4th Edition LANGUAGE! Overview

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LANGUAGE! accelerates reading achievementfor students in grades 3–12.• LANGUAGE! helps students learn the skillsand concepts necessary to progress fromreading significantly below grade level toreading at a 10th grade level.1098• Students can make two years’ worth ofgrowth in reading in one school year.• Students build a solid foundation ofconcepts and skills upon which literacydevelopment thrives.Grade-Level Readability Range7654Challenge TextInstructionalTextIndependentTextUpon successfulcompletion of thiscurriculum, studentsare able to read textat the high schoolinstructional level.321DecodableTextKA B C D E FLANGUAGE! Book LevelsThe readability level for each text selection, based on the Lexile readabilityscale, increases incrementally within and across book levels.LANGUAGE! Readability Levels for Text SelectionsLexile Ranges and Corresponding Grade RangesBook Decodable Instructional ChallengeABCDEF200–400(1)300–700(2–3)500–850(3–4)300–700(2–3)500–850(3–4)650–950(4–5)650–850(4)750–950(5)850–1075(6–7)Independent Instructional Challenge650–950(4–5)750–950(5)850–1050(6)750–1050(5–6)850–1100(6–7)950–1150(7–9)950–1100(7–8)1000–1150(8–9)1100–1200(10)28 LANGUAGE! Overview www.sopriswest.com/language
The six-step lesson structure incorporatesBloom’s Taxonomy and brain research thatsupports student learning.The LANGUAGE! Six-Step LessonWord Level SkillsComprehension SkillsPhonemicAwarenessand PhonicsWord Recognitionand SpellingVocabulary andMorphologyGrammarand UsageListeningand ReadingComprehensionSpeakingand WritingAt the very foundational level of reading difficulties, students may not have thephonological skills to read fluently. Unremediated problems with fluent and accurateword reading, in turn, erode comprehension.(Archer, Gleason & Vachon, 2003; Shaywitz, 2004)Becoming a good reader requires rapid, fluent, and automatic decoding ofisolated words.(Chard, Vaughn & Tyler, 2002)Unit Words selected from:• First 1000 (Edward Fry)• Core Vocabulary (Andrew Biemiller)• Academic Word List (Averil Coxhead)• Second 1000 Words of the General Service List (Paul Nation)There is direct evidence of the strong relationship between vocabulary comprehensionand the ability to read at higher readability levels; thus, to a considerable degree,vocabulary knowledge determines language comprehension and literacy.(Biemiller, 1999)Poor readers often lack experience with complex syntax in text and are unskilled inmanipulation of sentence structure in writing, and consequently miscomprehendcomplex sentences.(Nippold, 1998)Students are able to learn higher-order reasoning skills when teachers model, discuss,and connect what students already know with what they need to know through carefulquestioning that leads to both factual and inferential interpretations of text.(Pressley & Wharton-McDonald, 1997; Williams, 1998)“Researchers know that reading and writing often draw from the same pool ofbackground knowledge—for example, a general understanding of the attributes oftexts. At the same time, however, writing differs from reading. While readers forma mental representation of thoughts written by someone else, writers formulatetheir own thoughts, organize them, and create a written record of them using theconventions of spelling and grammar.”“…writing is a means of extending and deepening students’ knowledge; it acts as atool for learning subject matter…”From Writing Next, pages 8–9.(800) 547-6747 LANGUAGE! Overview 29
Page 1 and 2: ®Fourth EditionOverview
Page 3 and 4: LANGUAGE! is thecomprehensive liter
Page 5: How does LANGUAGE! work?Cumulative
Page 14 and 15: LANGUAGE!Phonemic Awarenessand Phon
Page 16 and 17: LANGUAGE!Vocabularyand MorphologyEn
Page 18 and 19: LANGUAGE!Listening andReading Compr
Page 20 and 21: EnglishLanguageLearnersLANGUAGE!Cha
Page 22 and 23: Each level of text in LANGUAGE! is
Page 24 and 25: Reading and writing are reciprocal
Page 26 and 27: Focus on Academic LanguageThe LANGU
Page 30 and 31: The Scope and Sequence for LANGUAGE
Page 32 and 33: What are the unit objectives?At a G
Page 34 and 35: What are you going to teach in each
Page 36 and 37: How are you going to teach it?The L
Page 38 and 39: How can you differentiate instructi
Page 40 and 41: Scheduling OptionsSignificant liter
Page 42 and 43: Sopris West Implementation Services
Page 44 and 45: District 2At-Risk StudentsIn a midd
Page 46 and 47: National RecognitionAs a research-b
Page 48: 4093 Specialty PlaceLongmont, CO 80

4th Edition LANGUAGE! Overview

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