TEACHER TRAINING GUIDE
Targeted Instructional
Resources
Independent,
Student-Driven Learning
PERSONALIZED
LEARNING
Ongoing Data to Drive
Instructional Priorities
TRAINING GOALS:
• Understand the student online experience
• Learn how to access real-time student data to plan instruction
• Determine how to enhance student learning with instructional resources
What Is Lexia Reading Core5?
Lexia Reading Core5® is a personalized reading curriculum for Pre-K through Grade 5 students
of all abilities.
• S
tudents learn, practice, and consolidate fundamental literacy skills by interacting with the online,
adaptive program, by receiving teacher-led Lexia Lessons® and Lexia® Connections, and by completing
independent, paper-based activities using Lexia Skill Builders.®
• Real-time student data are captured and made available in actionable reports in www.myLexia.com
to help educators make informed instructional decisions to help students achieve grade-level
benchmarks.
• Lexia Reading Core5 is designed to meet and exceed rigorous state standards including the
Common Core State Standards. The program includes activities that work on six components of
reading (Phonological Awareness, Phonics, Structural Analysis, Fluency, Vocabulary, and Comprehension).
GRADE 1
GRADE 2
GRADE 3
GRADE 4
GRADE 5
1
LEVEL 1
A PICNIC IN THE WOODS
LEVEL 2
A DAY AT THE BEACH
LEVEL 3
A SNOW DAY IN THE CITY
LEVEL 4
THE AMAZON RAINFOREST
LEVEL 5
THE SCOTTISH CLIFFS
LEVEL 6
A DAY IN PARIS
LEVEL 7
THE AFRICAN SERENGETI
LEVEL 8
THE SOUTH POLE
LEVEL 9
THE EGYPTIAN DESERT
LEVEL 10
AN ENGLISH GARDEN
LEVEL 11
THE SWISS ALPS
LEVEL 12
A RUSSIAN CIRCUS
LEVEL 13
THE INDIAN RAINFOREST
LEVEL 14
A JAPANESE GARDEN
LEVEL 15
THE GREAT BARRIER REEF
LEVEL 16
A HAWAIIAN PARADISE
LEVEL 17
A SOUTHWEST FIESTA
LEVEL 18
THE ANCIENT GREEK COUNTRYSIDE
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COMPREHENSION
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STRUCTURAL
ANALYSIS
PHONICS
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VOCABULARY
GRADE LEVEL OF MATERIAL
K
The six components
of reading are
represented by these
color-coded icons
used throughout the
program.
AUTOMATICITY
FLUENCY
PRE-K
SKILL
PHONOLOGICAL
AWARENESS
SCOPE AND
SEQUENCE
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Lexia Reading Core5: Getting Started
GETTING READY TO USE CORE5
• Identify how students will access the program.
a. If using a browser, consider bookmarking your site’s unique url,
which can be found in www.myLexia.com.
b. If using a desktop-installed version or a tablet, find the Core5 icon.
• P
rint login cards for students from the Manage tab in myLexia.
• Ensure that students have working headphones that fit properly
and have adequate volume.
AUTO PLACEMENT
• W
hen logging in for the first time, students will
complete a set of placement activities. Students will
be automatically placed at their appropriate starting
level in the program according to their performance.
• Students begin the Auto Placement with their grade-level
skills and branch up or down to a level that is not too easy
or too hard.
• Students are assessed on both word identification
and comprehension skills at each level.
• Most students finish the Auto Placement within 20
minutes. If the session is interrupted, data will be saved,
and students will start where they left off next time.
www.lexialearning.com
You can use your myLexia username
and password to log in to Core5®
Educator Mode, where you can
explore all levels and activities.
Always encourage your students to do their best on the placement test
as this will determine where they will start in the program.
2
Lexia Reading Core5: The Student Experience
STUDENT DASHBOARD
A
Students can monitor their usage and unit
progress at login and logout.
C
B
On the Student Dashboard, students can see
A Total weekly time online compared to
their usage target
B Total units completed for the week
D
C Logout
D Current Level
AUTOMATICITY WARM-UPS
Students begin each session with a warm-up.
The goal is to promote speed of processing and
automaticity for previously acquired skills. The
student will choose one of two warm-ups and try
to beat his or her highest score.
ACTIVITY SELECTION SCREEN
The warm-up will take roughly one
minute to complete.
A A
ctivity—Students choose a picture to
enter an activity focused on a specific skill.
B U
nit Meter—Unit boxes fill in as students
complete units in the activity.
C P
hase Indicator—To pace students through a
level, the first half of all activities must be
completed before the second half is unlocked.
F
A
B
C
D
D S
kill Badge—When an activity is finished,
a skill badge appears in place of the
completed activity.
E F
un Facts—Clickable images appear on the
Activity Selection Screen to enhance contextual knowledge and increase engagement.
F Logout—Returns students to home screen.
3
E
Level 1 has four activities
and Levels 2–18 have five.
G
ACTIVITY SCREEN
The following buttons and tools are
available in every activity:
A Information Apple—This indicates
program status with three colors:
blue, white, or red. It will be blue when
completing Auto Placement, white
when working through the program,
and red when the student needs
support. Click the apple for more details.
D
B Volume
D Current Unit Bar—This indicates
progress through current unit.
A B
C
E R
epeat Prompt
F R
ehear Directions
G L
eave Activity
foot
E F
Data are captured when the
Current Unit Bar is filled (unit
complete) or when the student
moves within the unit from one
step of Instructional Branching
to another (see below).
foot
foots
feet
feetses
feets
Standard Step
feet
feets
feetses
Guided Practice Step
Hop on one foot.
www.lexialearning.com
C Unit Meter—This indicates completion
of units in the current activity and
matches the unit meter on the
Activity Selection Screen.
Instruction Step
3-STEP INSTRUCTIONAL BRANCHING
Units adapt based on each student’s individual performance.
• S
tandard—This step is indicated by a green bar and is the first and most complex step in a unit.
Students must complete it successfully to progress.
• Guided Practice—This step is indicated by a blue bar and is the first reached if errors are made
at Standard. It contains tailored, scaffolded practice based on those errors. If successful, the
student returns to Standard.
• Instruction—This step is indicated by a yellow bar and is the first reached if errors are made in
Guided Practice. It explicitly teaches the specific skill and provides scaffolded practice. Upon
completion of this step, the student returns to Standard.
4
Data to Inform Instruction
www.myLexia.com allows you to plan your week, check student usage,
monitor progress, and celebrate success.
A P
lan Instruction lists the students who
need immediate teacher support on
the skill in the assigned Lexia Lesson.
B The pie chart summarizes students’
Performance Predictor scores. It
indicates the percentage of students
who are On Target to reach end-ofyear, grade-level benchmarks and
the percentage who are at Some
Risk or High Risk for not reaching
benchmarks.
Class Combined Report
Plan Instruction
HOW IS MY CLASS PROGRESSING?
A
Performance Predictors
7 students need instruction in 6 skills.
updated monthly
Core5 Level 2 (Beg K)
F Each student’s actual minutes
(time spent online) are updated
upon logout.
G The “+/Add” column tells you how
many more minutes each student
needs this week (Monday–Sunday).
33%
39%
Maryellen Gough
(+6)
Core5 Level 2 (Beg K)
Lesson
Sight Words 3
28%
Lexie Keeler
18 students
Leamon Merchant
On Target
(80-100%)
Core5 Level 2 (Beg K)
Some Risk
(31-79%)
High Risk
(1-30%)
Lesson
View Progress Report
Long Vowel Teams
Attie Winfield
Two Syllable Words
Meeting Lexia Usage
Eleanor Southern
C
100%
Lesson
Sight Words 5
Aron Sorrell
Core5 Level 2 (Beg K)
Lesson
Passage Comprehension 5
Georgiana Dunning
80%
60%
40%
20%
0%
Dec 31
(5)
View Skills Report
Jan 7
(16)
Jan 14
(16)
Jan 21
(18)
Usage is shown for Full Weeks Only, Beginning Mondays
(Number of students who logged in that week)
View Auto Placement Report
56% of students consistently met their
recommended usage since December 31
Scroll to the bottom of the page
to view your Class Table.
Priority:
High
D
Medium
View Usage Report
Low
Prescription of Intensity
Name
Grade
Predictor
Last
Week This Week
111 |n/a
Altman, Rosevelt
3rd
100%
Atherton, Earlene
3rd
33%
Blank, Mortimer
3rd
100%
Burrows, Viviana
3rd
100%
111 |n/a
Crawley, Elizabeth
3rd
68%
13 | 30
Dunning, Georgiana
3rd
100%
46 | n/a
Flemming, Portia
3rd
85%
82 | 20
Gough, Maryellen
3rd
1%
17 | 60
Hutto, Ruben
3rd
81%
51 | 20
Jacks, Gussie
3rd
83%
53 | 20
3rd
1%
15 | 60
45
3rd
3%
30 | 60
30
3rd
31%
57 | 50
E
6 | 50
F91 | n/a
Merchant, Leamon
3rd
1%
30 | 60
Osburn, Marie
3rd
42%
73 | 50
Sorrell, Aron
3rd
36%
26 | 50
Skills
(Completed)
+
- Lesson
Met Actual|Target Add
18 Students
Priority Icons indicate students are on the Plan Instruction
Keeler, Lexie
list with an assigned Lexia Lesson. The color of the Latimer,
priority
Callie
icon matches their Performance Predictor.
Legg, Lora
5
B
Lesson
Picturing Stories 1
D C
olumn headers can be used to sort the
Class Table when planning instruction.
E A green check shows that a
student met his or her usage
target last week.
Print
February 1, 2013
Core5 Level 2 (Beg K)
C The Meeting Lexia Usage graph
shows the percentage of the class
meeting usage targets each week.
2nd Grade
% of Students Meeting Usage
WHO IS STRUGGLING?
Archer 2nd
P
K
1
2
3
4
Certificates
5
3 Weeks Ago
44
G
This Week
17
3 Weeks Ago
43
Today
Last Week
30
Last Week
24
Student-Targeted Action Items
A Click a student’s name to open
the Student Combined Report.
<
A
District Overview
Traci Ruby
Student Combined Report
Print
Skills Current: Core5 Level 11
P
K
1
2
3
4
Performance Current: 80%
D The View Skills Report
link provides historical
performance data and
parent report versions in
English and Spanish.
Aug
Progress
Action Plan
1243
5th
Achievement Available
7 min/wk
Increase Usage
Actual 13, Target 20 min/week
Lesson
Spelling Rules 1
1091
4th
Grade Level of Material
Level 10 completed on Jan 02
946
3rd
795
2nd
569
1st
286
K
42
PreK
Unit 13: Spelling Dictated Words (ck, tch, dge)
Sep
Struggling on: dge
Independent Practice
Nov
Jan
Mar
May
Jul
Units Gained Last Week: 10 Units
Simple Suffixes
Units Gained This Month: 25 Units
Advanced Word Chains
Units to Target: 114 Units
More Practice
C
Working On Core5 Level 11
View Progress Report
Started on January 2, 2014
53%
Hard and Soft C & G
Unit 10: Auditory Discrimination (initial position
hard/soft g in one syllable words)
50%
Syllable Division
Unit 11: Vowel Identification (flex rule - v/cv)
50%
Synonyms & Antonyms
Unit 5: Identifying Antonyms for Common Objects
80
60
40
20
0
50%
Sentence Structure
Meeting Usage
100+
Student Usage
(m/wk)
C Click View Progress Report
for parent-friendly visual
representations of
student progress.
Sep
Aug
www.lexialearning.com
• D
etermine if the student is
getting enough time on Core5.
• View specific skills that the
student is struggling on, and
access Lexia Lessons to
support the student.
• Print Lexia Skill Builders
(independent practice
worksheets) for application
and generalization of skills that
have been completed online.
B
Weekly Usage Current: 13 min
5
Sep
B The Action Plan provides you
with a “to-do” list to support
the student.
2nd Grade
Units
HOW DO I SUPPORT AN
INDIVIDUAL STUDENT?
Dec 31
Jan 7
Jan 14
Jan 21
Unit 6: Identifying Subject, Predicate, and
Interrogative Pronouns (where, how, when)
D
Met Target Last Week: Yes
Time This Week: 13 Minutes
View Skills Report
Usage Target: 20 Minutes
Total Time This Year: 25 Hours 17 Minutes
Last Used: Thu January 31, 2013
Common Core Standards
2ND GRADE STANDARDS
ACCURACY PROGRESS
Overall
Medium
Foundational Skills
Medium
Phonics and Word Recognition
Fluency
Informational Text
View Usage Report
85%
Medium
Low
Anne Johnson
Medium
Literature
Low
Language
Medium
I Completed Level 15
I’m a Lexia Superstar
Root Meanings
I can…read and understand words with Latin-based roots, like export, predict and construct.
Sight Words 7
I can…read and spell common sight words, like caught, certain and usually.
Passage Fluency 4
I can…readPlease
passages accurately
and fluently. of securely.
This document may contain sensitive information about students.
dispose
Multiple Meaning Words 2
I can…understand words with multiple meanings, like shed, spring and draft.
Passage Comprehension 4
I can…read passages and answer questions that focus on summarizing and paraphrasing.
At Home
Ask me about…the new words I have learned and help me look and listen for these
words in the world around me. Help me build my skills by reading aloud with me.
Go to Achievement Available on the Action Plan to print certificates
for students who complete a level. Additional certificate options are
available on the Resource Materials tab of myLexia.
Then, I can tell you about what we have read in my own words.
6
Targeted Instructional Materials
The Lexia Reading Core5® program provides Instructional Materials to ensure that students receive
personalized and comprehensive instruction and practice in all skill areas. These materials can be
incorporated into classroom routines in a variety of ways, including whole class instruction, small
group activities, and independent work.
Recommended in myLexia based on performance
Supplemental
Comprehension
Lessons
Lexia Lessons
Lexia
Skill Builders®
Lexia®
Connections
Description
Scripted, explicit
instruction for
targeted intervention
Practice worksheets
for application and
generalization of skills
Activity suggestions
to introduce, reinforce,
or extend a skill
Scripted instruction
to enhance reading
comprehension
Focus
Students who are
struggling with a skill
in an online activity
Students who have
completed an online
activity
All students to
supplement
instruction
All students to
supplement
instruction
Grouping
Individual
Small group
Whole class
Individual
Peer or adult partner
Individual
Small group
Whole class
Individual
Small group
Whole class
Delivery
Teacher-led
Primarily independent
with opportunities for
peer collaboration
Teacher-mediated
with opportunities for
peer collaboration
Teacher-led
Scope
161 lessons
431 pages
144 pages
35 lessons
®
Student
Experience
7
Available as additional resources in myLexia
All Instructional Materials offer multi-sensory activities that reinforce and extend
online learning and provide opportunities for oral expression, writing, and collaboration.
Additional Instructional Resources
ACCESSING INSTRUCTIONAL RESOURCES
• Log in to www.myLexia.com.
• To access specific Lexia Lessons for your class or particular student, view the Plan Instruction list or
student Action Plan (see pages 6–7).
• To access specific Lexia Skill Builders by student, view the student Action Plan (see page 7).
TIPS: ORGANIZATION AND DISTRIBUTION OF MATERIALS
Lexia Lessons
• Have a full, printed set available by the copier.
• Save paper:
• Print only reproducibles and view
Lesson scripts online.
• Laminate and reuse reproducible pages.
• Project reproducible graphic organizers.
Lexia Reading Core5
LEXIA LESSONS
Lexia Reading Core5
LEVEL 12 | Comprehension
Using Context, Lesson 1
Description
This lesson is designed to help students understand new vocabulary by looking for meaning in
the words and sentences that surround the unfamiliar word. Strategic readers think about words
in context, evaluating their own understanding as they read.
Teacher Tips
The following steps show a general strategy lesson for using context to figure out meanings
of unfamiliar and multiple-meaning words. The lesson may be expanded to include particular
context clues often found in informational and academic texts.
During discussions, remind students to listen to others, take turns and speak in complete sentences.
Preparation/Materials
LEXIA LESSONS
•The ___ was on a busy street. (house)
Today, we are going to learn how to figure out the meaning of an unfamiliar word using the
context of what we are reading. The context includes the words and sentences around the word
we don’t know. There are steps we can take to use the context. When we come across a word we
don’t know, we can do these four things.
Display the following four steps shown below in bold. Read and explain each step.
Step One: Reread and read ahead. When you find a word you don’t know, stop and reread the other words that come before it and after it.
Step Two: Identify context clues. Think about the meaning of the other words in the text.
Step Three: Decide on a meaning. Use what you know from the context to decide what the
unfamiliar word means.
Step Four: Check that meaning in the context. The meaning you decided on should
make sense in the sentence.
Display Sample Text 1 and have students follow along as you read:
The lion grabbed the mouse in its huge paw. The little mouse’s body shook with terror.
“Oh, please, Mr. Lion, don’t hurt me,” the mouse cried in fear.
Option 2: When reading aloud to students,
pause to check comprehension of unfamiliar
vocabulary. Use the term context when
discussing how to figure out likely meanings
and model how to use the four steps.
SKILL BUILDERS
Name:
LEVEL 2 | Phonological Awareness
Blending & Segmenting
syllables
the study of the mind
three
syllables
3
4
Discuss how they knew the meaning and
what kind of clue they found in the context.
Expand the lesson by using this chart during
students’ own readings to identify context
clues. Encourage students to look for other
examples.
Option 2: Expand the lesson to present
other strategic behaviors that proficient
readers use when meeting a new word. Use
examples from students’ own reading to ask
and answer these questions together:
6
•Do I need to understand the meaning of
this word to understand the text? (If the
answer is no, keep reading. If the answer
is yes, try using the context to get a
likely meaning.)
7
•Does the context help me understand
the word meaning? (If the answer is
yes, keep reading. If the answer is no,
use a dictionary or other source to
get meaning.)
path
auto
ology
an instrument to see things
that are far away
naut
scope
tele
a person who navigates
through the stars
anti
naut
astro
the study of time
chron
phobia
ology
a person’s own written
signature
graph
auto
derma
a written message sent
from far away
path
gram
tele
a fear of books
phobia
meter
biblio
an instrument for measuring
a person’s hearing
audio
meter
geo
the study of sound
theo
phon
ology
8
9
umbrella, hamburger, apple, gumball, banana, candle
In Sample Text 1, point to the underlined word terror.
10
Re-read Sample Text 1.
Students who complete this lesson should return to the online activities in Lexia Reading Core5. For further development of automaticity with these skills, provide students with Lexia Skill Builders.
Script page 4
1
psych
ology
sphere
the study of disease
5
I’m not sure what terror means. So I am going to use these four steps to use the context of the
story to help me figure it out. First, I’ll reread and read ahead.
Script page 1
psych
ology
psychology
2
Display the Context Chart shown on the last
page of this lesson. Review the chart with
students and have them give meanings for
the underlined words in the examples.
Point to each step as you model the following.
Level 17 | Structural Analysis
Greek Combining Forms 1
Read the definition. Choose the Greek combining forms to make the word that matches the definition.
Write the combining forms in the correct order on the lines. Then write the whole word on the line below.
1
Option 1: As students read textbooks
and informational books and articles, they
encounter new terms. Often, academic texts
provide particular kinds of context clues that
students can learn to look for.
•The family ___ in a little house. (lived)
SKILL BUILDERS
two
For Students Ready to Move On
•He had two sisters and one ___. (brother)
Direct Instruction
Lexia Reading Core5
Lexia Reading Core5
Cut out the pictures. Count the syllables in each word. Glue the pictures onto the correct number.
Option 1: Provide practice with the concept
of context by displaying sentences with
blanks for missing words. Encourage
students to suggest words that fit in the
blank. Talk about the other words in the
sentence that helped them make their
suggestions.
•Raymond was the youngest ___ in his
family. (son, boy, child)
• Copies of the sample texts at the end of this lesson.
• Create individual student binders or folders.
• Organize by classroom set.
• Save paper:
• Use page protectors or laminate to make
reusable with dry erase markers.
• Consider annotation apps that allow
students to work electronically.
Name:
For Students Who Need More Support
Examples of sentences:
• A copy of the four “Using Context” steps used in Direct Instruction.
Lexia Skill Builders
LEVEL 12 | Comprehension
Using Context, Lesson 1
Adaptations
www.lexialearning.com
• T
o access a complete listing of Lexia Lessons,
Lexia Skill Builders, and Lexia Connections, view the
Resources tab at www.myLexia.com.
raining on Demand videos provide useful
T
information about Core5 from getting started
to utilizing reports. Simply click on the Training on
Demand link in the Resources tab.
• Click the Resource Materials link to find
additional resources, including
• Supplemental Comprehension Lessons
• Teacher’s Manual
• Training Guides
• Achievement Certificates
• School-to-Home Materials
• Instructional Resources such as flashcards
and vocabulary support materials
Choose two words and write sentences for each word on the back.
4
8
Implementation Models
WHERE AND WHEN CAN I USE LEXIA WITH MY STUDENTS?
Think about your school, class, and student needs and resources to determine
which implementation model will work best in your school.
Keep in mind that a combination of models may maximize student gains.
CLASSROOM (CENTER ROTATIONS)
In a typical reading block, there is usually a significant amount of time for center rotations.
Here is one way Core5 can be used in a rotational model:
•U
se a student’s Prescription of Intensity to prioritize which students should spend time on
the computer.
• Use small group time to teach Lexia Lessons to struggling students.
•A
llow independent practice and peer work using Lexia Skill Builders to further develop
automaticity and expand expressive skills.
• Set up collaborative group activities to reinforce skills using Lexia Connections.
COMPUTER LAB
In a computer lab, a whole class can use Core5, allowing each student to work on skills appropriate to
his or her needs. Struggling students can also be pulled for a Lexia Lesson, either right in the lab or
back in the classroom with a teacher or support personnel.
INTERVENTION BLOCK/SPECIAL EDUCATION
For Tier II or Tier III students using Core5, the intervention block can be used to deliver the Lexia
Lesson(s) specific to each student’s needs. In myLexia.com, the student can be assigned to multiple
classes so that all teachers working with a student can view data and identify appropriate Lexia Lessons.
BEFORE/AFTER SCHOOL
For students who need additional time based on their Prescription of Intensity, before- and after-school
programs provide another opportunity to spend time on the computer. This additional time can also be
used for targeted instruction using Lexia Lessons or for practice with Lexia Skill Builders. Remember,
student data are always tracked in myLexia.com regardless of when or where the work is completed.
HOME USE
To solidify skills already completed online, Lexia Skill Builders can be used as homework for all
students. Use the Homev Use letter in myLexia.com to communicate with parents about using
Core5 at home. This is an important way for students to gain additional time to meet their
Prescription of Intensity.
9
Implementation
BEST PRACTICES AND TIPS FOR SUCCESSFUL IMPLEMENTATION
➀
Students consistently meet weekly recommended usage.
• 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 Student Dashboard.
1
3
• C
onsider alternate times for students
who need additional minutes (before/
after school programs, home use,
intervention block).
eachers monitor student progress at
T
www.myLexia.com and plan instruction based
on students’ needs.
• Set a regular time to check reports at least once a week.
• S
chedule data conversations with other teachers, parents,
and students.
2
www.lexialearning.com
➁
• Consider printing some reports for data conversations.
➂
tudents receive targeted instruction with Lexia Lessons
S
and practice opportunities with Lexia Skill Builders.
• V
isit www.myLexia.com to view Plan Instruction lists and students’ Action Plans
to identify students who need a Lexia Lesson or Skill Builder (independent practice).
• D
esignate specific times during the day for instruction and practice (center rotations,
intervention block, homework).
• S
et aside time to explore, prepare, and organize
materials. View Lexia Lessons online, and only print
necessary reproducible pages. Use binders, folders,
or systems for storing printed materials, including
Skill Builders.
Check out Lexia’s Training on Demand videos
under Resources at www.myLexia.com.
10
#
Your www.myLexia.com username is your school email address.
username |
password |
Lexia Customer Support
1 800 • 507 • 2772 • support@lexialearning.com
Additional Support
THE 5-MINUTE CHECK-IN!
www.myLexia.com has the data that can help you.
In just five minutes, find out the answers to the
following questions:
■ WHO NEEDS HELP?
Check the Plan Instruction to see which students
are struggling right now and require a teacher-led
lesson.
■ WHO NEEDS MORE TIME ONLINE?
■ WHO IS READY TO CELEBRATE?
Check the Class Table for usage information.
Print out certificates to help celebrate
student success.
■ WHAT ARE MY NEXT STEPS?
Access Lexia Lessons, Lexia Skill Builders, and
Lexia Connections under the Resources tab.
SCHOOL-TO-HOME TIPS
•E
ncourage Lexia Reading Core5 for home use. This is a
great way for students who are behind in skills to catch
up to their grade level.
•U
se the parent letters (available under the Resources tab)
to communicate with parents. Parent letters are available
in 7 languages.
•E
mphasize that home use of Lexia Reading Core5 is for the
enrolled student only—not siblings or parents.
•U
se the Parent Report link in the Student Skills Report to
share results in English and Spanish with parents during
conferences. For a visual report, use the Student Progress
Report to show a student’s performance.
TRC5TTG-0816
300 Baker Avenue
Suite 320 • Concord, MA 01742
www.lexialearning.com
tel: 800-435-3942 / 978-405-6200
fax: 978-287-0062