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FOLD

FOLD

FOLD

MKC5BR-0615

Lexia believes in the teacher’s ability to change students’ lives.

Tier III

Tier II

Tier I

Lexia’s Multi-TierSystem of Support

I NTENSI TY

Lexia Reading Core5 provides a personalized, data-driven approach through a system of student-driven learning online, and targeted instruction by a teacher or paraprofessional. It empowers students of all abilities in grades pre-K—5 to build their fundamental literacy skills through technology and direct instruction.

Resources for Teacher-Led Instruction

Independent, Student-Driven Learning

Ongoing Data to Drive Instructional Priorities

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FOLD

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Lexia’s Instructional Process Uniquely Suited for Data-Driven Instruction

Our goal is to foster a learning environment where:

• Students are motivated by their own success and have their own learning path.

• Information about student performance is easy to access and simple to interpret.

• Teachers have the resources they need to provide direct instruction and intervention.

Lexia Reading Core5 supports the framework for a multi-tier instructional model by providing actionable performance data without ever stopping to administer a test.

• Universal Screener: Screen all students reliably by using the Auto Placement feature and the first month’s performance predictor; identifying students who are On Target and those At Risk of reading failure.

• Progress Monitoring: Receive daily, weekly and monthly progress monitoring data, both norm-referenced and criterion-referenced, all without stopping instruction to test. These data are highly correlated to commonly used assessments such as DIBELS®, AIMSweb®, and MAP®.

• Diagnostic: Obtain very detailed diagnostic data pinpointing specifically where each student struggles—helping to complete a profile of strengths and weaknesses.

• Outcome: Predict future performance on state outcome tests by using the highly correlated and highly predictive norm-referenced measures in Lexia’s Assessment Without Testing.

Aligns to Rigorous Reading Standards

The Scope and Sequence of Lexia Reading Core5 was designed to systematically introduce content and skills identified as essential by rigorous reading standards such as the Common Core State Standards.

• Activities to develop fundamental literacy skills, as well as build automaticity and fluency with connected text.

• Interaction with varied and complex text to advance listening and reading comprehension.

• Development of academic and domain-specific vocabulary to improve comprehension in content-area reading.

• Real-time data reports to monitor individual student progress towards mastery of the Common Core State Standards.

w w w. l e x i a l e a r n i n g . c o m • 8 0 0 - 4 3 5 - 3 9 4 2

FOLD

FOLD

FOLD

FOLD

MKC5BR-0615

Lexia believes in the teacher’s ability to change students’ lives.

Tier III

Tier II

Tier I

Lexia’s Multi-TierSystem of Support

I NTENSI TY

Lexia Reading Core5 provides a personalized, data-driven approach through a system of student-driven learning online, and targeted instruction by a teacher or paraprofessional. It empowers students of all abilities in grades pre-K—5 to build their fundamental literacy skills through technology and direct instruction.

Resources for Teacher-Led Instruction

Independent, Student-Driven Learning

Ongoing Data to Drive Instructional Priorities

FOLD

FOLD

FOLD

FOLD

Lexia’s Instructional Process Uniquely Suited for Data-Driven Instruction

Our goal is to foster a learning environment where:

• Students are motivated by their own success and have their own learning path.

• Information about student performance is easy to access and simple to interpret.

• Teachers have the resources they need to provide direct instruction and intervention.

Lexia Reading Core5 supports the framework for a multi-tier instructional model by providing actionable performance data without ever stopping to administer a test.

• Universal Screener: Screen all students reliably by using the Auto Placement feature and the first month’s performance predictor; identifying students who are On Target and those At Risk of reading failure.

• Progress Monitoring: Receive daily, weekly and monthly progress monitoring data, both norm-referenced and criterion-referenced, all without stopping instruction to test. These data are highly correlated to commonly used assessments such as DIBELS®, AIMSweb®, and MAP®.

• Diagnostic: Obtain very detailed diagnostic data pinpointing specifically where each student struggles—helping to complete a profile of strengths and weaknesses.

• Outcome: Predict future performance on state outcome tests by using the highly correlated and highly predictive norm-referenced measures in Lexia’s Assessment Without Testing.

Aligns to Rigorous Reading Standards

The Scope and Sequence of Lexia Reading Core5 was designed to systematically introduce content and skills identified as essential by rigorous reading standards such as the Common Core State Standards.

• Activities to develop fundamental literacy skills, as well as build automaticity and fluency with connected text.

• Interaction with varied and complex text to advance listening and reading comprehension.

• Development of academic and domain-specific vocabulary to improve comprehension in content-area reading.

• Real-time data reports to monitor individual student progress towards mastery of the Common Core State Standards.

w w w. l e x i a l e a r n i n g . c o m • 8 0 0 - 4 3 5 - 3 9 4 2

24/7 access to student reading activities and real-time student data.

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FOLD

foots

feetses

feet

foot

feets

Prescription of Intensity

Name Grade Performance Predictore

Lexia Usageavg min/wk + Lesson Skills

(Completed) Certificates

Actual | Target Add P K 1 2 3 4 5

Altman, Rosevelt 3rd 100% 111 | n/a 3 Weeks Ago

Atherton, Earlene 3rd 33% 6 | 70 64

Blank, Mortimer 3rd 100% 91 | n/a

Burrows, Viviana 3rd 100% 111 | n/a This Week

Crawley, Elizebeth 3rd 68% 13 | 40 27

Dunning, Georgiana 3rd 100% 46 | n/a

Flemming, Portia 3rd 85% 82 | 20 3 Weeks Ago

Gough, Maryellen 3rd 1% 17 | 100 43

Hutto, Ruben 3rd 81% 51 |20 Today

Jacks, Gussie 3rd 83% 53 | 20

Keeler, Lexie 3rd 1% 15 | 100 85

Latimer, Callie 3rd 3% 30 | 100 70 Last Week

Legg, Lora 3rd 31% 57 | 70 13

Merchant, Leamon 3rd 1% 30 | 100 70

Osburn, Marie 3rd 42% 73 | 70 Last Week

Sorrell, Aron 3rd 36% 26 | 70 44

Southern, Eleanor 3rd 2% 44 | 100 56

Winfield, Attie 3rd 1% 8 | 100 52

Class Combined Report Archer 3rd

Kennedy Elementary School All Grades Aroher 3rdshow:Hilltop School District

February 1, 2013 Print

Plan Instruction

7 students need instruction in 6 skills.

Core5 Level 2 (Beg K)

Picturing Stories 1

Maryellen Gough

Core5 Level 6 (Beg 1st)

Sight Words 3

Lexie Keeler

Leamon Merchant

Core5 Level 8 (Mid to End 1st)

Long Vowel Teams

Attie Winfield

Twp Sullable Words

Eleanor Southern

Core5 Level 15 (Beg to Mid 4th)

Sight Words 7

Aron Sorrell

Core5 Level 16 (Mid to End 4th)

Passage Comprehension 5

Georgiana Dunning

Lesson

Lesson

Lesson

Lesson

Lesson

View Skills Report

Priority: High Medium Low

View Usage Report

Week Beginning

On Target Some Risk High Risk

18 students

28%

33%39%(+16)

Lexia UsageJanuary 5, 2013 - February 1, 2013

56% of students are meeting their recommended usage

Performance Predictors

Stud

ent

Usa

ge

(m/w

k)

100+

80

60

40

20

0Jan 5 Jan 7 Jan 14 Jan 21 Jan 28

View Progress Report

This document may contain sensitive information about students. Please dispose of securely.

Warm-Up Let’s see what kinds of pictures we can make inside our head. Close your eyes.

Now, picture a playground. What do you see?

Elicit a variety of detailed responses (e.g., children on swings, two kids taking turns shooting baskets, or a big, yellow, covered slide).

You just made pictures inside your head! When we listen to a story, we do the same thing. We picture what is happening to understand the story, even when we’re not looking at pictures in a book.

Direct InstructionDisplay the picture of the bear on a swing.

Let’s look at this picture. Listen as I describe what I see. The main thing I see is a bear at a playground. I can ask myself some questions to find the important details in the picture, like: How many? How big? What is happening?

How many bears do I see? (one) How big is the bear? (she is little) What is the bear doing? (swinging) So, some important details in this picture are the number of bears, the size of the bear, and what she is doing.

Guided PracticeDisplay the picture of the two bears. Repeat the questions from Direct Instruction with this picture, eliciting responses to each question from the students. Then, display both bear pictures.

Listen to this sentence and pay attention to the details. Which picture shows what you hear in the sentence? “Bessie Bear is playing on the swingset.” (students point to picture) “Bessie and Boris Bear are playing on the see-saw.” (students point to picture) Do you have any questions about the main thing you see or the details in this picture? Remember that asking questions can help us understand better.

DescriptionThis lesson is designed to help students listen for details and form mental pictures of story events. Students are prompted to ask questions to improve understanding and clarify information.

Teacher TipsYou can use the structure of this lesson with other three-event narratives.

If this lesson involves more than one student, present the following rules for discussion: (1) Listen to each other, (2) take turns when talking, and (3) speak clearly.

Preparation/Materials• A copy of the 4 pictures at the end of the lesson.

Picturing DetailsCOMPREHENSION: Levels 2, 3 Student Combined Report Traci Ruby

2nd GradePrint

P K 1 3 4 5

Skills Current: Core5 Level 11

Action Plan Progress

Gra

de

Leve

l of

Mat

eria

lU

sag

e

Un

its

Avg

(m/

wk)

Common Core Standards

View Skills Report

View Progress Report

View Usage Report

Performance Current: 1% Usage Current: 26 min/wk

2Sep SepAug Aug

Achievement AvailableLevel 10 completed on Jan 02

Increase UsageActual 22, Target 40 min/weekIncrease UsageActual 22, Target 40 min/week

Lesson

Independent PracticeSimple Suffixes

Advanced Word Chains

More Practice

Hard and Soft C & G 53%Unit 10: Auditory Discrimination (initial position hard/soft g in one syllable words)Syllable Division 50%Unit 11: Vowel Identification (flex rule - v/cv)Synonyms & Antonyms 50%Unit 5: Identifying Antonyms for Common ObjectsSentence Structure 50%Unit 6: Identifying Subject, Predicate, and Interrogative Pronouns (where, how, when)

2nd Grade Standards Accuracy Progress

Overall Medium 90%

Foundational Skills Medium

Phonics and Word Recognition Medium

Fluency Low

Informational Text Medium

Literature Low

Language Medium

Working On Core5 Level 11Started on January 2, 2013

Spelling Rules 1Unit 13: Spelling Dictated Words (ck, tch, dge)

Struggling on: dge

18 min/wk

Student Combined Report Traci Ruby2nd Grade

Print

5th

4th

3rd

2nd

1st

K

PreK

1243

1091

946

795

569

286

42

1007550250

Sep Nov Jan Mar May Jul

Sep Nov Jan Mar May Jul

Meeting Recommended UsageNot Meeting Recommended Usage

Usage

Stu

den

t U

sag

e (m

/w

k)

100+

80

60

40

20

0Jan 5 Jan 7 Jan 14 Jan 21 Jan 28

Weekly Average:

Target:

Total Time:

Last Login:

26 Min

60 Min

1 Hours 45 Minutes

Mon January 28, 2013

This document may contain sensitive information about students. Please dispose of securely.

22%

(+4)

29%

49%

621 students(June 2, 2014 - June 29, 2014)222 students

62%

38%

Meeting Not MeetingOn Target(80-100%) (31-79%) (1-30%)

Performance Predictors

Some Risk High Risk

Grade Level of Material (%Working On) Active StudentsMeeting UsagePerformance Predictors

StudentsWith

PredictorsSchool

Show:

Start Level

Current Level

Kennedy Elementary School

Park Community School

222

222

115

107

7%

49%

60%

36%

+6+6

+2+2

On

Target

Monthly

Change

View Progress Report

3rd Grade Students in All Schools

All Schools 3rd Grade

View Usage Report

View Staff Usage Report

All GradesRecommended Usage

P K 1 2 3 4 5

2% 5% 36% 35% 19% 1%

1% 4% 18% 22% 42% 12% 62%

78%

45%

1%

2% 5% 23% 23% 33% 14%

3% 13% 21% 52% 10% 1%

Grade Combined Report Hilltop District - 3rd Grade

Hilltop District

Contact Support

What’s New

Lexia Lessons

Teacher Resources

Help Tools

Core5 URL

Follow Us

Lexia Skill Builders

Training Materials

Training Guide

Teacher’s Guide

Reports FAQs

Twitter

Facebook

lexiacore5.com

Site ID (for Strategies)

Schoool Year

Sept 1 - Jun 1

7234-5358-6730-3296

February 1, 2013

Phonological Awareness

Phonics / PA Structural Analysis

Vocabulary ComprehensionAutomaticity/ Fluency

AREA OF READING INSTRUCTION AND SKILLS

LEVEL

• Rhyming • Upper and Lower Case Letters—Visual Matching ———

• Automaticity with Foundational Concepts

• Basic Categories • Listening Comprehension

• Picturing

• Blending & Segmenting Syllables & Sounds

• Beginning Sounds

• Ending Sounds

• Short & Long Vowel Sounds

• Manipulating Sounds

• Alphabetizing

• Letter-Sound Correspondence

• Letter Names ———

• Automaticity with Foundational Concepts

• High-Frequency Sight Words

• Spatial Concepts

• Advanced Adjectives

• Listening Comprehension

• Picturing

• Comprehension Strategies with Narrative & Informational Text

• Short & Long Vowel Sounds

• Manipulating Sounds (substitutions)

• Letter-Sound Correspondence

• Easily Reversible Letters (b, d, p)

• Word Families

• Contractions

• Six Syllable Types

———

• Automaticity with Foundational Concepts

• High-Frequency Sight Words

• Sentence Structure

• Categorizing & Associations

• Multiple Meaning Words

• Listening Comprehension

• Understanding Text Structure

° Sequencing Sentences

• Comprehension Strategies with Narrative & Informational Text

• Reading Comprehension ° Matching Words/ Phrases with Pictures ° Cloze Sentence Comprehension

• Manipulating Sounds (additions & deletions)

• Irregular Plurals and Verbs

• Hard and Soft c & g

• Six Syllable Types ° Closed ° Vowel r ° Open ° Vowel

Combinations ° Silent e ° Consonant le

• Rules for Syllable Division

• Spelling Generalizations and Rules

• Simple Suffixes

• Prefixes

• Automaticity with Foundational Concepts

• High-Frequency Sight Words

• Sentence Structure

• Timed Silent Reading at Word Level

• Timed Silent Reading at Paragraph Level

• Modeled Prosody with Connected Text

• Synonyms and Antonyms

• Similes and Metaphors

• Listening Comprehension

• Understanding Text Structure

° Building Sentences ° Analyzing Sentence Structure ° Signal Words

• Comprehension Strategies with Narrative & Informational Text

° Main Idea/Mainly About ° Details ° Vocabulary ° Prediction ° Inferencing ° Conclusion ° Cause and Effect ° Compare and Contrast ° Summarizing ° Paraphrasing ° Perspective ° Fact vs. Opinion

——— ———

• Suffixes

• Spelling Rules for Adding Affixes

• Prefix Meanings

• Idioms

• Analogies

• Affix and Root Meanings

——— ———

• Spelling Rules for Adding Affixes

• Root Meanings

• Multiple Meaning Words

• Idioms

• Affix and Root Meanings

——— ———

• Greek Combining Form Meanings

• Accent Placement

• Shades of Meaning

• Advanced Analogies

• Greek Combining Forms

Level 1(Pre-K)

Levels 2–5

(K)

Levels 6–9

(Grade 1)

Levels 10–12(Grade 2)

Levels 13–14(Grade 3)

Levels 17–18(Grade 5)

Levels 15–16(Grade 4)

Lexia Reading Core5™ covers the six areas of reading instruction, including activities focused on academic vocabulary through structural analysis. This begins with oral language and listening comprehension, building to reading comprehension. The program aligns to rigorous reading standards, including the Common Core State Standards.

Lexia Reading Core5® covers the six areas of reading instruction, including activities focused on academic vocabulary through structural analysis. This begins with oral language and listening comprehension, building to reading comprehension. The program aligns to rigorous reading standards, including the Common Core State Standards.

Scope and Sequence

Lexia Reading Core5 provides direct, explicit instruction both online and through teacher-led instructional materials.

Student-Driven Learning

• Students work independently to develop reading skills in a structured, sequential manner.

• The three-step instructional branching in every activity adapts to students’ performance, providing scaffolding, immediate corrective feedback and direct instruction when needed.

• Paper-based Lexia Skill Builders® build automaticity, generalize skills and expand expressive skills.

Teacher-Led Instruction

The Plan Instruction list on the Class Home Page enables teachers to easily identify students for small group instruction and provides targeted, scripted lessons to be used for teacher-led instruction.

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Personalized Learning Assessment Without Testing®An Essential Component of Every Reading Curriculum

Lexia’s Assessment Without Testing technology provides teachers and administrators ongoing progress monitoring data without a test event.

• Student data monitoring helps support teacher effectiveness.

• Predict students’ overall likelihood of reaching end-of-year, grade-level benchmarks based on the students’ monthly performance.

• Track performance on rigorous reading standards, such as the Common Core State Standards.

• Reduce schools’ dependence on traditional testing, saving teachers up to a month of instructional time.

w w w. l e x i a l e a r n i n g . c o m • 8 0 0 - 4 3 5 - 3 9 4 2 w w w. l e x i a l e a r n i n g . c o m • 8 0 0 - 4 3 5 - 3 9 4 2 w w w. l e x i a l e a r n i n g . c o m • 8 0 0 - 4 3 5 - 3 9 4 2

Identifies students at risk of reading failure

Prescribes intensity based on risk, indicating the percentage of students getting the intensity needed in order to close the gap

Monitors student progress through grade levels of material

The software is fun, engaging, and intrinsically motivating!

The Action Plan specifies achievement certificates, intensity of use, and instructional and independent practice materials for each student.

24/7 access to student reading activities and real-time student data.

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FOLD

FOLD

FOLD

foots

feetses

feet

foot

feets

Prescription of Intensity

Name Grade Performance Predictore

Lexia Usageavg min/wk + Lesson Skills

(Completed) Certificates

Actual | Target Add P K 1 2 3 4 5

Altman, Rosevelt 3rd 100% 111 | n/a 3 Weeks Ago

Atherton, Earlene 3rd 33% 6 | 70 64

Blank, Mortimer 3rd 100% 91 | n/a

Burrows, Viviana 3rd 100% 111 | n/a This Week

Crawley, Elizebeth 3rd 68% 13 | 40 27

Dunning, Georgiana 3rd 100% 46 | n/a

Flemming, Portia 3rd 85% 82 | 20 3 Weeks Ago

Gough, Maryellen 3rd 1% 17 | 100 43

Hutto, Ruben 3rd 81% 51 |20 Today

Jacks, Gussie 3rd 83% 53 | 20

Keeler, Lexie 3rd 1% 15 | 100 85

Latimer, Callie 3rd 3% 30 | 100 70 Last Week

Legg, Lora 3rd 31% 57 | 70 13

Merchant, Leamon 3rd 1% 30 | 100 70

Osburn, Marie 3rd 42% 73 | 70 Last Week

Sorrell, Aron 3rd 36% 26 | 70 44

Southern, Eleanor 3rd 2% 44 | 100 56

Winfield, Attie 3rd 1% 8 | 100 52

Class Combined Report Archer 3rd

Kennedy Elementary School All Grades Aroher 3rdshow:Hilltop School District

February 1, 2013 Print

Plan Instruction

7 students need instruction in 6 skills.

Core5 Level 2 (Beg K)

Picturing Stories 1

Maryellen Gough

Core5 Level 6 (Beg 1st)

Sight Words 3

Lexie Keeler

Leamon Merchant

Core5 Level 8 (Mid to End 1st)

Long Vowel Teams

Attie Winfield

Twp Sullable Words

Eleanor Southern

Core5 Level 15 (Beg to Mid 4th)

Sight Words 7

Aron Sorrell

Core5 Level 16 (Mid to End 4th)

Passage Comprehension 5

Georgiana Dunning

Lesson

Lesson

Lesson

Lesson

Lesson

View Skills Report

Priority: High Medium Low

View Usage Report

Week Beginning

On Target Some Risk High Risk

18 students

28%

33%39%(+16)

Lexia UsageJanuary 5, 2013 - February 1, 2013

56% of students are meeting their recommended usage

Performance Predictors

Stud

ent

Usa

ge

(m/w

k)

100+

80

60

40

20

0Jan 5 Jan 7 Jan 14 Jan 21 Jan 28

View Progress Report

This document may contain sensitive information about students. Please dispose of securely.

Warm-Up Let’s see what kinds of pictures we can make inside our head. Close your eyes.

Now, picture a playground. What do you see?

Elicit a variety of detailed responses (e.g., children on swings, two kids taking turns shooting baskets, or a big, yellow, covered slide).

You just made pictures inside your head! When we listen to a story, we do the same thing. We picture what is happening to understand the story, even when we’re not looking at pictures in a book.

Direct InstructionDisplay the picture of the bear on a swing.

Let’s look at this picture. Listen as I describe what I see. The main thing I see is a bear at a playground. I can ask myself some questions to find the important details in the picture, like: How many? How big? What is happening?

How many bears do I see? (one) How big is the bear? (she is little) What is the bear doing? (swinging) So, some important details in this picture are the number of bears, the size of the bear, and what she is doing.

Guided PracticeDisplay the picture of the two bears. Repeat the questions from Direct Instruction with this picture, eliciting responses to each question from the students. Then, display both bear pictures.

Listen to this sentence and pay attention to the details. Which picture shows what you hear in the sentence? “Bessie Bear is playing on the swingset.” (students point to picture) “Bessie and Boris Bear are playing on the see-saw.” (students point to picture) Do you have any questions about the main thing you see or the details in this picture? Remember that asking questions can help us understand better.

DescriptionThis lesson is designed to help students listen for details and form mental pictures of story events. Students are prompted to ask questions to improve understanding and clarify information.

Teacher TipsYou can use the structure of this lesson with other three-event narratives.

If this lesson involves more than one student, present the following rules for discussion: (1) Listen to each other, (2) take turns when talking, and (3) speak clearly.

Preparation/Materials• A copy of the 4 pictures at the end of the lesson.

Picturing DetailsCOMPREHENSION: Levels 2, 3 Student Combined Report Traci Ruby

2nd GradePrint

P K 1 3 4 5

Skills Current: Core5 Level 11

Action Plan Progress

Gra

de

Leve

l of

Mat

eria

lU

sag

e

Un

its

Avg

(m/

wk)

Common Core Standards

View Skills Report

View Progress Report

View Usage Report

Performance Current: 1% Usage Current: 26 min/wk

2Sep SepAug Aug

Achievement AvailableLevel 10 completed on Jan 02

Increase UsageActual 22, Target 40 min/weekIncrease UsageActual 22, Target 40 min/week

Lesson

Independent PracticeSimple Suffixes

Advanced Word Chains

More Practice

Hard and Soft C & G 53%Unit 10: Auditory Discrimination (initial position hard/soft g in one syllable words)Syllable Division 50%Unit 11: Vowel Identification (flex rule - v/cv)Synonyms & Antonyms 50%Unit 5: Identifying Antonyms for Common ObjectsSentence Structure 50%Unit 6: Identifying Subject, Predicate, and Interrogative Pronouns (where, how, when)

2nd Grade Standards Accuracy Progress

Overall Medium 90%

Foundational Skills Medium

Phonics and Word Recognition Medium

Fluency Low

Informational Text Medium

Literature Low

Language Medium

Working On Core5 Level 11Started on January 2, 2013

Spelling Rules 1Unit 13: Spelling Dictated Words (ck, tch, dge)

Struggling on: dge

18 min/wk

Student Combined Report Traci Ruby2nd Grade

Print

5th

4th

3rd

2nd

1st

K

PreK

1243

1091

946

795

569

286

42

1007550250

Sep Nov Jan Mar May Jul

Sep Nov Jan Mar May Jul

Meeting Recommended UsageNot Meeting Recommended Usage

Usage

Stu

den

t U

sag

e (m

/w

k)

100+

80

60

40

20

0Jan 5 Jan 7 Jan 14 Jan 21 Jan 28

Weekly Average:

Target:

Total Time:

Last Login:

26 Min

60 Min

1 Hours 45 Minutes

Mon January 28, 2013

This document may contain sensitive information about students. Please dispose of securely.

22%

(+4)

29%

49%

621 students(June 2, 2014 - June 29, 2014)222 students

62%

38%

Meeting Not MeetingOn Target(80-100%) (31-79%) (1-30%)

Performance Predictors

Some Risk High Risk

Grade Level of Material (%Working On) Active StudentsMeeting UsagePerformance Predictors

StudentsWith

PredictorsSchool

Show:

Start Level

Current Level

Kennedy Elementary School

Park Community School

222

222

115

107

7%

49%

60%

36%

+6+6

+2+2

On

Target

Monthly

Change

View Progress Report

3rd Grade Students in All Schools

All Schools 3rd Grade

View Usage Report

View Staff Usage Report

All GradesRecommended Usage

P K 1 2 3 4 5

2% 5% 36% 35% 19% 1%

1% 4% 18% 22% 42% 12% 62%

78%

45%

1%

2% 5% 23% 23% 33% 14%

3% 13% 21% 52% 10% 1%

Grade Combined Report Hilltop District - 3rd Grade

Hilltop District

Contact Support

What’s New

Lexia Lessons

Teacher Resources

Help Tools

Core5 URL

Follow Us

Lexia Skill Builders

Training Materials

Training Guide

Teacher’s Guide

Reports FAQs

Twitter

Facebook

lexiacore5.com

Site ID (for Strategies)

Schoool Year

Sept 1 - Jun 1

7234-5358-6730-3296

February 1, 2013

Phonological Awareness

Phonics / PA Structural Analysis

Vocabulary ComprehensionAutomaticity/ Fluency

AREA OF READING INSTRUCTION AND SKILLS

LEVEL

• Rhyming • Upper and Lower Case Letters—Visual Matching ———

• Automaticity with Foundational Concepts

• Basic Categories • Listening Comprehension

• Picturing

• Blending & Segmenting Syllables & Sounds

• Beginning Sounds

• Ending Sounds

• Short & Long Vowel Sounds

• Manipulating Sounds

• Alphabetizing

• Letter-Sound Correspondence

• Letter Names ———

• Automaticity with Foundational Concepts

• High-Frequency Sight Words

• Spatial Concepts

• Advanced Adjectives

• Listening Comprehension

• Picturing

• Comprehension Strategies with Narrative & Informational Text

• Short & Long Vowel Sounds

• Manipulating Sounds (substitutions)

• Letter-Sound Correspondence

• Easily Reversible Letters (b, d, p)

• Word Families

• Contractions

• Six Syllable Types

———

• Automaticity with Foundational Concepts

• High-Frequency Sight Words

• Sentence Structure

• Categorizing & Associations

• Multiple Meaning Words

• Listening Comprehension

• Understanding Text Structure

° Sequencing Sentences

• Comprehension Strategies with Narrative & Informational Text

• Reading Comprehension ° Matching Words/ Phrases with Pictures ° Cloze Sentence Comprehension

• Manipulating Sounds (additions & deletions)

• Irregular Plurals and Verbs

• Hard and Soft c & g

• Six Syllable Types ° Closed ° Vowel r ° Open ° Vowel

Combinations ° Silent e ° Consonant le

• Rules for Syllable Division

• Spelling Generalizations and Rules

• Simple Suffixes

• Prefixes

• Automaticity with Foundational Concepts

• High-Frequency Sight Words

• Sentence Structure

• Timed Silent Reading at Word Level

• Timed Silent Reading at Paragraph Level

• Modeled Prosody with Connected Text

• Synonyms and Antonyms

• Similes and Metaphors

• Listening Comprehension

• Understanding Text Structure

° Building Sentences ° Analyzing Sentence Structure ° Signal Words

• Comprehension Strategies with Narrative & Informational Text

° Main Idea/Mainly About ° Details ° Vocabulary ° Prediction ° Inferencing ° Conclusion ° Cause and Effect ° Compare and Contrast ° Summarizing ° Paraphrasing ° Perspective ° Fact vs. Opinion

——— ———

• Suffixes

• Spelling Rules for Adding Affixes

• Prefix Meanings

• Idioms

• Analogies

• Affix and Root Meanings

——— ———

• Spelling Rules for Adding Affixes

• Root Meanings

• Multiple Meaning Words

• Idioms

• Affix and Root Meanings

——— ———

• Greek Combining Form Meanings

• Accent Placement

• Shades of Meaning

• Advanced Analogies

• Greek Combining Forms

Level 1(Pre-K)

Levels 2–5

(K)

Levels 6–9

(Grade 1)

Levels 10–12(Grade 2)

Levels 13–14(Grade 3)

Levels 17–18(Grade 5)

Levels 15–16(Grade 4)

Lexia Reading Core5™ covers the six areas of reading instruction, including activities focused on academic vocabulary through structural analysis. This begins with oral language and listening comprehension, building to reading comprehension. The program aligns to rigorous reading standards, including the Common Core State Standards.

Lexia Reading Core5® covers the six areas of reading instruction, including activities focused on academic vocabulary through structural analysis. This begins with oral language and listening comprehension, building to reading comprehension. The program aligns to rigorous reading standards, including the Common Core State Standards.

Scope and Sequence

Lexia Reading Core5 provides direct, explicit instruction both online and through teacher-led instructional materials.

Student-Driven Learning

• Students work independently to develop reading skills in a structured, sequential manner.

• The three-step instructional branching in every activity adapts to students’ performance, providing scaffolding, immediate corrective feedback and direct instruction when needed.

• Paper-based Lexia Skill Builders® build automaticity, generalize skills and expand expressive skills.

Teacher-Led Instruction

The Plan Instruction list on the Class Home Page enables teachers to easily identify students for small group instruction and provides targeted, scripted lessons to be used for teacher-led instruction.

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Personalized Learning Assessment Without Testing®An Essential Component of Every Reading Curriculum

Lexia’s Assessment Without Testing technology provides teachers and administrators ongoing progress monitoring data without a test event.

• Student data monitoring helps support teacher effectiveness.

• Predict students’ overall likelihood of reaching end-of-year, grade-level benchmarks based on the students’ monthly performance.

• Track performance on rigorous reading standards, such as the Common Core State Standards.

• Reduce schools’ dependence on traditional testing, saving teachers up to a month of instructional time.

w w w. l e x i a l e a r n i n g . c o m • 8 0 0 - 4 3 5 - 3 9 4 2 w w w. l e x i a l e a r n i n g . c o m • 8 0 0 - 4 3 5 - 3 9 4 2 w w w. l e x i a l e a r n i n g . c o m • 8 0 0 - 4 3 5 - 3 9 4 2

Identifies students at risk of reading failure

Prescribes intensity based on risk, indicating the percentage of students getting the intensity needed in order to close the gap

Monitors student progress through grade levels of material

The software is fun, engaging, and intrinsically motivating!

The Action Plan specifies achievement certificates, intensity of use, and instructional and independent practice materials for each student.

24/7 access to student reading activities and real-time student data.

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Prescription of Intensity

Name Grade Performance Predictore

Lexia Usageavg min/wk + Lesson Skills

(Completed) Certificates

Actual | Target Add P K 1 2 3 4 5

Altman, Rosevelt 3rd 100% 111 | n/a 3 Weeks Ago

Atherton, Earlene 3rd 33% 6 | 70 64

Blank, Mortimer 3rd 100% 91 | n/a

Burrows, Viviana 3rd 100% 111 | n/a This Week

Crawley, Elizebeth 3rd 68% 13 | 40 27

Dunning, Georgiana 3rd 100% 46 | n/a

Flemming, Portia 3rd 85% 82 | 20 3 Weeks Ago

Gough, Maryellen 3rd 1% 17 | 100 43

Hutto, Ruben 3rd 81% 51 |20 Today

Jacks, Gussie 3rd 83% 53 | 20

Keeler, Lexie 3rd 1% 15 | 100 85

Latimer, Callie 3rd 3% 30 | 100 70 Last Week

Legg, Lora 3rd 31% 57 | 70 13

Merchant, Leamon 3rd 1% 30 | 100 70

Osburn, Marie 3rd 42% 73 | 70 Last Week

Sorrell, Aron 3rd 36% 26 | 70 44

Southern, Eleanor 3rd 2% 44 | 100 56

Winfield, Attie 3rd 1% 8 | 100 52

Class Combined Report Archer 3rd

Kennedy Elementary School All Grades Aroher 3rdshow:Hilltop School District

February 1, 2013 Print

Plan Instruction

7 students need instruction in 6 skills.

Core5 Level 2 (Beg K)

Picturing Stories 1

Maryellen Gough

Core5 Level 6 (Beg 1st)

Sight Words 3

Lexie Keeler

Leamon Merchant

Core5 Level 8 (Mid to End 1st)

Long Vowel Teams

Attie Winfield

Twp Sullable Words

Eleanor Southern

Core5 Level 15 (Beg to Mid 4th)

Sight Words 7

Aron Sorrell

Core5 Level 16 (Mid to End 4th)

Passage Comprehension 5

Georgiana Dunning

Lesson

Lesson

Lesson

Lesson

Lesson

View Skills Report

Priority: High Medium Low

View Usage Report

Week Beginning

On Target Some Risk High Risk

18 students

28%

33%39%(+16)

Lexia UsageJanuary 5, 2013 - February 1, 2013

56% of students are meeting their recommended usage

Performance Predictors

Stud

ent

Usa

ge

(m/w

k)

100+

80

60

40

20

0Jan 5 Jan 7 Jan 14 Jan 21 Jan 28

View Progress Report

This document may contain sensitive information about students. Please dispose of securely.

Warm-Up Let’s see what kinds of pictures we can make inside our head. Close your eyes.

Now, picture a playground. What do you see?

Elicit a variety of detailed responses (e.g., children on swings, two kids taking turns shooting baskets, or a big, yellow, covered slide).

You just made pictures inside your head! When we listen to a story, we do the same thing. We picture what is happening to understand the story, even when we’re not looking at pictures in a book.

Direct InstructionDisplay the picture of the bear on a swing.

Let’s look at this picture. Listen as I describe what I see. The main thing I see is a bear at a playground. I can ask myself some questions to find the important details in the picture, like: How many? How big? What is happening?

How many bears do I see? (one) How big is the bear? (she is little) What is the bear doing? (swinging) So, some important details in this picture are the number of bears, the size of the bear, and what she is doing.

Guided PracticeDisplay the picture of the two bears. Repeat the questions from Direct Instruction with this picture, eliciting responses to each question from the students. Then, display both bear pictures.

Listen to this sentence and pay attention to the details. Which picture shows what you hear in the sentence? “Bessie Bear is playing on the swingset.” (students point to picture) “Bessie and Boris Bear are playing on the see-saw.” (students point to picture) Do you have any questions about the main thing you see or the details in this picture? Remember that asking questions can help us understand better.

DescriptionThis lesson is designed to help students listen for details and form mental pictures of story events. Students are prompted to ask questions to improve understanding and clarify information.

Teacher TipsYou can use the structure of this lesson with other three-event narratives.

If this lesson involves more than one student, present the following rules for discussion: (1) Listen to each other, (2) take turns when talking, and (3) speak clearly.

Preparation/Materials• A copy of the 4 pictures at the end of the lesson.

Picturing DetailsCOMPREHENSION: Levels 2, 3 Student Combined Report Traci Ruby

2nd GradePrint

P K 1 3 4 5

Skills Current: Core5 Level 11

Action Plan Progress

Gra

de

Leve

l of

Mat

eria

lU

sag

e

Un

its

Avg

(m/

wk)

Common Core Standards

View Skills Report

View Progress Report

View Usage Report

Performance Current: 1% Usage Current: 26 min/wk

2Sep SepAug Aug

Achievement AvailableLevel 10 completed on Jan 02

Increase UsageActual 22, Target 40 min/weekIncrease UsageActual 22, Target 40 min/week

Lesson

Independent PracticeSimple Suffixes

Advanced Word Chains

More Practice

Hard and Soft C & G 53%Unit 10: Auditory Discrimination (initial position hard/soft g in one syllable words)Syllable Division 50%Unit 11: Vowel Identification (flex rule - v/cv)Synonyms & Antonyms 50%Unit 5: Identifying Antonyms for Common ObjectsSentence Structure 50%Unit 6: Identifying Subject, Predicate, and Interrogative Pronouns (where, how, when)

2nd Grade Standards Accuracy Progress

Overall Medium 90%

Foundational Skills Medium

Phonics and Word Recognition Medium

Fluency Low

Informational Text Medium

Literature Low

Language Medium

Working On Core5 Level 11Started on January 2, 2013

Spelling Rules 1Unit 13: Spelling Dictated Words (ck, tch, dge)

Struggling on: dge

18 min/wk

Student Combined Report Traci Ruby2nd Grade

Print

5th

4th

3rd

2nd

1st

K

PreK

1243

1091

946

795

569

286

42

1007550250

Sep Nov Jan Mar May Jul

Sep Nov Jan Mar May Jul

Meeting Recommended UsageNot Meeting Recommended Usage

Usage

Stu

den

t U

sag

e (m

/w

k)

100+

80

60

40

20

0Jan 5 Jan 7 Jan 14 Jan 21 Jan 28

Weekly Average:

Target:

Total Time:

Last Login:

26 Min

60 Min

1 Hours 45 Minutes

Mon January 28, 2013

This document may contain sensitive information about students. Please dispose of securely.

22%

(+4)

29%

49%

621 students(June 2, 2014 - June 29, 2014)222 students

62%

38%

Meeting Not MeetingOn Target(80-100%) (31-79%) (1-30%)

Performance Predictors

Some Risk High Risk

Grade Level of Material (%Working On) Active StudentsMeeting UsagePerformance Predictors

StudentsWith

PredictorsSchool

Show:

Start Level

Current Level

Kennedy Elementary School

Park Community School

222

222

115

107

7%

49%

60%

36%

+6+6

+2+2

On

Target

Monthly

Change

View Progress Report

3rd Grade Students in All Schools

All Schools 3rd Grade

View Usage Report

View Staff Usage Report

All GradesRecommended Usage

P K 1 2 3 4 5

2% 5% 36% 35% 19% 1%

1% 4% 18% 22% 42% 12% 62%

78%

45%

1%

2% 5% 23% 23% 33% 14%

3% 13% 21% 52% 10% 1%

Grade Combined Report Hilltop District - 3rd Grade

Hilltop District

Contact Support

What’s New

Lexia Lessons

Teacher Resources

Help Tools

Core5 URL

Follow Us

Lexia Skill Builders

Training Materials

Training Guide

Teacher’s Guide

Reports FAQs

Twitter

Facebook

lexiacore5.com

Site ID (for Strategies)

Schoool Year

Sept 1 - Jun 1

7234-5358-6730-3296

February 1, 2013

Phonological Awareness

Phonics / PA Structural Analysis

Vocabulary ComprehensionAutomaticity/ Fluency

AREA OF READING INSTRUCTION AND SKILLS

LEVEL

• Rhyming • Upper and Lower Case Letters—Visual Matching ———

• Automaticity with Foundational Concepts

• Basic Categories • Listening Comprehension

• Picturing

• Blending & Segmenting Syllables & Sounds

• Beginning Sounds

• Ending Sounds

• Short & Long Vowel Sounds

• Manipulating Sounds

• Alphabetizing

• Letter-Sound Correspondence

• Letter Names ———

• Automaticity with Foundational Concepts

• High-Frequency Sight Words

• Spatial Concepts

• Advanced Adjectives

• Listening Comprehension

• Picturing

• Comprehension Strategies with Narrative & Informational Text

• Short & Long Vowel Sounds

• Manipulating Sounds (substitutions)

• Letter-Sound Correspondence

• Easily Reversible Letters (b, d, p)

• Word Families

• Contractions

• Six Syllable Types

———

• Automaticity with Foundational Concepts

• High-Frequency Sight Words

• Sentence Structure

• Categorizing & Associations

• Multiple Meaning Words

• Listening Comprehension

• Understanding Text Structure

° Sequencing Sentences

• Comprehension Strategies with Narrative & Informational Text

• Reading Comprehension ° Matching Words/ Phrases with Pictures ° Cloze Sentence Comprehension

• Manipulating Sounds (additions & deletions)

• Irregular Plurals and Verbs

• Hard and Soft c & g

• Six Syllable Types ° Closed ° Vowel r ° Open ° Vowel

Combinations ° Silent e ° Consonant le

• Rules for Syllable Division

• Spelling Generalizations and Rules

• Simple Suffixes

• Prefixes

• Automaticity with Foundational Concepts

• High-Frequency Sight Words

• Sentence Structure

• Timed Silent Reading at Word Level

• Timed Silent Reading at Paragraph Level

• Modeled Prosody with Connected Text

• Synonyms and Antonyms

• Similes and Metaphors

• Listening Comprehension

• Understanding Text Structure

° Building Sentences ° Analyzing Sentence Structure ° Signal Words

• Comprehension Strategies with Narrative & Informational Text

° Main Idea/Mainly About ° Details ° Vocabulary ° Prediction ° Inferencing ° Conclusion ° Cause and Effect ° Compare and Contrast ° Summarizing ° Paraphrasing ° Perspective ° Fact vs. Opinion

——— ———

• Suffixes

• Spelling Rules for Adding Affixes

• Prefix Meanings

• Idioms

• Analogies

• Affix and Root Meanings

——— ———

• Spelling Rules for Adding Affixes

• Root Meanings

• Multiple Meaning Words

• Idioms

• Affix and Root Meanings

——— ———

• Greek Combining Form Meanings

• Accent Placement

• Shades of Meaning

• Advanced Analogies

• Greek Combining Forms

Level 1(Pre-K)

Levels 2–5

(K)

Levels 6–9

(Grade 1)

Levels 10–12(Grade 2)

Levels 13–14(Grade 3)

Levels 17–18(Grade 5)

Levels 15–16(Grade 4)

Lexia Reading Core5™ covers the six areas of reading instruction, including activities focused on academic vocabulary through structural analysis. This begins with oral language and listening comprehension, building to reading comprehension. The program aligns to rigorous reading standards, including the Common Core State Standards.

Lexia Reading Core5® covers the six areas of reading instruction, including activities focused on academic vocabulary through structural analysis. This begins with oral language and listening comprehension, building to reading comprehension. The program aligns to rigorous reading standards, including the Common Core State Standards.

Scope and Sequence

Lexia Reading Core5 provides direct, explicit instruction both online and through teacher-led instructional materials.

Student-Driven Learning

• Students work independently to develop reading skills in a structured, sequential manner.

• The three-step instructional branching in every activity adapts to students’ performance, providing scaffolding, immediate corrective feedback and direct instruction when needed.

• Paper-based Lexia Skill Builders® build automaticity, generalize skills and expand expressive skills.

Teacher-Led Instruction

The Plan Instruction list on the Class Home Page enables teachers to easily identify students for small group instruction and provides targeted, scripted lessons to be used for teacher-led instruction.

FOLD

FOLD

FOLD

FOLD

Personalized Learning Assessment Without Testing®An Essential Component of Every Reading Curriculum

Lexia’s Assessment Without Testing technology provides teachers and administrators ongoing progress monitoring data without a test event.

• Student data monitoring helps support teacher effectiveness.

• Predict students’ overall likelihood of reaching end-of-year, grade-level benchmarks based on the students’ monthly performance.

• Track performance on rigorous reading standards, such as the Common Core State Standards.

• Reduce schools’ dependence on traditional testing, saving teachers up to a month of instructional time.

w w w. l e x i a l e a r n i n g . c o m • 8 0 0 - 4 3 5 - 3 9 4 2 w w w. l e x i a l e a r n i n g . c o m • 8 0 0 - 4 3 5 - 3 9 4 2 w w w. l e x i a l e a r n i n g . c o m • 8 0 0 - 4 3 5 - 3 9 4 2

Identifies students at risk of reading failure

Prescribes intensity based on risk, indicating the percentage of students getting the intensity needed in order to close the gap

Monitors student progress through grade levels of material

The software is fun, engaging, and intrinsically motivating!

The Action Plan specifies achievement certificates, intensity of use, and instructional and independent practice materials for each student.

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MKC5BR-0615

Lexia believes in the teacher’s ability to change students’ lives.

Tier III

Tier II

Tier I

Lexia’s Multi-TierSystem of Support

I NTENSI TY

Lexia Reading Core5 provides a personalized, data-driven approach through a system of student-driven learning online, and targeted instruction by a teacher or paraprofessional. It empowers students of all abilities in grades pre-K—5 to build their fundamental literacy skills through technology and direct instruction.

Resources for Teacher-Led Instruction

Independent, Student-Driven Learning

Ongoing Data to Drive Instructional Priorities

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Lexia’s Instructional Process Uniquely Suited for Data-Driven Instruction

Our goal is to foster a learning environment where:

• Students are motivated by their own success and have their own learning path.

• Information about student performance is easy to access and simple to interpret.

• Teachers have the resources they need to provide direct instruction and intervention.

Lexia Reading Core5 supports the framework for a multi-tier instructional model by providing actionable performance data without ever stopping to administer a test.

• Universal Screener: Screen all students reliably by using the Auto Placement feature and the first month’s performance predictor; identifying students who are On Target and those At Risk of reading failure.

• Progress Monitoring: Receive daily, weekly and monthly progress monitoring data, both norm-referenced and criterion-referenced, all without stopping instruction to test. These data are highly correlated to commonly used assessments such as DIBELS®, AIMSweb®, and MAP®.

• Diagnostic: Obtain very detailed diagnostic data pinpointing specifically where each student struggles—helping to complete a profile of strengths and weaknesses.

• Outcome: Predict future performance on state outcome tests by using the highly correlated and highly predictive norm-referenced measures in Lexia’s Assessment Without Testing.

Aligns to Rigorous Reading Standards

The Scope and Sequence of Lexia Reading Core5 was designed to systematically introduce content and skills identified as essential by rigorous reading standards such as the Common Core State Standards.

• Activities to develop fundamental literacy skills, as well as build automaticity and fluency with connected text.

• Interaction with varied and complex text to advance listening and reading comprehension.

• Development of academic and domain-specific vocabulary to improve comprehension in content-area reading.

• Real-time data reports to monitor individual student progress towards mastery of the Common Core State Standards.

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