleted (“The (“We inman’sgo nouns. there.”). The U4.L4.S3 U9.L7.S4doing this (“He is always doing this.”). (“anything”); baffword-final (“bath”). position: U8.L5.S1; mover (“mother”);inflection:possessive Possession The relies man’s more car (“The on position man’s than indicateVariationsforever habitual of (“I the action.have verb known BeHe usedalways you to forever.”). be Voiced stops in stressed syllables and/ fword-final / replacesbave (“bathe”). /position: th / in U8.L6.S1; word-medial anyfing U12.L5.S1 car.”). U3.L8.S3;Possessive U6.L5.S3; ’s is deleted U7.L2.S4; in nouns. The U9.L7.S4doing this (“He is always doing this.”). U12.L5.S1(“anything”);/ f / replaces baff (“bath”). / th / in U8.L5.S1; word-medial inflection:possessivePossession The relies man more car (“The on position man’s than indicateVariations habitual of the action. verb BeHe usedalways to be (“anything”);and word-finalbave baff (“bathe”). (“bath”).position: U8.L6.S1; U8.L5.S1; anyfing U12.L5.S1 U7.L7.S4car.”). U3.L8.S3;Possessive U6.L5.S3; ’s is deleted U7.L2.S4;progressive in nouns. Use The of U9.L7.S4 haddoing tooccurs this indicateVariations (“He pastis always of wheretense: the verbdoing He Be this.”). used Academic to Deletion ofU12.L5.S1 -s in/ f / replaces“nouns / th / in word-medialof measure” inflection:possessive The relies man more car (“The on position man’s than doingindicate this (“He habitual is always action. doing He always this.”). be Nasals(“anything”);and word-final baff (“bath”).position: U8.L5.S1; anyfing U7.L7.S4car.”). U3.L8.S3;possessivePossessive U6.L5.S3; relies ’s is more deleted U7.L2.S4; on inposition nouns. had Usethan The told of U9.L7.S4 mehad that to indicate (“He told past me tense: that.”). He become voiceless: bak (“bag”). U2.L1. U12.L5.S1and/ fword-final / replaces /position: th / in word-medial anyfing Possessive car.”).inflection: mayU3.L8.S3; be Theadded U6.L5.S3; man to minecar U7.L2.S4;(“The: man’s Use of haddoingindicate to this indicate (“He habitual pastis always action.tense: doing He He always this.”). be NasalsU12.L5.S1(“anything”); baff (“bath”). U8.L5.S1; U7.L7.S4’s possessive relies more on positionhad than told U9.L7.S4 me that (“He told me that.”). Reduction of / andng / word-finalto / n / in word-final position: anyfing Possessivecar.”).inflection: ’s mayU3.L8.S3; be Theadded U6.L5.S3; man toEnglish minecar U7.L2.S4;(“The: man’sVariations uses Use in ofU9.L7.S4 subject-verb contractions:haddoing to this indicate (“He agreement pastis always tense: doing He I this.”).startin’ the Tha’ cos’ fiveNasals U12.L5.S1dolla’(“anything”); (“That baff (“bath”). costs U8.L5.S1;This isfive mine’sU7.L7.S4 (“Thisinflection: is mine.”) The man car (“The man’shad told me that (“He told me that.”). position:Reduction runnin’ of(“anything”); / (“running”).ng / to / n /baff in U5.L3.S6; word-final (“bath”). U8.L5.S1; ThisPossessive is mine’sU7.L7.S4car.”). ’s(“This mayU3.L8.S3; beis mine.”)added U6.L5.S3; to mine U7.L2.S4;: usingVariations dohad andUse told inhave ofU9.L7.S4 subject-verb mehad. She that to do indicate (“He that agreement told. (“She past me tense: that.”). He S1; U3.L1.S1; U4.L2.S1; U6.L3.S1 ReductionNasalsU12.L5.S1 of / ng / to / n / in word-final U8.L9.S1position:Nasals runnin’ (“running”). U5.L3.S6; The possessiveThisPossessive is mine’sU7.L7.S4car.”). form ’s(“This may U3.L8.S3;whose beis replacedmine.”)added U6.L5.S3; to by mine U7.L2.S4;: usingVariations dohad andUse told inhave of subject-verb mehad. She that to do indicate (“He that agreement told. (“She past me tense: that.”). He dollars.”). U9.L5.S3ReductionU12.L5.S1 of / ng / to / n / in word-final car. (“I’mdoes that.”); startingVariations YouUse has in of tosubject-verb had go the (“Youto indicate havecar.”); agreement topast tense: She He eatin’ U8.L9.S1position:Nasals runnin’ (“running”). U5.L3.S6; who:The I don’tpossessiveThisPossessive knowis mine’sU7.L7.S4 formwho ’s(“This maycar whose that beis replacedmine.”)added is to by mine : doesusing that.”); dohad and You told have has me .to She that go do(“You (“He that havetold. (“She meto that.”). position:Reduction runnin’ of / (“running”).ng / to / n / in U5.L3.S6; word-final The possessivePossessive form ’s may whose be replacedadded to by mine go.”).: U15.L5.S4;Variations U17.L9.S4 in subject-verb agreement -ing replacedU8.L9.S1 byNasals -ang in single-syllable (“Iwho: don’t I know don’tThis knowiswhose mine’s who car (“This carthat that is.”).is mine.”) is doesusing that.”); dohad and You told have has me .to She that go do(“You (“He that havetold. (“She meto that.”). Contrastive Analyses and Focus on -ing replacedposition:Reduction by -angrunnin’ of in / single-syllable(“running”).ng / to / n / in U5.L3.S6; word-final The possessiveThisPossessive is mine’s form ’s(“This may whoserice beis replacedmine.”)added (“She’s to by mine go.”).: U15.L5.S4; usingeatingVariations do andU17.L9.S4 inhave rice.”). subject-verb. She do that agreementU5.L8.S3;. (“She Fricatives words: thangU8.L9.S1 (“thing”);Reduction rang of /(“ring”). ng / to / n / in word-final(“Iwho: don’t I know don’t knowwhose who car carthat that is.”). is Use ofgo.”). nonstandarddoes U15.L5.S4; that.”); You irregular U17.L9.S4 has to verbs go (“You in have to -ing replacedU8.L9.S1position: by -angrunnin’ in single-syllable(“running”). U5.L3.S6; The possessiveThis is mine’s form (“This whose is replacedmine.”) by usingVariations do and inhave subject-verb. She do that agreement. (“She Third PersonU10.L1.S1words: thang -s (“thing”); rang (“ring”). (“Iwho: don’t I know don’t knowwhose who car carthat that is.”). is pastUse and ofgo.”). pastnonstandarddoes U15.L5.S4; perfect that.”); tenses:You irregular U17.L9.S4 has We to verbs seengo (“You in have to words:-ing replacedthangU8.L9.S1position: (“thing”); by -angrunnin’ rang in single-syllable(“running”). (“ring”). U5.L3.S6; who:The I don’tpossessive know formwho car whose that replaced is by doesusing that.”); do and You have has .to She go do(“You that have. (“She to U10.L1.S1 (“I don’tThe know possessive whose car formU9.L3.S4; that whose is.”). replacedpastUse byandU12.L4.S4 of go.”). pastnonstandard U15.L5.S4; perfect tenses: irregular U17.L9.S4 We verbs seen in / d / replaces / th / in word-initial Lateralwords:-ing replacedthangU8.L9.S1 (“thing”); by -ang rang in single-syllable (“ring”). (“Iwho: don’t I know don’t knowwhose who car carthat that is.”). isthat (“WeUse saw of nonstandarddoesthat.”). that.”); You irregular has to verbs go (“You in have to Academic Language Activities U10.L1.S1-ing replaced by -ang in single-syllable thatpast (“We andgo.”). saw past that.”).U15.L5.S4; perfect tenses: U17.L9.S4 We seen LateralU10.L1.S1words: thang (“thing”); rang (“ring”). (“Iwho: don’t I know don’t knowwhose who car carthat that is.”). is pastUse and ofgo.”). pastnonstandard U15.L5.S4; perfect tenses: irregular U17.L9.S4 We verbs seen in -s in third/ l / personmay be producedwords:-ing replacedthangsingular as a (“thing”); separate by -ang rang in may single-syllable (“ring”). be that (“We saw that.”). position: dis (“this”); dat (“that”). / l Lateral/ mayU10.L1.S1 be produced as a separate (“I don’t know whose car that is.”). pastUse and of pastnonstandard perfect tenses: irregular We verbs seen in syllableLateral at the endwords: of words thang like(“thing”); cool/ rang (“ring”). that (“WeUse saw of nonstandardthat.”). irregular verbs in / l / mayU10.L1.S1 be produced as a separate Been used tothatpast (“Wemark and saw past that.”). perfectaction tenses: Wethat seen took coalsyllable. U11.L8.S1Lateral at theU10.L1.S1 end of words like cool/ deleted fromsyllable/ l regular/ may at the be endproduced of wordsverbs as a like separate cool or/ added to thatpast (“We and saw past that.”). perfect tenses: We seen U8.L4.S1; U12.L3.S1 coal. U11.L8.S1/ l Lateral/ may be produced as a separate / l / maycoalsyllable be. U11.L8.S1 reducedLateral at the or end deleted of words in word- like cool/ place earlier inthat time(“We saw that.”).yet is still pertinent The LANGUAGE! Contrastive Analysis Charts / l / maysyllable be/ l reduced / may at the be or endproduced deleted of words in as word- a like separate cool/ irregular medialverbs: coalor word-final. U11.L8.S1 /He l / may position:run be produced. he’p (“He as a separate runs.”); We medial/ l / may coalor syllableword-final be. U11.L8.S1 reduced at the position: or end deleted of he’pwords in word- like cool/ (“help”);/ feәl / may(“feel”);syllable be reduced metuh at the (“metal”) or end deleted of words in word- like cool/ (present perfect): I been know you / v / replaces / th / in word-medial and (“help”);medial feә coalor (“feel”); word-final. U11.L8.S1 metuh position: (“metal”) he’p goes thereU11.L8.S1 (“Wemedial/ l / may coalorgo word-final be. U11.L8.S1 there.”).reduced position: or deleted he’pU4.L4.S3 in word- U11.L8.S1(“help”);/ feәl / may(“feel”); be reduced metuh (“metal”) or deleted in word- assist teachers in understanding the difficulties (“help”);medial feә or (“feel”); word-final metuh position: (“metal”) he’p word-final position: mover (“mother”); U11.L8.S1/ l / may be reduced or deleted in word- forever (“I have known you forever.”). (“help”);medial feә or (“feel”); word-final metuh position: (“metal”) he’p U11.L8.S1medial or word-final position: he’p PossessionU11.L8.S1(“help”); feә (“feel”); metuh (“metal”) bave (“bathe”). U8.L6.S1; U12.L5.S1 U11.L8.S1(“help”); feә (“feel”); metuh (“metal”) students may encounter when learning English. U11.L8.S1 Variations of the verb Be used to Possessive ’s is deleted in nouns. The / f / replaces / th / in word-medial indicate habitual action. He always be possessive relies more on position thanContrastive Analysis: American English Variations with Academic English A45 These charts highlight major differences Contrastive Analysis:doing American Englishthis Variations (“He with is Academic always English doing A45 this.”). and word-final position: anyfing Contrastive Analysis: American English Variations with Academic English A45 inflection: The man car (“The man’s Contrastive Analysis: American English Variations with Academic English A45 (“anything”); baff (“bath”). U8.L5.S1; ContrastiveU9.L7.S4 Analysis: American English Variations with Academic English A45 between a student’s first language and academic car.”). U3.L8.S3; U6.L5.S3; U7.L2.S4; Contrastive Analysis: American English Variations with Academic English A45 U12.L5.S1 Contrastive Analysis: American English Variations with Academic English A45 Focus on Academic Language U7.L7.S4 Use of had to indicate past tense: He English. Nasals activities had told me that (“He told me that.”). Possessive ’s may be added to mine: are embedded throughout Reduction of / ng / to / n / in word-final This is mine’s (“This is mine.”) Variations in subject-verb agreement position: runnin’ (“running”). U5.L3.S6; using do and have. She do that. (“She lessons and provide proactive The possessive form whose replaced by U8.L9.S1 Practice Using the Verb Be with Progressivedoes that.”); Verbs You has to go (“You have to Practice Usingwho: the I don’t Verb know Be who with car thatProgressive is Verbsgo.”). U15.L5.S4; U17.L9.S4 and strategic support related-ing to replaced by -ang in single-syllable (“I don’t know whose car that is.”). words: thang (“thing”);ReferRefer to the torang theContrastive Contrastive(“ring”). Analysis Analysis ChartCharts for: for: u in the sentence. Read the phrases displayedUse of in nonstandard the pocketactions chart irregular and verbs in the Contrastive Analyses. u eating 192 U10.L1.S1 AfricanAfrican American American Vernacular Vernacular English, English, p.p. xxx. A45; Haitian Creole, Read theremind phrases students displayed that in thepast am pocket, isand, andchart past are and perfect are all presenttenses: We seen p. A30; Portuguese, p. A37. remindtense students forms that ofam the, is, andsamethat are verb, are (“We all the present saw verb that.”). be. Lateral When some speakers form sentences using the present tense forms of the same verb, the verb be. progressive tense, the verb be may be deleted from the u Follow the procedure below to give students practice / l / may beWhen produced some asspeakers a separate form sentences using the present u Follow the procedure below to give students practice verb phrase. These speakers need explicit instruction and using be verbs in sentences. syllable at theprogressive endpractice of words tense, using the thelike verb verb cool bein/ the may present be deleted progressive from tense. the using be verbs in sentences. be u verb phrase. These speakers need explicit instruction and u Select Selectone of the one picture of the cards picture depicting cards and depicting action, and action, coal. U11.L8.S1 Why Do: Provides focused practice producing the verb practice using the verb in the present progressive tense. for example:for example: driving. driving. be in the present progressivebe tense. u Placeu the picture card in the pocket chart next to the eating / l / may be reducedHow To:or deleted in word- Place the picture card in the pocketactions chart nextemptying to 198 the Why Do: Photocards_E-L.indd Provides focused practice producing the verb 194 first phrase, I am. 6/24/04, 11:51 AM medial or word-finalu Pull theposition: following he’p picture cards from the Teacher first phrase, I am. be in the present progressive tense. u Say the sentence created by the words and the picture: (“help”); feә (“feel”);Resource metuh Kit (“metal”): u Say the sentence created by the words and the picture: How To:driving singing I am driving. Have students: U11.L8.S1 u • . Have students: Use theeating following picturesitting cards: ListenI am and driving repeat. drivingemptying singingsleeping Example:• I Listenam driving and. Responserepeat. I am driving. looking standing u Move the picture card down to the next phrase and eatingrunning sittingtalking Example: I am driving. Response I am driving. repeat the process. uemptying sleeping u Create this chart using cards in the pocket chart: u Move the picture card down to theemptying next phrase and looking standing Continue with all forms of be. looking 323 repeat the process. Photocards_E-L.indd 206 actions 6/24/04, 11:52 AM running Singular talking Plural u Call on a student to: u I am We are • Continue with all forms of be. u Create this chart using cards in the pocket chart: Select an action from the picture cards. You are You are • Placeu Call the on card a student next to a to:phrase. He isSingular They are Plural Contrastive Analysis: American English Variations with Academic English A45 • Say the• Selectsentence an created action by from the phrase the picture and the cards. She is sleeping 487picture card. I am We are • It is • Call on Placeanotheractions the student card to next continuereading 434 to a phrase.the process You are You are actions u with •a differentSay the action sentence verb. created by the phrase and the Explain that sometimes the way we say sentences in actions looking He isinformal conversation is differentThey arethan the way we say u Provide additional modeling and support whenever picture card. 6/24/04, 12:06 PM

456 the same sentences in Academic English, the English necessary. Photocards_E-L.indd standing 507 She is • Call on another student to continue the process spoken in school. running 447 actions It isu Explain that in Academic English, it is with a different action verb. u Explainimportant that sometimes the way we say sentences in u Provide additional modeling and support whenever informalto say conversationthe appropriate isbe different verb before than the main the wayverb we say necessary. sleeping6/24/04, 3:01 PM reading

the same sentences in Academic English, the English 547

Photocards_R-Z.indd 441 6/24/04, 2:55 PM spoken in school. Photocards_R-Z.indd standing

Photocards_R-Z.indd u Explain that in Academic English, it is important 587 6/24/04, 3:03 PM to say the appropriate be verb before the main verb running

6/24/04, 2:57 PM 467 in the sentence. Photocards_R-Z.indd

19

Unit 5 • Lesson 8 627 IMPLEMENTING LANGUAGE!

SCHOOL SCHEDULING: PARALLEL BLOCKS Parallel scheduling is one way that schools have found to be beneficial when implementing the LANGUAGE! curriculum. Ideally, students who place into the LANGUAGE! curriculum would be organized into classes based on their performance on the Placement Assessments. The LANGUAGE! classes would occur during the same 90-minute instructional block. As students move through the curriculum, they can easily be regrouped from one class to another, based on their instructional needs.

Students who have placed into LANGUAGE! Administer Placement Assessments and identify students who would benefit from LANGUAGE!

Place students into homogenous groups (before regrouping)

Book A Book A Book C Book C Accelerated Accelerated

Regroup Based on Data Book A Book A Book C Book C Accelerated Accelerated

20 www.voyagersopris.com/language FLEXIBLE IMPLEMENTATION MODELS LANGUAGE! adjusts to fit different schedules. In each schedule below, time is distributed strategically according to the number of minutes in the schedule. In the same number of days, the number of lessons completed will vary depending on the number of minutes of instruction per day.

Minutes 90 Minutes per Day In a 90-minute lesson, time is distributed strategically across the Six Steps from 90 Sound to Text. Step 1 10 Days Step 2 10 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Step 3 15 Step 4 15 Lessons 1–5 D Lessons 6–10 D Lessons 1–5 Step 5 20 Step 6 20 1.5 Units Complete

Challenge Text Challenge Writing D stands for “Differentiation”

Minutes 45 Minutes per Day When less time is available, instruction can be distributed across several days. 45 Day 1 Day 2 Days Step 1 10 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Step 2 10 Step 3 10 Lessons 1–5 D Lessons 6–10 Step 4 15 Step 5 20 1 Unit Complete Step 6 25 Challenge Text Challenge Writing D stands for “Differentiation”

The Voyager Sopris Learning Implementation Specialists work with districts to develop a custom implementation schedule.

21 MATERIALS

STREAMLINED, EASY-TO-IMPLEMENT TEACHER MATERIALS

PREPARE TO TEACH

Instructional Planning Teacher Center: Teacher Resource Guide Tools Online Provides all teacher resources in one place. TEACH, ASSESS, AND REPORT

Interactive Whiteboard Online Data Teacher Editions Teacher Assessment Manuals Activities Management

DIFFERENTIATE Teacher Edition Volume 1 Available as eBook

• eReader Available in print • Sortegories • VocabJourney • Words for Teachers

IMPLEMENTATION FLEXIBILITY: Print, Blended, or Digital Delivery

22 www.voyagersopris.com/language ENGAGING STUDENT MATERIALS Streamlined Student Center Provides All Student Resources in One Place

STUDENT TEXT • Lexiled Reading Selections • Visual Vocabulary • Handbook for Quick Reference STUDENT INTERACTIVE TEXT • Interactive text pages • Charts • Checklists • Fluencies STUDENT ASSESSMENT • Summative Assessment • Content Mastery ONLINE DIFFERENTIATION TOOLS Assessment • eReader • Sortegories • Everyday English • VocabJourney

What Does the eBook Do? With the eBook, learning is dynamic, engaging, and collaborative. • Students can highlight, write, and show their work • Teachers can provide immediate feedback and make learning interactive

What Are the Major Benefits of eBooks? • Provide the option to deliver instruction digitally • Increase opportunities for personalization and differentiation • Empower educators to seamlessly access, manage, and organize LANGUAGE! content • Increase opportunities for immediate feedback and student self-monitoring

23 SCOPE AND SEQUENCE

STRATEGIC APPROACH TO ACCELERATING LITERACY GROWTH

Entry Point Book A Entry Point Book C

Step Book A (Units 1–6) Book B (Units 7–12) Book C (Units 13–18) Book D (Units 19–24) Book E (Units 25–30) Book F (Units 31–36) • Phoneme and syllable awareness • Phoneme and syllable awareness • Phonemes for y, (/ e˘ /, / ı˘ /, / ı¯ /, based on • Syllable types: closed, r-controlled, final silent e; • Sentence patterns for c and g • Common phonograms • Sound-spelling conventions for common • Sound-spelling conventions for common position in word vowel digraph (long and short); consonant + le; • Alternate spellings for consonant sounds: • r-controlled vowel sounds diphthong phoneme/grapheme relationships: phoneme/grapheme relationships: • Syllable awareness in multisyllable words / j / = j, g, dge; / f / = ph, gh; / s / = sc; • Spelling patterns for / air /, / zh /, / sh …r /, / sh / • Short vowels / a˘ /, / ı˘ /, / o˘ / • Short vowels / e˘ /, / u˘ / • Schwa (con’ vict vs. con vict’) • Conditions for schwa / k / = ch • Silent letters: mb, kn, wr, mn, gn, lm, rh, ps • Stable consonants • Long vowels—final silent e pattern • Syllable types: closed; r-controlled; open; • Syllabication process in multisyllable words • Common phonograms • English loan words, Romance languages: Phonemic • Closed syllables • Consonant digraphs, blends, clusters final silent e • Multiple spellings for long vowels Awareness and Phonics and i = / e˘ /, a = / o˘ /, e = / a¯ /; African; Asian; • Fluency: Letter-sound; letter-name • Syllable types: closed; final silent e • Expansion of conditions governing schwa Native American

• Read/spell: new sound-spelling correspondences • Read/spell: words based on new sound- • Read/spell: words based on new sound-spelling • Read/spell: words based on new syllable patterns • Suffixation: pronunciation; spelling; word • Read/spell: words based on new sound-spellings • Read/spell: 36 new high frequency words spelling correspondences correspondences • Read/spell new high frequency words function impact and phonograms • Fluency: word recognition • Read/spell 36 new high frequency words • Read/spell 36 new high frequency words • Fluency: word recognition • Read/spell: words based on new sound-spellings • Read/spell new high frequency words • Spelling: Doubling Rule • Fluency: word recognition • Fluency: word recognition • Spelling: Advanced Doubling Rule and phonograms • Fluency: word recognition • Syllabication patterns • Contractions with not, would, and will • Syllabication process for multisyllable words • Read/spell new high frequency words • Spelling: review and apply all rules • Spelling: Drop “e” Rule • Contractions with be and have • Fluency: word recognition • Latin and Greek number prefixes and Spelling and • Syllabication patterns • Spelling: Change “y” Rule • Spelling: review and apply all rules

Word RecognitionWord • Common abbreviations • Antonyms, synonyms, and attributes • Antonyms, synonyms, attributes, and • Antonyms, synonyms, attributes, homophones, • Antonyms, synonyms, attributes, homophones, • Antonyms, synonyms, attributes, homophones, • Antonyms, synonyms, attributes, homophones, • Multiple meanings, multiple uses homophones and analogies and analogies and analogies and analogies • Definition development using categories • Definition development using categories • Number: plural nouns • Vocabulary expansion through Latin roots, prefixes, • Vocabulary expansion through Latin roots, prefixes, • Vocabulary expansion through Latin roots, prefixes, and attributes and attributes • Prefixes: most common for meaning expansion and suffixes and suffixes and suffixes; Greek combining forms • Compound words • Inflectional forms: noun endings: plural (-es); of base words • Prefix assimilation • Suffix impact on part of speech; spelling rules • Suffix impact on part of speech; spelling rules • Inflectional forms: noun endings: number (-s), plural possession (s’); verb endings: present • Adjective endings: comparative (-er) and • Suffix impact on part of speech • Multiple meanings: using context • Multiple meanings: using context singular possessions (‘s); verb endings: present (-es); past (-ed) superlative (-est) • Use of dictionary and thesaurus • Use of dictionary and thesaurus • Use of dictionary and thesaurus

Morphology tense (-s), progressive form (-ing) • Idiomatic and common expressions • Idiomatic and common expressions • Degrees of word meaning • Degrees of word meaning • Degrees of word meaning Vocabulary and and Vocabulary • Idiomatic expressions • Idiomatic and common expressions • Idiomatic and common expressions • Idiomatic and common expressions

• Grammatical forms: nouns, pronouns (subject • Grammatical forms: pronouns (possessive), • Grammatical forms: verbs (helping, main), • Grammatical forms: verbs (helping, linking, irregular); • Grammatical forms: relative pronouns; subordinating • Grammatical forms: irregular verbs; nominative, object), verbs (action, tense, be, conjunctions, verbs (irregular) adjectives (comparative/superlative, present and phrasal verbs; participles (present, past); indefinite conjunctions; irregular verbs; past participles; participial phrases present progressive form), adverbs, • Verb tense: present; past; future; past participles), adverbs (-ly) pronouns perfect tense • Grammatical functions: order of adjectives; adjectives, prepositions progressive forms • Grammatical functions: complete subject; direct • Grammatical functions: subject/verb agreement; • Grammatical functions: subject/verb agreement pronoun antecedents • Grammatical functions: subject; predicate; direct • Grammatical functions: complete subject; object, object of preposition, indirect object, indirect object; compound indirect objects • Clauses: independent; adjectival clauses (relative • Sentence patterns: simple; compound; complex; object; object of preposition complete predicate; direct object; compound appositive; complete predicate • Sentence patterns: predicate nominative, predicate pronouns) and adverbial clauses (subordinating compound/complex • Noun/verb agreement sentence parts: subject, verb, direct object • Sentence patterns: compound sentences (or); adjective conjunctions) • Text coherence with transitional words • Sentence pattern: simple • Sentence patterns: simple, compound compound sentence parts: subject, adjectives, • Text-based analysis and application of grammatical • Sentence pattern: complex and • Mechanics: capitals and end punctuation; (and, but) adverbs, prepositional phrases, predicates forms and functions • Sentence types: declarative, interrogative, imperative, phrases apostrophe • Subject/verb agreement • Text-based analysis and application of • Mechanics: commas in series, in dates, in addresses; exclamatory • Usage: confusing word pairs grammatical forms and functions quotation marks; colons, semicolons Grammar and Usage and Grammar • Mechanics: commas • Usage: confusing word pairs • Mechanics: commas with appositives, in dates, • Mechanics: colon in addresses • Fluency: sentences • Fluency: passages • Fluency: passages • Fluency: passages • Fluency passages • Fluency: passages • Vocabulary: context-based strategies • Vocabulary: context-based strategies • Vocabulary: context-based strategies • Vocabulary: content-based strategies • Vocabulary: context-based strategies • Vocabulary: context-based strategies • Text features for content preview • Text features for content preview • Text features for content preview • Interpet text features (charts, graphics) for • Interpet text features (charts, graphics) for • Interpet text features (charts, graphics) for • Fluency: sentences • Activate and build knowledge • Activate and build knowledge information and comprehension information and comprehension information and comprehension • Activate and build knowledge • Text structure: informational • Higher-order thinking: use information (apply); • Activate and build knowledge • Activate and build knowledge • Activate and build knowledge • Text structure: main ideas and supporting • Read (and listen to) varied genre selections break down information (analyze) • Read (and listen to) varied genre selections • Read (and listen to) varied genre selections • Read (and listen to) varied genre selections details in informational text • Higher-order thinking: retrieve and recall • Read (and listen to) varied genre selections • Higher-order thinking: judge information against • Higher-order thinking: application of all levels • Higher-order thinking: application of all levels • Read (and listen to) varied genre selections (remember); construct meaning (understand) • Literary terms and devices in text criteria (evaluate); put information together in a new • Literary terms and devices in context • Literary terms and devices in context • Comprehension: interpretation and response • Summarization of main ideas from text selection • Text structure: informational way (create) • Text structure: informational, fiction, • Text structure: narrative, report, play Comprehension questions to open-ended questions: who, what, • Summarization of main ideas from text selection • Literary terms and devices in context persuasive essay • Elements of poetry

Listening Reading and when, where, why, how; multiple • Text structure: plot • Elements of poetry • Metacognition and comprehension: sampling, choice questions • Summarization of main ideas from text selection predicting; confirming in challenging text • Oral and written responses to who, what, when, • Written responses based on higher-order • Written responses based on higher-order • Written responses based on higher-order thinking • Written responses based on higher-order thinking • Written responses based on higher-order thinking where, why, and how questions thinking skills: remember; understand thinking skills: apply; analyze skills: evaluate; create skills: all levels skills: all levels • Fluency: sentence development • Fluency: sentence development • Pre-write: set purpose, content selection; • Pre-write: set purpose, content selection (note-taking) • Pre-write: set purpose, content selection (note- • Pre-write: set purpose, content selection (note- • Pre-write: set purpose, content selection; • Pre-write: set purpose, content selection; graphic organization using informal outlines organization using graphic organizers for reasons; taking) organization using graphic organizers taking), organization using graphic organizers organization using graphic organizers organizers for reports, personal narratives, • Write: multi-paragraph report; expository persuasion; personal narrative; and outlining (comparison-contrast, narrative) and outlining (narrative) and outlining (report); organize • Write: summary paragraph; expository paragraph compare/contrast report (opinion) essay; expository (explanatory) essay; • Write: expository (explanatory) paragraph, essay: • Write: personal narrative; descriptive essay; information across sources

Writing including topic sentence, supporting details, • Write multi-paragraph expository report; business letter expository (descriptive) paragraph: literary persuasive essay; autobiographical essay • Write: literary analysis essay; informational report; elaborations personal narrative; compare/contrast report • Edit and revise skills for coherence and content analysis essay, narrative (short story) • Edit and revise skills for coherence and content persuasive essay; personal essay Speaking and and Speaking • Edit and revise skills for coherence and content • Edit and revise skills for coherence and content • Oral presentation • Edit and revise skills for coherence and content • Multimedia presentation • Edit and revise skills for coherence and content • Oral presentation • Oral presentation • Debates, speeches, interviews • Poetry recitations, debates • Multimedia presentation

24 www.voyagersopris.com/language Entry Point Book E

Step Book A (Units 1–6) Book B (Units 7–12) Book C (Units 13–18) Book D (Units 19–24) Book E (Units 25–30) Book F (Units 31–36) • Phoneme and syllable awareness • Phoneme and syllable awareness • Phonemes for y, (/ e˘ /, / ı˘ /, / ı¯ /, based on • Syllable types: closed, r-controlled, final silent e; • Sentence patterns for c and g • Common phonograms • Sound-spelling conventions for common • Sound-spelling conventions for common position in word vowel digraph (long and short); consonant + le; • Alternate spellings for consonant sounds: • r-controlled vowel sounds diphthong phoneme/grapheme relationships: phoneme/grapheme relationships: • Syllable awareness in multisyllable words / j / = j, g, dge; / f / = ph, gh; / s / = sc; • Spelling patterns for / air /, / zh /, / sh …r /, / sh / • Short vowels / a˘ /, / ı˘ /, / o˘ / • Short vowels / e˘ /, / u˘ / • Schwa (con’ vict vs. con vict’) • Conditions for schwa / k / = ch • Silent letters: mb, kn, wr, mn, gn, lm, rh, ps • Stable consonants • Long vowels—final silent e pattern • Syllable types: closed; r-controlled; open; • Syllabication process in multisyllable words • Common phonograms • English loan words, Romance languages: Phonemic • Closed syllables • Consonant digraphs, blends, clusters final silent e • Multiple spellings for long vowels Awareness and Phonics and i = / e˘ /, a = / o˘ /, e = / a¯ /; African; Asian; • Fluency: Letter-sound; letter-name • Syllable types: closed; final silent e • Expansion of conditions governing schwa Native American

• Read/spell: new sound-spelling correspondences • Read/spell: words based on new sound- • Read/spell: words based on new sound-spelling • Read/spell: words based on new syllable patterns • Suffixation: pronunciation; spelling; word • Read/spell: words based on new sound-spellings • Read/spell: 36 new high frequency words spelling correspondences correspondences • Read/spell new high frequency words function impact and phonograms • Fluency: word recognition • Read/spell 36 new high frequency words • Read/spell 36 new high frequency words • Fluency: word recognition • Read/spell: words based on new sound-spellings • Read/spell new high frequency words • Spelling: Doubling Rule • Fluency: word recognition • Fluency: word recognition • Spelling: Advanced Doubling Rule and phonograms • Fluency: word recognition • Syllabication patterns • Contractions with not, would, and will • Syllabication process for multisyllable words • Read/spell new high frequency words • Spelling: review and apply all rules • Spelling: Drop “e” Rule • Contractions with be and have • Fluency: word recognition • Latin and Greek number prefixes and Spelling and • Syllabication patterns • Spelling: Change “y” Rule • Spelling: review and apply all rules

Word RecognitionWord • Common abbreviations • Antonyms, synonyms, and attributes • Antonyms, synonyms, attributes, and • Antonyms, synonyms, attributes, homophones, • Antonyms, synonyms, attributes, homophones, • Antonyms, synonyms, attributes, homophones, • Antonyms, synonyms, attributes, homophones, • Multiple meanings, multiple uses homophones and analogies and analogies and analogies and analogies • Definition development using categories • Definition development using categories • Number: plural nouns • Vocabulary expansion through Latin roots, prefixes, • Vocabulary expansion through Latin roots, prefixes, • Vocabulary expansion through Latin roots, prefixes, and attributes and attributes • Prefixes: most common for meaning expansion and suffixes and suffixes and suffixes; Greek combining forms • Compound words • Inflectional forms: noun endings: plural (-es); of base words • Prefix assimilation • Suffix impact on part of speech; spelling rules • Suffix impact on part of speech; spelling rules • Inflectional forms: noun endings: number (-s), plural possession (s’); verb endings: present • Adjective endings: comparative (-er) and • Suffix impact on part of speech • Multiple meanings: using context • Multiple meanings: using context singular possessions (‘s); verb endings: present (-es); past (-ed) superlative (-est) • Use of dictionary and thesaurus • Use of dictionary and thesaurus • Use of dictionary and thesaurus

Morphology tense (-s), progressive form (-ing) • Idiomatic and common expressions • Idiomatic and common expressions • Degrees of word meaning • Degrees of word meaning • Degrees of word meaning Vocabulary and and Vocabulary • Idiomatic expressions • Idiomatic and common expressions • Idiomatic and common expressions • Idiomatic and common expressions

• Grammatical forms: nouns, pronouns (subject • Grammatical forms: pronouns (possessive), • Grammatical forms: verbs (helping, main), • Grammatical forms: verbs (helping, linking, irregular); • Grammatical forms: relative pronouns; subordinating • Grammatical forms: irregular verbs; nominative, object), verbs (action, tense, be, conjunctions, verbs (irregular) adjectives (comparative/superlative, present and phrasal verbs; participles (present, past); indefinite conjunctions; irregular verbs; past participles; participial phrases present progressive form), adverbs, • Verb tense: present; past; future; past participles), adverbs (-ly) pronouns perfect tense • Grammatical functions: order of adjectives; adjectives, prepositions progressive forms • Grammatical functions: complete subject; direct • Grammatical functions: subject/verb agreement; • Grammatical functions: subject/verb agreement pronoun antecedents • Grammatical functions: subject; predicate; direct • Grammatical functions: complete subject; object, object of preposition, indirect object, indirect object; compound indirect objects • Clauses: independent; adjectival clauses (relative • Sentence patterns: simple; compound; complex; object; object of preposition complete predicate; direct object; compound appositive; complete predicate • Sentence patterns: predicate nominative, predicate pronouns) and adverbial clauses (subordinating compound/complex • Noun/verb agreement sentence parts: subject, verb, direct object • Sentence patterns: compound sentences (or); adjective conjunctions) • Text coherence with transitional words • Sentence pattern: simple • Sentence patterns: simple, compound compound sentence parts: subject, adjectives, • Text-based analysis and application of grammatical • Sentence pattern: complex and • Mechanics: capitals and end punctuation; (and, but) adverbs, prepositional phrases, predicates forms and functions • Sentence types: declarative, interrogative, imperative, phrases apostrophe • Subject/verb agreement • Text-based analysis and application of • Mechanics: commas in series, in dates, in addresses; exclamatory • Usage: confusing word pairs grammatical forms and functions quotation marks; colons, semicolons Grammar and Usage and Grammar • Mechanics: commas • Usage: confusing word pairs • Mechanics: commas with appositives, in dates, • Mechanics: colon in addresses • Fluency: sentences • Fluency: passages • Fluency: passages • Fluency: passages • Fluency passages • Fluency: passages • Vocabulary: context-based strategies • Vocabulary: context-based strategies • Vocabulary: context-based strategies • Vocabulary: content-based strategies • Vocabulary: context-based strategies • Vocabulary: context-based strategies • Text features for content preview • Text features for content preview • Text features for content preview • Interpet text features (charts, graphics) for • Interpet text features (charts, graphics) for • Interpet text features (charts, graphics) for • Fluency: sentences • Activate and build knowledge • Activate and build knowledge information and comprehension information and comprehension information and comprehension • Activate and build knowledge • Text structure: informational • Higher-order thinking: use information (apply); • Activate and build knowledge • Activate and build knowledge • Activate and build knowledge • Text structure: main ideas and supporting • Read (and listen to) varied genre selections break down information (analyze) • Read (and listen to) varied genre selections • Read (and listen to) varied genre selections • Read (and listen to) varied genre selections details in informational text • Higher-order thinking: retrieve and recall • Read (and listen to) varied genre selections • Higher-order thinking: judge information against • Higher-order thinking: application of all levels • Higher-order thinking: application of all levels • Read (and listen to) varied genre selections (remember); construct meaning (understand) • Literary terms and devices in text criteria (evaluate); put information together in a new • Literary terms and devices in context • Literary terms and devices in context • Comprehension: interpretation and response • Summarization of main ideas from text selection • Text structure: informational way (create) • Text structure: informational, fiction, • Text structure: narrative, report, play Comprehension questions to open-ended questions: who, what, • Summarization of main ideas from text selection • Literary terms and devices in context persuasive essay • Elements of poetry

Listening Reading and when, where, why, how; multiple • Text structure: plot • Elements of poetry • Metacognition and comprehension: sampling, choice questions • Summarization of main ideas from text selection predicting; confirming in challenging text • Oral and written responses to who, what, when, • Written responses based on higher-order • Written responses based on higher-order • Written responses based on higher-order thinking • Written responses based on higher-order thinking • Written responses based on higher-order thinking where, why, and how questions thinking skills: remember; understand thinking skills: apply; analyze skills: evaluate; create skills: all levels skills: all levels • Fluency: sentence development • Fluency: sentence development • Pre-write: set purpose, content selection; • Pre-write: set purpose, content selection (note-taking) • Pre-write: set purpose, content selection (note- • Pre-write: set purpose, content selection (note- • Pre-write: set purpose, content selection; • Pre-write: set purpose, content selection; graphic organization using informal outlines organization using graphic organizers for reasons; taking) organization using graphic organizers taking), organization using graphic organizers organization using graphic organizers organizers for reports, personal narratives, • Write: multi-paragraph report; expository persuasion; personal narrative; and outlining (comparison-contrast, narrative) and outlining (narrative) and outlining (report); organize • Write: summary paragraph; expository paragraph compare/contrast report (opinion) essay; expository (explanatory) essay; • Write: expository (explanatory) paragraph, essay: • Write: personal narrative; descriptive essay; information across sources

Writing including topic sentence, supporting details, • Write multi-paragraph expository report; business letter expository (descriptive) paragraph: literary persuasive essay; autobiographical essay • Write: literary analysis essay; informational report; elaborations personal narrative; compare/contrast report • Edit and revise skills for coherence and content analysis essay, narrative (short story) • Edit and revise skills for coherence and content persuasive essay; personal essay Speaking and and Speaking • Edit and revise skills for coherence and content • Edit and revise skills for coherence and content • Oral presentation • Edit and revise skills for coherence and content • Multimedia presentation • Edit and revise skills for coherence and content • Oral presentation • Oral presentation • Debates, speeches, interviews • Poetry recitations, debates • Multimedia presentation

25 CURRICULUM IMPLEMENTATION AND ONGOING SUPPORT

OUR GOAL: PROVIDE THE HIGHEST LEVEL OF EDUCATOR SUPPORT TO INCREASE STUDENT ACHIEVEMENT Service does not come in a box; it must be custom-built to meet the specific needs of districts, schools, administrators, and teachers. Firmly grounded in research, the Voyager Sopris Learning approach is built around the “Five Keys to Success,” which form the foundation for a personalized strategy for planning, training, and ongoing support:

QUALITY OF INSTRUCTION

CLASSROOM MANAGEMENT FIVE KEYS AMOUNT OF TO SUCCESS INSTRUCTION

DIFFERENTIATION USE OF ASSESSMENTS

Our team specializes in partnering with schools and districts to build custom LANGUAGE! implementation support plans—including planning, training, and ongoing support—to ensure all stakeholders are prepared to implement and sustain LANGUAGE! implementation. Key stages of LANGUAGE! implementation include:

PRE-IMPLEMENTATION ONGOING PLANNING

LAUNCH DATA REVIEW

Visit www.voyagersopris.com/language to review training options and a comprehensive menu of services.

26 www.voyagersopris.com/language SUCCESS STORIES

WHAT DO RESEARCHERS SAY?

“We were impressed by the program’s success with “LANGUAGE! is an extremely thorough children in the upper elementary and middle school presentation of numerous reading, writing, and grades and its comprehensive nature. Reading language arts strands, taught systematically in is taught as part of an enriched total language parallel fashion to children of all ages with delays experience that integrates reading, writing, spelling, in reading, writing, and/or language.” grammar, language use, and vocabulary and devotes —Florida Center for Reading Research Report substantial time to reading aloud as well as to reading independently.” —Sally Shaywitz Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level (2003)

WHAT DO EDUCATORS SAY?

“I cannot say enough positive things about the phonics components of LANGUAGE! within the EL classroom. My students have made great strides with clarity of speech, decoding, and word recognition. I find the pre-writing strategies, especially the Blueprint for Writing, easy to scaffold for the beginners.” —Micaela Dimos, Teacher Sheldon High School, Elk Grove Unified School District Sacramento, CA

“In over 20 years of teaching secondary students “Teachers are seeing marked progress for the I have never seen a program that so methodically students—scores are increasing, students are and systematically addresses the needs of teen meeting IEP goals, and teachers are really excited nonreaders. I have witnessed some students develop about the online assessment program.” very strong reading skills in a short period of time —Patricia Amicone as the “holes” from their past were filled in.” Rialto Unified School District, CA —Jina Virtue Literacy/Language Arts Coordinator Los Angeles Unified School District “We are cheerleaders for LANGUAGE! because this curriculum has improved reading instruction “We have seen zero-readers learn the alphabet and throughout our district. Our LANGUAGE! students sounds, and how to build words—they are actually are confident and equipped with life skills that reading for the first time in their lives! There is a will take them beyond the world of academia. Our sense of excitement among the students as they teachers know how to teach reading and embrace enter the LANGUAGE! classes, and they are making the challenge of educating students who have been tremendous progress.” labeled as ‘struggling readers.’” —Sandra Kelly, National LANGUAGE! Trainer —Tracey Burrell Bossier Parish School Board, Bossier City, LA TO LEARN MORE, VISIT www.voyagersopris.com/language

INTENSIVE INTERVENTION INSTRUCTION TO ACCELERATE LITERACY GROWTH LANGUAGE! The Comprehensive Literacy Curriculum is proven to increase student literacy achievement and accelerate growth by weaving together all critical literacy strands with a multisensory, explicit instructional model.

Visit www.voyagersopris.com/language to access: • Complimentary lesson samples • Overview and testimonial videos • Evidence of effectiveness • Correlations and alignments

Implement digitally, with print components, or with a combination of print and digital

www.voyagersopris.com / 800.547.6747 LANG4E_OV/342609/8-14/DIG/5M/.66