PROFESSIONAL LEARNING

GUIDE Lexia PowerUp Literacy v3 ® ®

GOALS
Understand the:
• Instructional Pedagogy and Skill Areas
• Online Student Program
• Data and Targeted Instructional Materials
• Classroom Implementation and Teacher Role
 What is Lexia PowerUp Literacy ?
® ®

Lexia PowerUp Literacy provides a personalized literacy learning experience to meet the diverse needs of
struggling to nearly proficient readers in Grades 6–12. It addresses skills ranging from kindergarten through
early high school necessary to build proficient adolescent readers.

Blended Learning
PowerUp’s Blended Learning components include:

• PowerUp online activities

• myLexia® (teacher website for data and resources)
• Lexia Lessons® (resources for offline, teacher-led instruction)
• Lexia Skill Builders® (offline, independent practice materials)

The Teacher’s Role at a Glance

Teachers are central as they use student data to monitor progress, inform
instruction, and help students achieve their literacy goals. Teachers will:

• Schedule adequate time for students to work in the online program.

• Review student data reports in myLexia.
• Provide targeted instruction to students through Lexia Lessons.
• Provide additional practice to students through Lexia’s offline materials.

Theory Behind the Design

Word recognition and language comprehension are equally important for reading comprehension. Lexia’s reading model is
based on the Simple View of Reading*, which suggests that if either decoding (referred to in PowerUp as Word Study) or
language comprehension (referred to in PowerUp as Grammar) is zero, reading comprehension will be impaired.

Word Academic Reading

Recognition Language Comprehension

(WR) (AL) (RC)

*Gough & Tunmer, 1986; Hoover & Gough, 1990

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PowerUp Research Summary Read the White Paper Teacher Manual

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 Lexia® PowerUp Literacy®

Independent, Student-Driven Learning

1

Auto Placement for Students Individualized Placement

Online, automated assessments determine student placement When logging in for the first time, students will begin the
into one of three zones within each strand. Help students series of placement activities. Be sure they have
understand they should take this seriously so they will receive headphones! Students will place in one of these three
instruction and support at the appropriate level. Be sure to zones within each strand:
monitor students.
Foundational Zone (skills taught in K–2)
Comprehension (30–45 minutes) Students read appropriately leveled texts with scaffolded
This strand’s auto placement is determined by the Lexia®
support, learning the basic skills and concepts required to
RAPID® Assessment. Time for each student will vary, as the
build a solid foundation for reading proficiency.
measurement tasks are adaptive.
Intermediate Zone (skills taught in 3–5)
Word Study (5–10 minutes)
Students read increasingly complex texts and learn more
This auto placement consists of reading and spelling of
advanced concepts. The instructional scaffolding gradually
nonwords.
releases as students progress.
Grammar (5–10 minutes)
This auto placement asks students to identify nouns, verbs,
Advanced Zone (skills taught in 6+)
Students read texts and learn concepts that adhere to
and other parts of speech.
grade-level standards.

  he results place students at their appropriate

T
instructional level in each of the three strands. The
Comprehension placement allows students to complete
it in multiple sittings while Word Study & Grammar are
Comprehension Word Study Grammar completed in one session.
30–45 minutes 5–10 minutes 5–10 minutes

Activity Word Study Grammar Comprehension

1. Think about a past or present student. Imagine where
the student might place in:
ADVANCED

Word Study • Grammar • Comprehension

2. Draw his or her face on the chart in each strand in the
zone in which you think he/she will place.
INTERMEDIATE

3. Review pages 17-19 to identify the skills the student

would encounter in each zone.
FOUNDATIONAL

www.lexialearning.com 3
Activity
Explore on your own or choose these
units to preview. Preparing to Use PowerUp
• Bookmark the URL on student computers (see back cover).
Word Study
LEVEL ACTIVITY UNIT • Provide login information to your students.
• Introduce PowerUp to students using the Student Experience videos.
4 1 3 • Use the Educator Mode to demo the program for students. You can use
the examples listed in the Activity to the left or others that have meaning
for your students.
8 3 2 • Encourage students to take their time and do their best.
•E
 nsure students have working headphones that fit properly and provide adequate
11 6 5 volume. Audio directions begin as soon as students enter the program.

PowerUp: Blended Learning

The student experience for PowerUp may begin online but it does not end there.
PowerUp utilizes a blended learning model to address skill gaps and build the
Grammar foundation adolescent readers need for reading proficiency.
LEVEL ACTIVITY UNIT
Blended Learning:
2 1 8 • offers instruction through an integration of online media with traditional
face-to face teaching

4 2 5 • leverages technology to facilitate personalized learning experience

• gives students control over time, place, path and pace of learning

5 3 3
Review page 2 of this guide for more details on PowerUp’s Blended Learning
components.

As you consider PowerUp‘s role in your school/classroom, it is important to

remember that the components of PowerUp are connected and continue to
reinforce and inform one another. Each component is critical for student success.
Comprehension It will be important to be thoughtful about scheduling when implementing
LEVEL ACTIVITY UNIT PowerUp. Here are a few blended learning models you might consider when
creating a schedule for your PowerUp implementation:
1 1 1 • Rotation
· Station Rotation

11 3 1
· Lab Rotation
· Flipped Classroom
· Individual Rotation (Playlist)

16 2 1 • Flex
• Remote (also referred to as Enriched Virtual)
• A La Carte

Review page 14 of this guide for sample implementation schedules.

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 Lexia® PowerUp Literacy®

Instruction and Placement

Reflections on Lexia’s
Three Instructional Strands Reading Model
Record your response below.
Students work online in three different instructional strands that are based upon
the Simple View of Reading. The three strands—Word Study, Grammar, and 1. Name a concept that’s new
Comprehension—improve student proficiency and independence in reading and to you.
understanding complex, authentic texts.

Word Study
Students learn skills and concepts that advance their accuracy and fluency for
reading texts, as well as their ability to decode and understand multisyllabic
academic words.
2. D
 id you recognize any of
Grammar your students in the profiles
reviewed? Name 1-2 students
Students build skills with grammar concepts, vocabulary, sentence construction,
and identify how you would
and the structure of various text genres, while further developing comprehension
provide instructional support.
and composition skills.

Comprehension
Students work with literary and informational texts of increasing complexity while
learning new vocabulary, skills, and strategies that help them analyze texts for deep
meaning and understanding.
3. What challenges and successes
have you experienced in
How Is PowerUp Organized? providing instructional support
to these students?

 urn to a partner, or form a small group at

T
your table, and share your responses with
each other.

4. How do you think PowerUp

might help you better support
the student(s) you identified
and students like them?

www.lexialearning.com 5
 2-Step Instructional Branching
When a student struggles with a particular skill, the program provides scaffolded support and instruction on that skill or task.
Students who demonstrate mastery can quickly move through units and onto more advanced skills. This 2-step instructional
branching ensures individualized learning and instruction for every student.

Standard Instruction
The Standard Step is the independent The Instruction Step explicitly teaches When a student drops to instruction for
task. The student must demonstrate the skill and then further scaffolds the the fourth time on a particular skill in
at least 90% accuracy in Word Study task. When the student successfully Word Study or Grammar, they are flagged
and Grammar, and 75% accuracy in completes this step, the student for a Lexia Lesson. Flagging a student
Comprehension. progresses back to the Standard Step. for a Lexia Lesson after their fourth drop
ensures that teachers are alerted when
students require teacher intervention to
complete their work. Once the student
is flagged for a Lexia Lesson in a unit,
the Lexia Lesson will be shown on the
Struggling tab in myLexia until the
student successfully completes the unit.

A student is flagged for a Lexia Lesson

Standard Step Instruction Step in the Comprehension strand when
they score less than 75% on the check
units during an activity. The check units
 What to Watch For The green bar indicates the are labeled “CHECK” in the Student
Standard step. In Word Study and Grammar, Detailed Skills Report in myLexia. Once
the Yellow bar indicates that a student is in the
the student is flagged for a Lexia Lesson
Instruction step.
in an activity, the Lexia Lesson will be
I n Comprehension, the bar remains green for
Standard and Instruction. shown on the Struggling tab in myLexia
until the student completes the activity.

Proficiency Percentage Goals

Word Study Grammar Comprehension

STANDARD

90%–100% 90%–100%
75% accuracy
accuracy accuracy
INSTRUCTION

100% accuracy 100% accuracy all units complete

to return to Standard to return to Standard to return to Standard

Students will branch to instruction Students will branch to instruction Students will branch to instruction at
BRANCH POINT

once they answer a second item once they answer a second item key, designated units if their overall
incorrectly in a unit. incorrectly in a unit. accuracy is less than 75%.

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 Lexia® PowerUp Literacy®

Student Dashboard Student Progress

Students have the opportunity to take charge and make Clicking on the Your Progress tile on the Student Dashboard
decisions regarding their reading. They have the autonomy to gives students access to an overview of their progress,
select the strand they wish to work on. They can also monitor including Streaks and Shields, time logged, and more.
their usage and progress for each strand, when they click on
the Your Progress tile.

Student Progress Monitoring Tools

Lexia provides resources to help educators promote a growth
mindset and empower students to take ownership of their
learning.
LexiaLink SCAN CODE OR CLICK

Student Goal Setting Sheet

https://tinyurl.com/ycv5qtur

Weekly Usage Zone determines usage requirements

ZONE Foundational Intermediate Advanced

Minutes/Week 45 35 25  Note that Total Weekly Time
85–145 minutes each week (Total weekly time = total strand time + 10)
includes 10 minutes for transition.

Certificates !
CONGRATULATIONS! FELICITACIONES!
Celebrate your students’ successes by recognizing
their milestones.
Student’s Name Nombre de alumno/a
I

HAS SOMETHING !DEBERIA\ESTAR

TO BE PROUD OF! ORGULLOSO/A DE
LexiaLink SCAN CODE OR CLICK
!
© 2020 Lexia Learning, a Rosetta Stone company.

Achievement Certificates
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Signature Date Firma Fecha

www.lexialearning.com 7
 Ongoing Data to Monitor Progress 2
After students complete the Auto Placement, you will receive real-time data in myLexia to track individual
student progress. You will also have access to student-specific action plans to guide personalized instruction
and help improve performance on end-of-year assessments.

Class Overview Report

The Class Overview report is your guide to prioritizing and planning instruction.
This report allows you to view students’ usage and progress within each strand
as well as strand completion.

Class Action Plan Sorting Feature

Sort by clicking on the up/down
A B C
arrows in the column headers.
5 Column Head Descriptions
1 2 3 4
1 Zone­—Identifies which Zone the
student is in.

2 Usage This Week—Yellow clock

indicates more usage needed, green
check indicates usage has been met.

3 Units Gained—# of units completed.

4 Struggling—which students are
struggling.

5 Resources Card
• Located in the top right of the
Class Overview report
• Gives educators quick and easy
access to additional resources.

 Go to www.mylexia.com to access

your class list. Click on the class
you would like to review.

A Who needs more computer B Who is struggling and needs C W

 ho is ready for a Lexia
time this week? a Lexia Lesson? Skill Builder?
The Need Usage tab shows the The Struggling tab lists the students The Skill Builders tab lists the students
number of students in the class who have dropped to the Instructional who have finished a program level or
who need more time on the student Step of PowerUp at least four times activity and are ready for independent
program. The Usage This Week and may need teacher support. Here, practice with a Lexia Skill Builder. Here,
columns tell you how many more you can access the PDF lesson. You you can access the offline materials
minutes that each student needs in can mark the lesson as “delivered” after and provide them to students for
order to meet their recommended providing teacher-led instruction to independent application.
usage for this week (Monday–Sunday). the student.

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 Lexia® PowerUp Literacy®

Zone
The Zone boxes display students’ current instructional zones. Hover your mouse over each box
to see the percentage of the zone a student has completed and the student’s current level and
activity. A green check mark will display for completed strands. Sort these columns to form
instructional groups.

Lexia® Academy
Lexia Academy is an eLearning
platform that supports educators’
professional growth with meaningful
and relevant learning opportunities—
anytime, anywhere. Courses in Lexia
Academy integrate resources and
<>
“Iwanttolearnbestpracticesofproduct
strategies to support blended learning, “I need help using Lexia products now.” implementationandliteracyinstruction
formyclassroom.”
literacy instruction and product
implementation. Lexia Academy
provides educators with learning 3–6 minutes of just-in-time learning 2+ hours of course based curriculum

opportunities to practice their skills

and better support their students.
On-demand videos featured on the Single Sign-On to Learning Management
Resources Hub System (Canvas) via myLexia®
The Lexia Academy Experience
Educators engage with multimodal
Advanced exploration of best practices
learning formats designed to facilitate “Getting Started” and “How-to” product-
of product implementation and literacy
focused training
direct application and bolster education
knowledge acquisition, including:
• Expert Teacher Video
• Guided Product Overviews
• Application Exercises
• Engaging Animations
• Expert Videos • Interactive Informational Charts
• Interactive Activities
• Knowledge Checks
• Printable Instructional Resources
• Personal progress monitoring
• Interactive Content and • Digital Badges and Certificates
• Transcripts
• Course Completion Certificates

Activity Creating Groups for Instruction

• Click on the Struggling Tab and sort by Strand, Level, and Lesson.
• What patterns do you see?
• In which Strand are the most students struggling?
• Which students are a priority?
• Which students need the same lessons?
• Based on this data, what groups can you form to conduct face-to-
face instruction?
• Now, find the lesson. What preparation is needed to deliver this
lesson to students?

www.lexialearning.com 9
  Click
 the Skill Status Tile from the
Class Overview to access this report.
Skill Status
The Skill Status Report provides an overview of students’ current progress by strand. You will see where students placed in
PowerUp relative to where they are currently working by strand. This allows a view into the class’s progress as a whole, and
can assist with motivation and engagement.

A V
 iew Strand
You can view each instructional strand by clicking on the tabs.
Activity
B F
 lexible Sorting The Big Picture: Skills
You can use myLexia’s platform-wide sorting feature to
Click on the Units to Target column.
customize your view of the data available. Sorting in the Skill
Status report is available for Units Gained, Units to Finish • What patterns do you see here?
Level, and Units to Target. • How might you change your classroom instruction?
• Which students are a priority?
• What can you do to support students individually or collectively?

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 Lexia® PowerUp Literacy®

 C
 lick the Usage Tile from the Class
Overview to access this report.
Usage Report
The Usage report provides an overview of usage for these time periods: last week, last four weeks, this year, and custom,
which allows teachers to select a specific range of time to review.

Activity Activity The 5 Minute Check-in

The Big Picture: Usage • Which of my students still need more usage this week? When will
they be able to get the additional time needed?
Click on Last Week, Last Four Weeks, This Year, or select a
• Are any students struggling? If yes, on which skill? Which Lexia
custom date range.
Lesson do they need?
• Do you need to adjust the schedule to offer students more • Which students have completed a level and are ready for
time online? For which students? additional practice with a Lexia Skill Builder?
• Where else or when could students use the online component: • Brainstorm when you will be able to conduct the 5 minute
at home, before/after school, during an elective or pull out period? check-in.

www.lexialearning.com 11
 Student Overview

A Skills Report
Click on this button to access more student information.

Student Skills Report

The Student Skills Report provides a detailed look at the skills an individual student is working on. Teachers should use this
data to dive more deeply as they make instructional decisions for students.

B Flagged as Struggling
This data point indicates activities for which a student needs additional instructional support.

Activity Pick a student and go to their Student Overview Page. Scavenger Hunt
• In which strand is the student making the least amount of progress? • Which Lexia resources can you use to help support their learning?
• L ook at the accuracy and rate for activities in each strand. In • H
 ow much time has passed between the student’s start time
which activities has the student been flagged the most in Word and last use within their current level in each strand?
Study and Grammar?
• Click Print. How might you utilize a printed copy of this report?
• Did this student use the Listen Mode? If yes, for which skills?
• H
 ow does this data inform your instruction? What goals might
• Which set of activities is the strongest/weakest for this student? you set with this student? Turn to your partner and brainstorm
the “What”, “When” and “How”. Visit pages 14 and 15.
• Which Skill/Activity is the student currently working on in each strand?

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 Lexia® PowerUp Literacy®

Student Detailed Skills Report

The PowerUp Student Detailed Skills report provides detailed information about students’ work within each activity.
This report can be used to diagnose potential skill deficiencies, identify patterns in skill gaps, alert and direct educators
to targeted offline instructional resources to support students.

A
B
C D

A Overall Activity Performance C Type of Error

This section of the report provides a summary of the Identifies the specific skill(s) the student struggled on in
student’s overall performance on the activity. the unit.

B Unit Time D Step Attempt

Indicates the amount of time spent in each individual Shows how many attempts and at which instructional
unit of the activity. Which may provide some insight into step the student needed to complete the unit.
a student’s success or difficulty with the task.

Note: The data for the Comprehension strand will differ, as students are flagged for instruction differently. Please refer to the
PowerUp Teacher Manual (Monitoring Progress) for more details.

www.lexialearning.com 13
 Teacher-led Instruction 3

and Independent Application

The Instructional Materials for PowerUp include Lexia Lessons, Lexia Skill Builders,
Anchor Charts, Printable Comprehension Passages, and Writing Prompts. They
allow for personalized and comprehensive instruction and practice in all skill
areas. As students work on the online activities, real-time performance data is
collected in myLexia. To support student progress, specific instructional materials
Lexia Lessons®
Compound & Complex Sentences
Grammar
LEVEL 6
for face-to-face instruction and independent student practice and application are
PREPARE
CONCEPT Knowledge of compound-
complex sentences supports students’
abilities to interpret text accurately and write
effectively. Writing these types of sentences
VOCABULARY compound and complex sentences,
coordinating and subordinating conjunctions,
independent and dependent clauses
Lexia Lessons®
Word Study
LEVEL 6 | READING PATTERNS
recommended to teachers through myLexia.
MATERIALS Lesson reproducibles
demonstrates higher order thinking skills as Y as a Consonant or Vowel
they show a variety of semantic relationships.
Compound-complex sentences combine two
or more independent clauses and one or PREPARE
more dependent clauses. They contain both a

Lexia Lessons
subordinating and a coordinating conjunction. CONCEPT TEACHER TIPS
The letter y can act as a consonant or a vowel, • The Anchor Chart provides examples that
depending on its position in a word. At the contain y acting as a consonant and y acting
INSTRUCT beginning of a word, the letter y makes a as a vowel.
consonant sound, as in yes. In the middle or at
ANCHOR CHART [Display Reproducible page 1.] the end of a word, the letter y makes a vowel • Y as a vowel is pronounced /ĭ/, /ī/, or /ē/.
• Introduce the Concept of this lesson. (See above.) sound, as in gym, by, and happy. • Provide more examples to demonstrate the
concept as necessary.
• Refer to the Anchor Chart to review coordinating and subordinating conjunctions.
• Review unfamiliar vocabulary.
• Review the sentence types below using the Anchor Chart or the example sentences provided
with the definitions below. • Read the directions with students.
o Compound sentences consist of two independent clauses joined by a coordinating • Refer to the Anchor Chart as necessary throughout.

Lexia Lessons are recommended when a student struggles on a skill in the online program.
conjunction. Remind students about BOYFANS (but, or, yet, for, and, nor, so).
 The surfer tried to balance on the board, but he wobbled.
o Complex sentences consist of an independent clause and a dependent clause joined INSTRUCT
by a subordinating conjunction. ANCHOR CHART [Display Reproducible page 1.]
 Even though the surfer tried to balance on the board, he wobbled. • Introduce the Concept of this lesson. (See above.)

They provide teachers with resources to conduct targeted, face-to-face instruction.

o Compound-complex sentences combine two or more independent clauses and one or • Refer to the Anchor Chart to review the sounds of y as a consonant or vowel.
more dependent clauses.
• Point to y as a consonant. Tell students that y makes the consonant sound /y/ at the beginning
 Even though the surfer tried to balance on the board, he wobbled, and his heart of words, such as yes and yam.
slammed inside his chest.
• Point to y as a vowel. Tell students that in the middle of words, y makes the vowel sound /ĭ/ as
in gym. At the end of words, y makes the vowel sound /ī/ as in by or /ē/ as in happy.
PRACTICE
• Read the example words in the At A Glance section, noting the sounds of y acting as a
[Display Reproducible page 2, Coordinating or Subordinating Conjunction? Part A.] consonant or a vowel.
• Read the directions with students. Use the Anchor Chart for support as needed. • Read the words at the bottom with students. Have students explain how they know how to
[Display Reproducible page 2, Fill In the (Long) Blank, Part B.] read words with y acting as a consonant or a vowel.

The Lexia Lessons (2-3 pages when printed 2-sided) are made up of three main
• Read the directions with students.
PRACTICE
• Prompt: What group of words and ideas would make sense in this sentence? [Display Reproducible page 2.]
[Display Reproducible page 3, Identify the Parts, Part C.] Part A: Reading and Sorting Words
• Read the directions with students. • Students read the words, underline each y, and then write the words in the correct columns.

components:
• Prompt: What kind of conjunction is this? Does this type of conjunction link a dependent or Part B: Writing Words
independent clause with other clauses?
continued on next page • Dictate the following words, using each in a sentence. Prompt students to say the word aloud
and think about how y can represent a consonant sound at the beginning of a word or a vowel
Lesson page 1 sound at the end of a word. Then, students write the word under the correct heading.
o imply, yet, rely, yank, handy, yelp
Part C: Reading Sentences
• Students read the sentences, underline the words that contain y as a consonant, and circle the

Prepare: Introduces the main concepts and relevant vocabulary for the lesson.
words that contain y as a vowel.
★ Note that an Answer Key is available for teacher reference on Lesson page 2.
Lesson page 1

Instruct: Includes suggestions for the teacher and background information to

Comprehension
Name: Level 5: Sensory Language

INSTRUCTIONAL VOCABULARY CARDS

support the lesson.

Use these cards independently or with a partner to review the instructional terms introduced online.

context clues imagery Name:

Grammar
Level 7

A. Interjections are words that express strong emotions. They are usually followed by an exclamation mark or
comma and are often found in dialogue. Interjections are not used in academic writing. Circle the interjections
cat in the following sentences.

Practice: Provides opportunity for students to practice and apply the target skill.
1. Wow! That lasagna tastes incredible!

2. Stop! Buckle your seatbelt before you start driving.

the use of words to create a picture
hints about the meaning of a word
in the reader’s mind 3. She’s just a kid, gee whiz, not a full grown adult!

These pages are referred to as Reproducible Pages and include multiple opportunities
4. I can’t believe we are going to that concert! Woot!
protagonist sensory language 5. His outfit was, uh, an interesting choice.

for scaffolded student practice in all skill areas.

6. Bingo! That’s the answer I was looking for.
www. lexialearning.com

Draw a line from the interjection to the meaning it conveys.

Last updated 12/2017

Bravo! expresses pain

Reprinted for classroom use only. All other rights reserved. Not for resale.

words that describe how things look, Yippee! expresses disappointment

the main character in a story
sound, smell, taste, or feel
This material is a component of Lexia PowerUp Literacy™.

Darn, stops an action

© 2018 Lexia Learning, a Rosetta Stone company.

Freeze! gains attention

setting

Lexia Skill Builders

Um, gives congratulations

Hey, expresses excitement

Ouch! shows a thinking process

Look at a familiar short story or novel. Add interjections to the chart that you see in the text.

Interjections
the time and place of events in a story

Lexia Skill Builders provide independent, paper-based practice, and an opportunity for
Show excitement Stop action Express Greet someone
or amazement disappointment
Lexia Skill Builders®
page 1

★ On the back, write two sentences using interjections from your list.
Lexia Skill Builders®
page 1 students to generalize newly learned skills. They are assigned when students successfully
Comprehension
complete an online level in the Word Study and Grammar strands and when students
complete and activity in the Comprehension strand. The resources are meant to reinforce
Lexia Lessons® Irony: Part A

ANCHOR CHART

Irony
and extend the online concepts. Lexia Skill Builders may be distributed as a complete
Comprehension
Lexia Lessons® Figurative Language: Part A

Irony is something that is the opposite of what is expected.

ANCHOR CHART

Figurative Language
Figurative language is words used creatively
that don’t mean what they usually mean.
packet or a few pages at a time.

Anchor Charts
I’m as hungry as a
wolf. Let’s get lunch.

Wow, the cafeteria

simile is a zoo today!
a comparison
of unlike things
Ugh. It’s like being
using like or as trapped in a car full
of circus clowns.
metaphor

Anchor Charts are a tool used to support instruction and promote academic success.
a comparison
of unlike things
I’d skip it, but I’m a not using like or as
If the world always worked the way it was supposed to, life bear if I don’t eat.
would be pretty boring. You’d expect an obedience school
diploma to belong to a well-trained dog. You’d expect a “No

They provide the teacher with a chance to tap into the precise instructional language,
birds allowed” sign to result in a bird-free area. And you’d
expect a fire hydrant to … wait, what?! A fire? Yep, just when
you least expect it, IRONY! (That’s what irony is, the opposite
of what you expect.)

There are lots of examples of irony in real life. There are even
more examples in stories, plays, and poems. Authors know that Have you ever been shipwrecked and found yourself

skill, and vocabulary students learned in the online program. Designed for on-the-spot
nothing gets a reader’s attention like the unexpected. Irony can surrounded by miles and miles of ocean? (Neither have
be used to add humor, create suspense, or make a point about I.) But, if you read about someone who was “clinging to a
life. So, now you know to expect the unexpected! piece of driftwood like it was the last available ticket to a
sold-out concert,” you might say to yourself, “Ahhh, I get
it now.” Or, if your friend tells you that your new hat looks
Part A Reproducible page 3
like “a chicken in a sweater vest,” you’ll know it’s probably
not a compliment.

instruction, Anchor Charts are visual, succinct, and visually engaging. They are included
That’s the thing about figurative language. It connects
speakers and listeners or writers and readers. Like a
bridge. (See what I did there?)

Part A Reproducible page 1

in every Lexia Lesson, and can also be found individually on the Resources Hub.
Lexia® PowerUp Literacy®
Comprehension Passages

LEVEL 1, ACTIVITY 1

Writing Prompts
Text 1
The Trans-Alaska Pipeline
The Alaska pipeline brings oil from the north to the Gulf of Alaska.
Written Composition
The big pipe snakes up hills and through gaps in the mountains. Name: Argumentative
(Statement of Opinion)
The pipe ends at the Gulf of Alaska. There is a spot with docks for ships.
Pumps send the oil to the tanks in the ships. READ the information in the box below.

Then tugs help the big ships glide past rocks. They end up in safe spots in the Gulf.

The PowerUp Writing Prompt Pack offers focused writing practice across genres.
Is curiosity a good thing or not? There is the old saying that Curiosity killed the cat.
Text 2 Many believe that having a curious nature is an important characteristic trait to
Camping and Fishing in Alaska have as it helps you learn. Often, teachers encourage students to be curious about
In June, people camp and fish in Alaska. People can get to Alaska by plane.
the subjects they are studying.

Then they can hike to the best spots to fish.

The prompts address engaging, grade-appropriate themes and topics from

They can pitch a tent on the shore of a lake and make a fire to cook the fish they catch. THINK carefully about the following question.

If they catch lots of fish, they can hang them next to the fire. Do you consider being curious a positive trait or can a person be too curious?
There they can smoke the fish and then bring them home. The fish will last a long time. WRITE an essay with multiple paragraphs that explains whether you consider curiosity to be positive
or negative. Persuade your audience of your opinion by including reasons and appealing to your
audience’s values and emotions.

the comprehension strand of PowerUp. The prompts include student-friendly

LEVEL 1, ACTIVITY 2

Text 1 Be sure to —
Sliding Ice q clearly state your controlling idea q use correct spelling, capitalization,
A glacier is made of snow--a lot of snow. punctuation, grammar, and complete
q organize and develop your explanation
sentences

checklists to help students understand and improve their writing and teacher-
When the snow cannot melt, more snow piles on top, then more and more. effectively
q choose your words carefully
When the pile of snow is thick, it will press down. The snow gets like ice.
Then the pile slides downhill an inch at a time.
At the end, a big chunk can split off and make an iceberg.

facing rubrics for evaluating student writing performance.

Text 2
Speeding Glaciers
A scientist can tell how fast a glacier can slide.
A rock or stone on the glacier will slide past a stake in the sand.
Scientists can use a clock to tell how fast the ice slides past.
They can track the length of time it takes the glacier to pass the stake.
They can tell us when the glacier will get to the sea and melt.

Comprehension Passages
rev. 071219

This material is a component of Lexia® PowerUp Literacy®. © 2019 Lexia Learning, a Rosetta Stone® company. Reprinted for classroom use only.
All other rights reserved. Not for resale. | www. lexialearning.com

Lexia® Writing Prompts

4

The printable Comprehension Passages allow students to interact with texts and make
14 Professional Learning Guide offline annotations as they complete the online activity.
 Lexia® PowerUp Literacy®

Classroom Implementation
Lexia PowerUp Literacy is designed to use alongside the core curriculum to further differentiate instruction and target skill gaps
for readers who are not yet proficient. The goal is for students to work in online activities for 85–145 minutes each week in
addition to using the offline resources. The following template can be completed to plan your own implementation of PowerUp:

Classroom Implementation of PowerUp Components Targeted Students:

Monday Tuesday Wednesday Thursday Friday Day 6

WHERE? • WHEN? • WHO? WHERE? • WHEN? • WHO? WHERE? • WHEN? • WHO? WHERE? • WHEN? • WHO? WHERE? • WHEN? • WHO? WHERE? • WHEN? • WHO?
myLexia Data
Check
Lexia Lessons
(varies/wk)
(20-30 min/wk) (85-145 min/wk)
Lexia Skill Builders PowerUp online

Teacher Student

PowerUp Resources Hub

The PowerUp Resources Hub provides access to additional
resources to support your implementation, including
offline resources, technical support information, student
certificates and more. The PowerUp Resources Hub can be
accessed via myLexia.

www.lexialearning.com 15
 What? When? How?
When reviewing your myLexia data focus on the What, When and How.
• What is needed?
• When can it be provided?
• How will it be provided?

Remember that student support can come in many forms. You may find that what a student needs most is a conference.
The Student Goal Setting Worksheet supports the collaborative review and setting goals with students. This promotes a
growth mindset and gives adolescent learners autonomy over their learning and progress.

Keeping adolescent readers actively engaged and motivated can be a challenge. After involving them in creating the plan
for their success, use the Student Progress Tracking Chart to help them monitor their progress in the PowerUp program.
This can empower students and motivate them to work harder and set higher goals for themselves. Access the PowerUp
Resources Hub for these documents and additional motivation & engagement resources.

Lexia Implementation Fidelity & Best Practices

1. Students understand why they are using PowerUp
2. Students meet their target number of online minutes
each week
•D
 evelop a schedule using all available technology resources in your
school (classroom computers, computer lab, laptop carts).
•T
 each students how to monitor their own usage using the
Student Dashboard.
•C
 onsider alternate times for students who need additional minutes
(before/after school programs, home use, intervention block).

3. Educators visit myLexia weekly to review class and student

data and utilize the data to make instructional decisions
• Set a regular time to check reports at least once a week.
• Schedule data conversations with other teachers, parents, and students.
• Consider printing some reports for data conversations.

4. Educators reinforce online learning and intervene with struggling student using the Lexia offline
materials each week
• Identify which Lexia offline resource is needed (Lexia Lesson, Lexia Skill Builder, etc...).
• Set aside time to explore, prepare, and organize materials.
• Designate specific times during the day for instruction and practice (center rotations, intervention block, homework).

5. Educators celebrate and communicate student progress

• Print, display and/or send home PowerUp Achievement certificates earned by students.

16 Professional Learning Guide

 Lexia® PowerUp Literacy®
Word Study
Letter Patterns, Sounds, & Fluency Spelling Fluency Sentence Fluency
Zone Level
Meaning Challenge 1 Patterns Challenge 2 Completion Challenge 3
Closed Syllable Words (a, i) Sight Words (Set 1) Consonant Blends Sight Words (Set 2) Two Syllable Words (a, i) Sight Words (Set 3)
Short Vowel Automaticity (a, i) Sentence Comprehension FLSZ Rule Sentence Comprehension Closed Syllables Passage Comprehension
1 Syllable Division (VCCV) Sight Word Spelling Short Vowel Words (a,i) Sight Word Spelling Sight Word Spelling
Word Meaning Phrase Identification
Counting Syllables (1, 2, 3)

Closed Syllable Words (o, u) Sight Words (Set 4) Consonant Digraphs Sight Words (Set 5) Two Syllable Words (a, i, o, u) Sight Words (Set 6)
Short Vowel Automaticity (o,u) Passage Comprehension FLSZ Rule Passage Comprehension Closed Syllables Phrase Identification
FOUNDATIONAL (K–2)

Consonant Digraphs Reading Fluency Final tch, ck, dge Reading Fluency Passage Comprehension
2 Suffixes (-s, -es, -ing, -ed) Sight Word Spelling Short Vowel Words (o, u) Sight Word Spelling Reading Fluency
Syllable Division (VCCV) Sight Word Spelling
Word Meaning

Closed Syllable Words (e) Sight Words (Set 7) Doubling Rule Sight Words (Set 8) Two Syllable Words Sight Words (Set 9)
(all vowels)
Short Vowel Automaticity (e) Passage Comprehension Passage Comprehension Passage Comprehension
Closed Syllables
3 Consonant & Vowel Suffixes Reading Fluency Reading Fluency Reading Fluency
Syllable Division (VCCV) Sight Word Spelling Sight Word Spelling Sight Word Spelling
Word Meaning Phrase Identification

APPENDIX
Silent-e Sight Words (Set 10) Silent-e Sight Words (Set 11) Two Syllable Words Sight Words (Set 12)
(all vowels)
Syllable Division (VCCCV) Passage Comprehension Doubling Rule Passage Comprehension Passage Comprehension
Closed Syllables
4 Short Vowel Automaticity (e, i) Reading Fluency Drop e Rule Reading Fluency Reading Fluency
Hard & Soft C Sight Word Spelling Sight Word Spelling Sight Word Spelling
Word Meaning

Consonant-le Sight Words (Set 13) Consonant-le Sight Words (Set 14) Two Syllable Words Sight Words (Set 15)
(Consonant-le)
Vowel Teams (ai, ay, oa, ee) Passage Comprehension Spelling Rule Review Passage Comprehension Passage Comprehension
5 Accented Syllables Reading Fluency Reading Fluency Reading Fluency
Syllable Division (VCCle) Sight Word Spelling Sight Word Spelling Sight Word Spelling
Word Meaning Phrase Identification

Open Syllables Sight Words (Set 16) Change Y to I Rule Sight Words (Set 17) Two Syllable Words (-y, -ly) Sight Words (Set 18)
Syllable Division Passage Comprehension Spelling Rule Review Passage Comprehension Passage Comprehension
(Three Syllables)
Reading Fluency ck & dge Rule Reading Fluency Reading Fluency
6 Hard & Soft C or G
Sight Word Spelling Sight Word Spelling Sight Word Spelling
Suffixes (-y, -ly)
Phrase Identification
Word Meaning

Consonant Suffixes Sight Words (Set 19) Change Y to I Rule Sight Words (Set 20) Multi-Syllable Words Sight Words (Set 21)
(-ly, -ness, -less, -ful) (Prefixes & Suffixes)
Passage Comprehension Three sounds of -ed (/t/, /d/, /ed/) Passage Comprehension Passage Comprehension
Vowel Suffixes
(-y, -ing, -er, -est, -ish, -en) Reading Fluency Reading Fluency Reading Fluency
INTERMEDIATE (3–5)

Syllable Division Sight Word Spelling Sight Word Spelling Sight Word Spelling
7 (Three Syllables) Phrase Identification
Three Sounds of -ed
Short & Long e (e, ee)
Word Meaning

Vowel Combinations (oi, oy, ou, ow, oo, Sight Words (Set 22) Vowel Teams (ee, ai, oa) Sight Words (Set 23) Multi-Syllable Words Sight Words (Set 24)
ow /oe/, au, aw) (oi, oy, ou, ow, aw, au, -tion, -sion)
Passage Comprehension Vowel Combinations Passage Comprehension Passage Comprehension
Syllable Division (VC) (ou, ow, oi, oy)
8 Sight Word Spelling Sight Word Spelling Reading Fluency
Suffixes (-tion, -sion) Suffixes (-tion, -sion)
Reading Fluency Reading Fluency Sight Word Spelling
Word Meaning
Phrase Identification

Vowel-r (er, ir, ur, ar, or) Sight Words (Set 25) Vowel-r Sight Words (Set 26) Multi-Syllable Words (Vowel-r) Sight Words (Set 27)
Syllable Division Passage Comprehension Suffixes (-ing, -ed, -ness, -ful, -er, -est, Passage Comprehension Passage Comprehension
(VC/V, V/CV, Flex Rule) -less, -ly)
9 Reading Fluency Reading Fluency Reading Fluency
Word Meaning
Sight Word Spelling Sight Word Spelling Sight Word Spelling
Phrase Identification

Suffixes (-ture, -age, -ible, -able) Sight Words (Set 28) Schwa Sight Words (Set 29) Multi-Syllable Words (-ture, -age, Sight Words (Set 30)
-ible, -able)
Silent Letters Passage Comprehension Suffixes (-ture, -age, -ible, -able) Passage Comprehension Passage Comprehension
Schwa Reading Fluency Reading Fluency Reading Fluency
10
Syllable Division Sight Word Spelling Sight Word Spelling Sight Word Spelling
Word Meaning Phrase Identification

Latin Roots 1 Latin Roots 2 Prefixes Suffixes Word Completion &

Sentence Completion
Spelling Patterns
Root Identification, Root Identification Prefix Meaning/ Categorization Suffix Meaning Identification/ Prefix Change Rules Latin Roots, Prefixes
ADVANCED (6–8)

Categorization
11 Word Meaning Word Meaning Passage Comprehension Chameleon Prefixes Suffixes
Passage Comprehension Passage Comprehension Multi-Syllable Words Passage Comprehension

Word Construction &

Greek Combining Forms 1 Greek Combining Forms 2 Greek Combining Forms 3 Greek Combining Forms 4 Greek Spelling Patterns
Sentence Completion
Root Identification Root Identification Root Identification Root Identification Spelling Patterns Greek Combining Forms
12 Word Meaning, Passage Word Meaning Word Meaning Word Meaning Passage Comprehension Passage Comprehension
Comprehension Passage Comprehension Passage Comprehension

LexiaLink SCAN CODE OR CLICK

 What is word study? Word study is the knowledge and recognition of the reliable Scope and Sequence
and recurring patterns in spoken and written words. These patterns include letter- https://tinyurl.com/y7tlr2ef
sound correspondences, syllable types, syllable division patterns, and spelling
generalizations and rules, as well as prefixes, roots, combining forms, and suffixes.
Words that do not follow reliable patterns (e.g., enough, thought, through) can be
learned and practiced through repeated exposures.
www.lexialearning.com 17
 Word
Grammar
Study Scope and Sequence
Capitalization
Zone Level Parts of Speech Parts of Sentences Text Structure
& Punctuation
Nouns Simple & Complete Subjects Capitalization Reading & Mapping
Informational Text
Simple Sentences Verbs Subject & Predicate Ordering Sentences
Reading & Mapping
Articles Direct Objects Punctuation (Exclamation Mark, Period, Narrative Text
Question Mark, Comma)
1 Adjectives Predicate Adjectives
FOUNDATIONAL (K–2)

Direct Objects Simple Sentences

Plural Nouns
Subject & Predicate

Common & Proper Nouns Subject & Predicate Capitalization Reading & Mapping
Informational Text
Expanding Simple

Possessive Nouns Simple Sentences & Phrases Ordering Sentences

Reading & Mapping
Sentences

Subject Nouns & Pronouns Prepositional Phrases Combining Simple Sentences Opinion Text
2
APPENDIX

Subject & Object Pronouns Predicate Nominative Punctuation (Exclamation Mark, Period,
Question Mark, Comma)
Antecedents Interrogative Questions
Comma Series
Plural Nouns
Possessive Nouns

Prepositional Phrases Compound Subjects Use of Commas Reading & Mapping

Compound Sentences

Informational Text
Irregular Plural Nouns Compound Predicates Ordering Simple Sentences
Reading & Mapping
Subject-Verb Agreement Phrases, Clauses & Sentences Sentence Building Opinion Text
3 Present, Past & Future Verb Tense Ordering Sentences
Adverbs Combining Sentences
Coordinating Conjunctions Compound Sentences
Coordinating Conjunctions
INTERMEDIATE (3–5)

Possessive Pronouns Dependent & Independent Clauses Use of Commas Reading & Mapping
Informational Text
Paired & Non-Paired Conjunctions Complex Sentences Run-on Sentences
Sentences
Complex

Reading & Mapping

4 Demonstrative Pronouns Subordinating Conjunctions Ordering Simple Sentences Narrative Text
Interrogative Pronouns Sentence Building Combining Sentences
Subordinating Conjunctions Capitalization

Subordinating Conjunctions Identifying Sentences: Simple, Colons Reading & Mapping

Compound & Complex Informational Text
Clauses: Cause & Effect Combining Sentences
Object of the Preposition
Clauses: Event & Condition Word Functions
Clauses

Sentence Building
5 Collective Nouns
Collective Noun & Verb Agreement
Relative Pronouns & Clauses
Dependent & Independent Clauses

Indefinite Pronouns Subordinating Conjunctions Commas in Compound Sentences & Reading & Mapping
Dependent Clauses Opinion Text
Verb Agreement Run-on Sentences
Compound-Complex

Commas in a Series
Antecedents Compound-Complex Sentences
Colons
Sentences

Coordinating & Subordinating Independent & Dependent Clauses

6 Conjunctions: Cause & Effect
Sentence Building
Sentence Building
Present Perfect, Past Perfect & Future Word Functions
Perfect Verb Tense
ADVANCED (6–8)

Conjunctive Adjectives & Adverbs

Adjectival & Adverbial Phrases

Interjections Adjectival & Adverbial Clauses Commas Reading & Mapping

Informational Text
Expanding Compound-

Participles Declarative, Interrogative & Colons

Complex Sentences

Imperative Sentences Reading & Mapping

Gerunds Exclamation Points Narrative Text
Restrictive, Nonrestrictive & Main
Infinitives Clauses Sentence Building
7
Reflexive Pronouns Sentence Building
Present, Past & Future Progressive Word Function in Clauses
Verb Tense
Expanding Compound-Complex
Sentences

 W
 hat is grammar? Grammar, which is a system of rules for arranging words, phrases, and clauses, is the foundation of
effective written and spoken communication. Knowledge of grammar and text structure helps students compose and
comprehend both oral dialogue and written text.

18 Professional Learning Guide

 Lexia® PowerUp Literacy®

Comprehension
Word Study Scope and Sequence
Zone Level Activity 1 Activity 2 Activity 3 Activity 4

Building Knowledge Building Knowledge Building Knowledge Building Knowledge

1
The Trans-Alaska Pipeline (I) Sliding Ice (I) Swimming Upstream (I) A Hero (I)

Building Knowledge Building Knowledge Building Knowledge Building Knowledge

2
FOUNDATIONAL (K–2)

Exploring Beyond the Sea (I) Ancient Sports (I) Watch Your Head! (I) Breaking Records (I)

Building Knowledge Building Knowledge Building Knowledge Building Knowledge

3
Growing Pains (I) Setting Out (I) Setting In (I) Connecting the Coasts (I)

Building Knowledge Building Knowledge Building Knowledge Building Knowledge

4
Progress Brings Change (I) Tragedy at Sea (I) YUM! (I) You’re a Hero, Jessica Watson! (I)

Informational Text Elements Narrative Text Elements Informational Text Elements Narrative Text Elements

APPENDIX
5
A Common Food (I) Babysitting (N) Building with Plastic Bottles (I) The Statue (N)

Narrative Text Elements Informational Text Elements Narrative Text Elements Informational Text Elements
6
Two Sisters (N) Birds of Paradise (I) Anansi and Common Sense (N) The Eiffel Tower (I)

Informational Text & Summary Narrative Text Drama Biography

7 Eight-Eyed Hunter (I) Back in Time (N) Pandora’s Box (D) Althea Gibson 1 (I)

They’re Alive (I) Nobody’s Fool (N) Robots (D) Troublemaker (I)

Compare & Contrast Cause & Effect Making Inferences Characterization

8 Mastodons & Mammoths (I) Titanic (I) Take a Hint, Please! (D) Legend of William Tell (N)

Mermaids (I) Disease at Sea (I) Thirty Seconds (D) The Choice (N)
INTERMEDIATE (3–5)

Theme Sensory Language Figurative Language Tone & Mood

9 The Thief and the King (N) Churros and Hot Chocolate (N) On the Platform (P) Ocean View (N)

Think...or Sink (N) Heat Wave (P) Fireflies (P) The Rose That Grew (P)

Conflict Irony & Narrative Structure Persuasive Techniques Argument

10 Decision (N) Shepherd and Ogre (N) The Way Ahead (I) Lights Out (I)

Avalanche (N) Man, Boy, Donkey (N) Peasley Animal Shelter (I) A Carless City Center (I)

Informational Text & Summary Making Inferences Sensory Language Biography

11 NASA: Space Shuttle (I) Eleven 1 (N) Hatchet 1 (N) Roberto Clemente (I)

Skydiving Spiders (I) Eleven 2 (N) Hatchet 2 (N) Major Taylor (I)

Figurative Language Theme Cause & Effect Drama

12 Basketball Forecast (P) Wonder 1 (N) Remember (I) The Diary of Anne Frank 1 (D)

Percussion Blues (P) Wonder 2 (N) Terror (I) The Diary of Anne Frank 2 (D)

Persuasive Techniques Characterization Irony & Narrative Structure Compare & Contrast

13 UN Speech, Malala 1 (I) After Twenty Years 1 (N) The Dinner Party (N) From Feet to Wheels (I)

UN Speech, Malala 2 (I) After Twenty Years 2 (N) The Last Leaf (N) Cost of Freedom (I)

Argument Tone & Mood Conflict Theme

ADVANCED (6+)

14 No Limits (I) Oranges (P) The Outsiders 1 (N) The Outsiders 3 (N)

Later Start Time (I) Hope (P) The Outsiders 2 (N) The Outsiders 4 (N)

Compare & Contrast Argument Tone & Mood Informational Text & Summary

15 Postal Pack 1 (I) Losing is Good (I) Harlem (P) Civic Responsibility (I)

Postal Pack 2 (I) Longer Day (I) Dreams (P) Marvels of Construction (I)

Analysis & Evaluation of 2 sources Analysis & Evaluation of 2 sources Analysis & Evaluation of 2 sources Analysis & Evaluation of 2 sources

16 A Dog’s Purpose (N) JFK Moon Speech (M) All Summer in a Day 1 (N) All Summer in a Day 2 (N)

Hatchet 3 (N) JFK Apollo (I) Artwork (M) Monsters (D)

 What is reading comprehension? Reading comprehension is the insightful translation of written text into meaning in order to
gain understanding. It is an active process that involves not just the meanings of words in isolation but the relationship among
words within sentences and paragraphs. It is the purpose of reading.

Genre Legend
I Informational Text N Narrative Text D Drama P Poetry M Media
www.lexialearning.com 19
 #
Accessing Lexia PowerUp Literacy
Record your unique credentials here:

http://www.lexiapowerup.com/?SiteID= _____-_____-_____-_____

my username |

my password |

Lexia Help Center

help.lexialearning.com

The 5-minute check-in

Log in to www.mylexia.com
Your Class Overview in myLexia has the data that can help you decide:

■ Who needs help?

Check the report to see which students are struggling and require a
teacher-led lesson.

 ho needs more time online?

■ W Check the usage information to ensure students are using the online
program for the recommended amount of time.

■ Who is ready to practice offline?

Check the report to see who has been assigned a Lexia Skill Builder.

■ What are my next steps?

Print the prescribed Lexia Lessons and Lexia Skill Builders. Deliver the
Lessons either full class, small group, or individually. Distribute the Lexia
Skill Builders.

Get the myLexia App

Access student data on-the-go with the free myLexia app for iPhone®
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iPad,® or iPad Touch.® Download the myLexia app from the App Store
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myLexia App for iOS your students’ PowerUp
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performance and usage. fax: 978-287-0062

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