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Tip Sheet for Virtual Schooling 2020-2021
Due to the impact of the coronavirus pandemic,
instruction will be delivered in a variety of formats that
include all remote or a hybrid of in-person and remote.
At VSL, our goal is to support educators and
parents/caregivers in providing quality instruction with
whatever model is chosen, allowing learning to
continue.
Follow the tips in this document to modify instruction as needed and to
maximize all components of the program.
Blended Model
LANGUAGE! Live blends engaging, personalized online learning with teacher-directed instruction in a
strategically designed classroom environment to increase reading achievement. LANGUAGE! Live is built around
two instructional components – Word Training and Text Training. In this blended instructional model, the
strategic use of technology maximizes the teacher’s impact to fill gaps in students’ literacy skills while
accelerating learning and moving students toward grade-level success. Implementing LANGUAGE! Live five days
a week for 90 minutes per day is the recommended model. This allows instruction in both components of the
program each. If 90 minutes is not possible, a 45-minute model per day can be used, alternating Word Training
and Text Training each day.
Building Background Knowledge
Purpose: Background knowledge is a key component of reading comprehension; therefore, it’s important for
students to develop knowledge of a topic that will be read about and discussed in class.
Each LANGUAGE! Live unit includes a Background information document for the
unit. Located in the Course>Course Guide>Select a Unit>Opening, Background
Information documents are organized one per unit.
∙ Teachers can use these documents at the beginning of each unit to introduce
students to the topic and concepts that will be explored during the unit of
study.
∙ Documents can also be printed and assigned to students to read and
prepare for class discussion, and can be sent home to bridge the home-
school connection. This is an opportunity for parents to get involved in
the discussion topics and foster comprehension development.
Opening unit videos provide an engaging, thought-provoking launch into
each new unit’s content. These videos provide framing and background
knowledge to help students make connections and prepare for instructional
content to come. These can be shown during class time.
∙ Students can access the unit videos at Course>My Course.
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eBooks
Purpose: Available to both teachers and students, eBooks are digital resources of the print Teacher Edition and
student materials. eBooks can be used for students to work on assignments and submit to the teacher. They
can also be used to display the content for students in online instruction.
Students access eBooks through the dashboard by clicking on Resources/eBooks.
Once open, students can use the tools on the left sidebar to complete assignments.
Students submit by using the cloud icon by the profile picture in the top right corner.
Word Training (Online Component)
Purpose: Word Training leverages technology to solidify foundational literacy skills
and to lay the groundwork for success in the teacher-led Text Training lessons.
In Word Training, students work privately and independently and at their own pace
to acquire skills they may have missed earlier in their school career. Each Word
Training unit consists of four lessons and three Unit Goals exercises. Unit Goals are
performance tasks that help students cement learning at the end of the unit while
providing the teacher with data on the level of mastery attained. To locate, go to
Classes > Class Materials > Course Materials.
∙ Students engage in the Word Training component for no longer than 45
minutes a day.
∙ Daily lessons include tutorials for foundational skills, decoding and encoding activities.
∙ Additional timed and untimed practice on reading fluency is also available.
∙ Teachers play a pivotal role of monitoring students’ progress and creating their pathway to mastery.
Actively identify areas where additional support is needed, and pre-teach, extend, or re-teach key
concepts to ensure success.
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Word Training Extension – Sight Words Games
Purpose: When students recognize sight words automatically, it allows the brain to focus on comprehension.
Students must practice sight words frequently, and they can do so through fun and engaging game-like
activities in Sight Words games.
∙ For the student, Sight Words learning games appear as an assignment on the Student Dashboard.
∙ Students can spend about 10 minutes per sitting practicing sight words.
∙ Teachers can see progress and time spent on Sight Words in the class details section on the Teacher
Dashboard.
Text Training (Teacher-Directed Component)
Purpose: Text Training leverages the power of the teacher to connect students to text through comprehensive,
engaging, teacher-directed lessons with online practice and progress monitoring opportunities assigned by the
teacher.
Text Training can be taught through the use of a web-conferencing platform, such as Zoom, WebEx or GoTo
Meeting, where the teacher and students can see each other.
∙ Teachers will schedule a specific time for
the daily Text Training lesson (45 minutes
per day is recommended).
∙ Ensure that students have access to print
material or the eBook or Google Classroom
with materials provided.
∙ Deliver instruction in the same manner as
you would in person.
Text can be provided in an audio file during
instruction from both teacher and students access.
Course>Course Guide>Select a Unit>Opening and
Passage Audio will be the second section.
Use the Class Wall as a resource for students to
respond to assignments or any other topic of your
choice. The Class Wall encourages students to
practice writing, formulate thinking, and extend
learning beyond the LANGUAGE! Live classroom.
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Text Training Online – Practice Activities
Purpose: As an extension of the teacher-led component, online Practice Activities allow students to review
previously taught grammar and vocabulary skills through interactive online activities.
The activities begin with basic concepts such as nouns and verbs, adjectives,
and adverbs in Level 1, and progress to more advanced elements such as
pronoun usage, active and passive voice, and shades of meaning in Level 2.
Practice activities are assigned by the teacher under Course>Make
Assignments>Text Training by clicking on the Assign links for the class or by
the students name for individual assignments. Students will access the
assignments in their online dashboard under the Text Training buttons.
Practice Activity Content is listed at
the bottom of the screen where
assignments are made.
Text Training Online – Content Mastery
Purpose: As an extension of the teacher-led component, Content Mastery activities provide additional practice
and a quick check on students’ ability to apply skills taught within the unit.
These activities help inform the use of Reteach lessons.
∙ Students can be assigned to complete Content
Mastery activities by the teacher.
∙ These can be completed independently and take
about 15 minutes to complete.
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Text Training Online – Power Pass
Purpose: Power Pass quizzes allow students to apply the strategies they have learned to new texts. It also
serves as practice for improving test-taking skills.
Each Power Pass activity consists of two parts. Part A consists of multiple choice and short-answer prompts
that the system scores automatically. Part B consists of short-answer items that the teacher must actively score
and provide feedback on.
Power Pass activities (passages and quizzes) are assigned by the teacher.
1. Each Power Pass experience comprises a short passage with 12–15 items.
Passage selections include literary and
informational texts.
2. The quizzes measure comprehension of text as well
as contextual understanding of words and
identification of evidence in support of answers.
3. Short-answer questions are graded online by the
teacher using a predetermined scoring rubric in Level 2. Students have
access to the rubric to understand scoring criteria.
4. Students will see an alert on their Dashboard when it is time to complete
a Power Pass quiz. These alerts can be modified by the teacher.
5. Power Pass is accessible through any supported device once assigned by
the teacher.
To assign Power Pass, teachers will go to
Course>Make Assignments>Text Training
and click on the assign links in the Power Pass
Column.
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Text Training Extension – ReadingScape
Purpose: In order to improve reading skills and comprehension, students need to time practicing reading.
ReadingScape is an online, multimedia library containing literary and informational
selections divided into three levels for student self-selection. These engaging
selections include a collection of short stories, novellas and poems. Students will find
high-interest reading that includes video, audio, and interactive capabilities to
interest them to read more.
∙ Students access this online library by clicking the Resources
tab and ReadingScape subtab. Selections are organized by
Lexile range on a virtual bookshelf.
∙ Assign or encourage the use of ReadingScape to read for
pleasure and extend reading beyond formal lessons.
∙ Students accountability can be obtained through the teacher
assigning a summary, collection of facts or events, or an
assignment of choice.
Text Training Extension – Writing Projects
Purpose: Explicit instruction via Writing Projects are used to respond to different text types and genres through
constructed response, often using the formal writing process.
Students can further advance their writing skills through the
implementation of eight major Writing Projects per level. The
projects were developed to not only increase student
proficiency in writing, but also increase comfort and
proficiency in research and speaking and listening skills.
· Writing Projects can be found under Course>Course
Guide>Writing Projects. Each project may take
multiple 45-50 minute class periods.
· Writing Project can be done periodically throughout
the course of the program or as the teacher deems
beneficial based on the calendar.
· Each project should be given ample time for
students’ thoughts and writing to progressively
develop.
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Reteach Activities
Purpose: Students who do not achieve mastery of specific skills from unit instruction may require extra practice
and reteaching.
Reteach Lessons offer students direct
instruction of skills and concepts in a one-on-
one or small-group setting. The extra practice
in grammar and sentence structure allows
students to experience extended instructions
when initial mastery of skills was not achieved.
Reteach activities can be found at the bottom of the screen for Manage>Reports>Course Detail Reports>Text
Training. These assignments can be delivered via Google Classroom or email to students who need the
additional practice.
Additional Tips for Text Training
1. Post on the Class Wall to invite students to share their reflections of what they have learned, or to ask
their opinion about a current event.
2. Download the Student Edition pages under Course>Course Guide>Select a Unit>Student Edition.
Display pages during remote learning time via Zoom or other similar technology.
3. Review Practice Activities from past units. Practice Activities can be reassigned for students to review
by going to Course>Make Assignments>Text Training.
4. Utilize Google Classroom or a similar platform for students to do their writing and respond to prompts.
5. Show the videos from Word Training during remote learning time as an opportunity to provide the
extra boost of support that students may need.
6. Generate Parent Reports so they can see the usage and performance of their student in the program.
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Friendly Reminders
1. Provide clear instructions and specify the length of time to complete the session.
2. Assignments are likely to take twice as long to complete at home due to different factors; prioritize and
be realistic.
3. Seek student feedback about their work and learning pace.
4. Utilize multimedia materials to boost learning retention and use the digital tools to create interactive
lessons.
5. Encourage students to balance online with offline content.
Maintaining Student Engagement
1. Make contact with students and parents before the lessons begin.
2. Create an introductory activity to get students comfortable. Use the Start-Up lessons if applicable.
3. Share with students how they will respond to you and the lesson on the platform. Practice routines and
procedures to set expectations.
4. Provide opportunities for learner interaction during the lesson based on the age level of the students.
5. Encourage sharing.
