Lexia® PowerUp Literacy®

Professional Learning Guide

Goals
Understand the following:
• Instructional Pedagogy and Skill Areas
• Online Student Program
• Data and Targeted Instructional Resources
• Implementation Best Practices

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Welcome to PowerUp
Designed to be used alongside core curriculum, PowerUp’s
adaptive blended learning model allows you to easily
differentiate instruction and target skill gaps for your
students. With 180 unique placement profiles, students
start the program exactly where they need to be based
on their abilities. They then progress at their own pace
through personal learning pathways
and adaptive instruction in
Word Study, Grammar, and
Comprehension. PowerUp
combines high-interest
authentic and original texts,
age-appropriate artwork,
humorous instructional
videos, game-based
elements, and self-monitoring
tools to encourage adolescent
readers to take ownership of
their learning.
Contents
What is Lexia® PowerUp Literacy®? 2 Student Overview 18

Adaptive Blended Learning 2 Student Skills Report 18

Program Components 2 Student Detailed Skills Report 19

How do I access the PowerUp PowerUp Parent/Guardian Skills Report 19

Student Program and Resources Hub? 2

PowerUp Class Standards Report 20

Independent, Student-Driven Learning 3 Teacher-Led Instruction 21

Auto Placement & Individualized Placement 3
Instructional Resources 21

Preparing to Use PowerUp 4

Lexia Lessons® 21

Three Instructional Strands Lexia Skill Builders® 21

& The Simple View of Reading 5
Anchor Charts 22

How Is PowerUp Organized? 6 Fluency Passages 22

Two-Step Instructional Branching 7 Writing Prompts 22

Comprehension Passages 22
Student Program Features 8

Audio Controls 8
Implementation Best Practices & Tips 23
Listen Mode & Native Language Support 9
PowerUp Classroom Implementation Plan 25
Student Dashboard 10

Student Progress 10
PowerUp Scope and Sequence 26

Student Progress Monitoring Tools 10

Activity Notebook 32
Weekly Usage Recommendations 11
Activity A: Student Reading Profiles 33
Sample Adaptive Blended Learning Models 12
Activity B: Reflections on Student Reading
Profiles 34
Ongoing Data to Monitor Progress 13
Activity C: Explore the Student Program 35
myLexia: The Educators’ Platform 13
Activity D: Creating Groups for Instruction 36
Data Routines and Analysis 13
Activity F: Usage Report 38
Class Overview Report 14
Activity G: The 5-Minute Check-In 39
5-Minute Check-In 15
Activity H: Student Overview Scavenger Hunt 40
Usage Report 16

Class Skill Status 17

 This guid
e contain
What is Lexia® PowerUp Literacy®? Participa sa
nt Noteb
which inc ook,
ludes pro
learning fessional
PowerUp provides a personalized learning experience to meet the activities
your imp to suppo
lementati rt
diverse needs of students in grades 6–12, whether they are several o
can find n. You
grade levels behind or show some risk of not meeting College and the Partic
Noteboo ipant
Career Ready Standards. The program provides targeted support k at the e
nd of
in three strands—Word Study, Grammar, and Comprehension— the docu
ment.
to advance overall reading proficiency toward grade-level
standards.

Adaptive Blended Learning

Lexia’s Adaptive Blended Learning model includes the following:
• Independent, student-driven learning
• Ongoing data through myLexia®
• Teacher-led instruction and independent skill practice & application
with Lexia’s Instructional Resources

Program Components
PowerUp provides essential components and resources that students
and educators can use to achieve the maximum potential of adaptive
blended learning.
1. The PowerUp Student Program can be accessed at [Link].
com. Students log in here to begin their work in PowerUp. Educators can
also log in here with their personal login credentials to see a program
overview and access student content in Educator Mode.
2. myLexia® is the teacher site that collects student data from the student
program. Teachers can assess student progress using myLexia data to
make appropriate instructional decisions and see prescribed blended
learning materials for students.
3. The PowerUp Resources Hub holds a wealth of information, including
the Teacher Manual, Scope and Sequence, Learning Now Videos, and
more. Educators can access the Resrouces Hub through the Resources
tab in myLexia.

How do I access the PowerUp Student

Program and Resources Hub?
• Log in to myLexia: [Link].
• In myLexia, click the Resources Tab.
• Click on the PowerUp Student Program or Resources Hub
URLs displayed under the PowerUp product icon.

2
Independent, Student-Driven Learning
The first component of Lexia’s Adaptive Blended Learning model is independent, student-driven
learning. Students work in the student program independently across three literacy strands:
Word Study, Grammar, and Comprehension.

Auto Placement Individualized Placement

When students log in to PowerUp for the first time, The results of Auto Placement will determine which
they will begin Auto Placement, an embedded zone and level students will be placed in to begin their
assessment that includes a series of activities that work in each of the three strands:
place them at the appropriate instructional level • Foundational (skills taught in K–2)
in each of the three literacy strands: Word Study,
Students read basic texts with scaffolded support,
Grammar, and Comprehension.
learning the fundamental skills and concepts
On average, students should be able to complete required to build a solid foundation for reading
all three parts of Auto Placement in as little as proficiency.
30 minutes.
• Intermediate (skills taught in 3–5)
Comprehension (10-20 minutes)
Students read increasingly complex texts
This task asks students to respond to comprehension and learn more advanced concepts. The
questions from one, two, or three passages of instructional scaffolding gradually decreases as
increasing complexity. students progress.
Word Study (5–10 minutes) • Advanced (skills taught in 6+)
This task asks students to read and spell nonwords Students read texts and learn concepts that
from two sets of questions. adhere to the applicable grade-level standards.
Grammar (5–10 minutes) The results will also determine how much time is
This task asks students to identify nouns, verbs, and recommended in the PowerUp student program
other parts of speech. each week:
• Foundational Zone: 45 minutes per week
• Intermediate Zone: 35 minutes per week
• Advanced Zone: 25 minutes per week

Comprehension Word Study Grammar

(10-20 minutes) (5–10 minutes) (5–10 minutes) Watch the video: PowerUp Student
Experience
Ensure students have headphones and emphasize
that they should take the placement activities
seriously so that they will be placed in the level that
best reflects their abilities.

LexiaLink SCAN CODE OR CLICK

mobile-screen PowerUp Auto Placement FAQ

[Link]

3
 Independent, Student-Driven Learning

Preparing to Use PowerUp

• Bookmark your site-specific URL on student
computers (see back cover).
• Provide login information to your students.
• Introduce PowerUp to students using the Student
Experience videos.
• Use Educator Mode to demo the program
for students.
• Encourage students to take their time and do
their best.
• Ensure students have working headphones
that fit properly and provide adequate volume.
Audio directions begin as soon as students enter
the program.

For more guidance on preparing for

PowerUp, download the guide: PowerUp: Just
Get Me Started

Keep the following in mind when planning:

• Students can complete the Comprehension placement activity over
multiple sittings.
• If students log out in the middle of the Comprehension placement
activity, their progress is saved. The next time they log in, they will
start the activity where they left off.
• The Word Study and Grammar placement activities should be done
all at once. These placement activities are short and progress is not
saved until the activity is finished.
• If a student logs out in the middle of the Word Study or Grammar
placement activities, they will be taken back to the beginning of that
activity the next time they log in.

4
Instruction and Placement Independent, Student-Driven Learning

Three Instructional Strands & The Simple View of Reading

Three
The threeInstructional Strands
strands—Word Study, Grammar, & The
and Simple View of Reading
Comprehension—originated from the essential components
of reading
The that were proposed
three strands—Word in the Simple
Study, Grammar, andView of Reading (Gough & Tunmer,
Comprehension—originated from the1986; Hoovercomponents
essential & Gough, 1990).
of
reading that were proposed in the Simple View of Reading (Gough & Tunmer, 1986; Hoover & Gough,
The Simple View of Reading is a formula that suggests the widely accepted view that reading has two1990).
The Simple
essential View of Reading
components: wordisrecognition
a formula that
andsuggests
languagethecomprehension.
widely acceptedLexia’s
view that reading
reading hasistwo
model based on
essential components: word recognition and language comprehension. Lexia’s reading model is
the Simple View of Reading*, which suggests reading comprehension cannot happen unless both decodingbased on this
formula,
skills andwhich suggests
language reading comprehension
comprehension cannot happen unless both decoding skills and language
abilities are strong.
comprehension abilities are strong.

Word Language Reading

Recognition Comprehension Comprehension

(WR) (LC) (RC)

*The Simple View of Reading (Gough & Tunmer, 1986; Hoover & Gough, 1990).

Three Strands
Three Strands LexiaLink SCAN CODE OR CLICK
Students work online in three different instructional strands that focus LexiaLink SCAN CODE OR CLICK

Students workstudent
online in three different instructional strands Watch the videos
Watch about
the videos each
about
in both that focus
on
and
improving
on improving student
understanding
proficiency
proficiency
complex,
and independence
and independence
authentic
understanding complex, authentic texts.
texts.
reading
in reading, and mobile-screen each Instructional
instructional strand. Strand.
[Link]
[Link]

Word Study
Word Study
Students learn skills and concepts that advance their accuracy and
Students learn skills and concepts that advance their accuracy and
fluency for reading texts and their ability to decode and understand
fluency for reading texts, as well as their ability to decode and
multisyllabic academic words. Additional levels are available to
understand multisyllabic academic words. Additional levels are available
provide practice with phonemic and phonological awareness
to provide practice with phonemic and phonological awareness for
for adolescent learners who may need support strengthening
adolescent learners who may need support strengthening these critical
these critical foundational skills in order to be successful in their
foundational skills in order to be successful in their overall reading.
overall reading.
Grammar
Grammar
Students build skills with grammar concepts, vocabulary, sentence
Students buildand
construction, skills with
the grammar
structure concepts,
of various vocabulary,
text sentence
genres, while further
construction, and text genres and their structures
developing comprehension and composition skills. while further
developing comprehension and composition skills.
Comprehension
Comprehension
Students work with literary and informational texts of increasing complexity
Students worknew
while learning withvocabulary,
literary andskills,
informational texts that
and strategies of increasing
help them analyze
complexity while
texts for deep learning
meaning andnew vocabulary, skills, and strategies that
understanding.
help them analyze texts for deep meaning and understanding.

5
 Independent, Student-Driven Learning

How Is PowerUp Organized?

How Is PowerUp Organized?
Zones: Each strand in PowerUp is divided into three
instructional zones of skill development.
Zones: Each strand in PowerUp is divided into three
•instructional
Zones are groupings of skills
zones of skill by the grade range
development.
in which the skills are typically introduced. Zones
• Zones are groupings of skills by the grade range
are based on the amount of scaffolding and
in which the skills are typically introduced. Zones
expectations of independent work.
are based on the amount of scaffolding and
• All content and instruction in each zone has been
expectations of independent work.
adapted for the adolescent student. For example,
• All content
instead and instruction
of learning in each
short a (/æ/) zone has
by using been
words
adapted forand
like cat, hat, the fat,
adolescent
students student.
learn shortForaexample,
(/æ/)
instead
with of learning shortwords
grade-appropriate a by using words like cat,
like fantastic.
hat, and fat, students learn short a with grade-
appropriate words like fantastic.

Levels: Each zone in PowerUp has multiple levels that

Levels:
introduceEach zone
skills in ain PowerUpand
structured has sequential
one or moreway.
levels of skill development that introduce
As students progress through levels, skills build on skills in a
structured and sequential way. As students
each other, and the tasks increase in complexity. progress
through levels, skills build on each other and the
• A level is not designed to represent a specific
tasks increase in complexity.
grade, but rather a pacing of the content
• A level is not designed to represent a specific
contained in a grade range.
grade, but rather a pacing of the content
• Students
contained must
in a complete
grade range. an entire level before
moving to the next level.
• A student must complete an entire level before
• Students complete Skill Checks at the end of
moving to the next level.
each level in Word Study and Grammar. For
• Comprehension,
Students complete SkillSkill Checks
Checks at the
occur bothend of each
midway
level in Word Study and Grammar.
and at the end of key designated levels. For
Comprehension, Skill Checks occur both midway
• Skill Checks allow students to demonstrate their
and at the endof
understanding ofskills
key designated
taught in thelevels.
specific level
before
• Skill PowerUp
Checks introduces
allow studentsnew instructional their
to demonstrate
activities.
understanding of skills from the level before
PowerUp introduces new instructional activities.
Watch thethe
Watch video: How
video is the
How is the
PowerUp
PowerUpProgram
ProgramOrganized?
Organized?
Activities vs. Units: Activities are made up of units
that focus on a set of skills. The number of units
varies depending on the strand and activity. To How
Howisisthe PowerUp
PowerUp ProgramOrganized?
Programe Organized?
Activities/Units: Activities are made up of units that
complete an activity, students must successfully
focus on a set of skills. The number of units varies
finish all of its assigned units.
depending on the strand and activity. Students
must successfully finish all the units in an activity to
complete the activity.

6
7
 Independent, Student-Driven Learning

Two-Step Instructional Branching

When a student needs support with a particular skill, the program provides scaffolded On-Demand Instruction,
also known as hints. Students who demonstrate mastery can quickly move through units and onto more
advanced skills. PowerUp’s two-step instructional branching and self-serve support ensure personalized
learning and instruction for every student.

Standard Instruction When a student drops to

The Standard Step is the The Instruction Step explicitly instruction for the fourth time on
independent task. The student teaches the skill and then further a particular skill in Word Study or
must demonstrate at least 90% scaffolds the task. When the Grammar, they are flagged for a
accuracy in Word Study and student successfully completes Lexia Lesson®. Once the student
Grammar, and 75% accuracy in this step, the student progresses is flagged for a Lexia Lesson in
Comprehension. back to the Standard Step. a unit, the Lexia Lesson will be
shown on the Needs Instruction
tab in myLexia until the student
completes the unit. A student is
flagged for a Lexia Lesson in the
Comprehension strand when they
score less than 75% in Practice
units during an activity. The Skill
Check activities units are labeled
SKILL CHECK in the Student Skills
Report and the Student Detailed
Skills Report in myLexia. Once
the student is flagged for a Lexia
Lesson in an activity, the Lexia
Lesson will be shown on the Needs
Instruction 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
Branching
INSTRUCTION

100% accuracy 100% accuracy All units complete

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

Students will branch to

BRANCH POINT

Students will branch to Students will branch to

instruction at key designated
instruction once they answer instruction once they answer
units if their overall accuracy
two items incorrectly in a unit. two items incorrectly in a unit.
is less than 75%.

7
 Independent, Student-Driven Learning

Student Program Features

Audio Controls
Students can use various audio support features, such as Listen Mode, as they work through the program.

Closed Captions
CC Students may access closed captions in PowerUp videos with audio information.

Grammar Glossary
During highlighting activities in the Grammar strand only, a definition or clarity statement is available to assist
students. Students click the blue word above the part of speech in the highlight window to hear the definition or
clarity statement.

8
 Independent, Student-Driven Learning

Listen Mode
The Listen Mode button allows the student to click on the text and have it read to them. Listen Mode is
available for the Comprehension strand during skill strategy modeling, and during direct instruction
in the Grammar strand for certain tasks.
• The student clicks the the headphones icon to enter Listen Mode.
• A blue banner appears above and below the screen.
• The student must click on the text they wish to hear
read to them.
• The student must exit Listen Mode to answer the question.
• When a student enters Listen Mode, a headphone icon
appears on the student’s Skill Report.

message Native Language Support

The Native Language Support button allows English language learners to hear task directions in their
native language. The teacher must enable this feature in myLexia.
Once this feature is enabled, students will hear the English version of the voice-over
audio. After that, they will have the option to click on the Native Language Support
button to hear the introduction and directions summary in their native language.
The presentation and the rest of the activity will then follow in English.
See the Managing Student Settings section of the PowerUp Teacher’s Manual for additional
information and guidance for activating this button.

Access the article “Native Language Support in PowerUp”

for more information.

9
 Independent, Student-Driven Learning

Student Dashboard Student Progress

Students have the opportunity to take charge and Clicking on the Your Progress tile on the Student
make decisions regarding their reading. Through Dashboard gives students access to an overview of
the Student Dashboard, students can select a their progress, including Streaks and Streak Shields,
strand to work on and monitor their program usage time logged, and more.
and progress.

Student Progress Monitoring Tools

Lexia provides tools that let students independently
set goals and track their progress, while helping
educators promote a growth mindset.

LexiaLink SCAN CODE OR CLICK LexiaLink SCAN CODE OR CLICK LexiaLink SCAN CODE OR CLICK

Student Progress Tracking Student Achievement Tab

mobile-screen Student Goal Setting Sheet

[Link] mobile-screen Chart
[Link] mobile-screen (PowerUp Resources Hub)
[Link]

Certificates
Recognize student progress by awarding
certificates for reaching milestones. CONGRATULATIONS!
• Detailed Achievement Certificates: Student’s Name

Celebrate completion of specific levels HAS SOMETHING

TO BE PROUD OF!
within a strand.
• General Achievement Certificates: Signature Date

Recognize increased usage and

completion of zones, levels, activities,
units, Lexia Lessons, or Lexia Skill Builders®.

10
 Independent, Student-Driven Learning

While PowerUp starts online with its student program, it also provides multiple teacher-led instructional
resources to further address skill gaps and prepare students for college and career readiness.

Weekly Usage Recommendations

The goal is for students to work in the PowerUp student program for 75–135 minutes each week and to complete
Lexia Lessons and Lexia Skill Builders as recommended. Planning for the implementation of each component is
key to student success.

Zone Minute/Strand
Foundational 45
Student Program
Intermediate 35
Advanced 25

Lexia Lessons 15-20 minutes/lesson

Instructional Resources
Lexia Skill Builders 10-15 minutes

Teacher Review of myLexia Data 5 minutes per class

Student Program
In the PowerUp student program, students work across three strands (Word Study, Grammar, and
Comprehension); thus, the total weekly recommended usage is 75–135 minutes. Teachers should plan for
75-135 minutes each week for students to engage in the student program so they can meet their weekly
usage goals for each strand.

Lexia Lessons
Lessons are designed to take 15-20 minutes to deliver. The number of lessons recommended each week
will vary depending on student needs. Teachers should plan for an additional 15-20 minutes each week to
deliver Lexia Lessons, ideally in small groups.

Lexia Skill Builders

Skill Builders are organized by sections (denoted by a capital letter) that build in complexity. To stay within
the recommended 10-15 minute range, assign 2-3 sections at a time.

Data Review
Teachers should plan on monitoring each of their classes for a minimum of 5 minutes per week. The
5-Minute Check-in allows teachers to see who needs more time online, who would benefit from a Lexia
Lesson, and who is ready to practice with a Lexia Skill Builder.

11
 Independent, Student-Driven Learning

Sample Adaptive Blended Learning Models

Sample Adaptive Blended Learning Models
Sample
As Adaptive
you consider Blended
PowerUp’s role inLearning Models
your school or classroom, remember that the components of PowerUp are
When considering PowerUp’s role in a school or classroom, it’s important to remember that the components
Sample
connected
As Adaptive
and
you consider Blended
continue
PowerUp’storole inLearning
reinforce and Models
inform
your school one another.
or classroom, Each component
remember is critical for student
that the components success.
of PowerUp are
of PowerUp are connected and continue to reinforce and inform one another. Each component is critical for
Withyouthat
connected
As in and
mind,
consider pay special
continue
PowerUp’s attention
torole
reinforce
in your to inform
and scheduling
school when remember
or classroom,
one [Link].
Each
student success. Special attention should be paid to scheduling whencomponent
that the components
is critical for student
implementing. of PowerUp
success.
are
With
connected
that in and
mind,continue
pay special
to reinforce
attentionand
to inform
scheduling
one another.
when implementing.
Each component is critical
Here are just a few ways PowerUp can be scheduled into the school day. These examples can be customized for student success.
Here are a few ways PowerUp can be scheduled into the school day. These examples can be customized to fit
With
to fit that in
bothjustmind,
the payofspecial attention to the
scheduling whenyourimplementing.
Here
both are
the needsaneeds
few ways your
of students
students
PowerUp
and thecan
and demands
be scheduled
demands intoofthe
of the schedule.
schedule.
school
Any day.
of the
Any ofexamples
These
models
the models
outlined belowcan outlined below
be customized
can take place
can
to fittake
Here both place
are just in conjunction
theaneeds
few ways
of your
PowerUpwithcan
studentswhole-class,
and core into
be scheduled
the demands instruction.
ofthe
your
school
schedule.
day. These
Any ofexamples
the models can outlined
be customized
below
in conjunction with whole-class, core instruction.
can
to fittake
bothplace
the needs
in conjunction
of your students
with whole-class,
and the demands
core instruction.
of your schedule. Any of the models outlined below
can take place in conjunction with whole-class, core instruction. Rotation Model:
LexiaLink SCAN CODE OR CLICK

PowerUp Implementation

mobile-screen Models Flyer

[Link]
Independent, student-driven
Rotation Model:
Rotation Model:
learning
Independent, student-driven
learning
Independent,
Independent, student-driven
Student-Driven
learning
Teacher-Led
Learning
Instruction
Teacher-Led
Instruction
Teacher-Led
Skill Practice &
Instruction
Application
Skill Practice &
Application
Skill Practice &
&
Application

Flex Model:
Flex Model:
Flex Model:

*Flex
*Flex timeincludes
time includeshomeroom,
homeroom, study
study hall,
before or after-school
hall, before programs,
after-school etc.
programs, etc.

Flipped Classroom Model:

Flipped Classroom Model:
Flipped Classroom Model:

12
Ongoing Data to Monitor Progress
In Lexia’s Adaptive Blended Learning model, student
performance in PowerUp informs data-driven action
plans that educators can use to deliver timely
and targeted instruction to meet each student’s
individual needs.

myLexia: The Educators’ Platform

[Link] is a platform and reporting tool designed
to support educators and administrators using Lexia’s
language and literacy programs: Lexia® Core5® Reading,
PowerUp, and Lexia English Language Development™.
myLexia provides real-time access to detailed student
performance data. With this data, educators can
efficiently monitor individual and classroom progress.
Additionally, administrators can monitor district and
school-level usage and progress.
Educators are recommended to log in to myLexia weekly to review these insights, including personalized action
plans, and to ensure that every student receives the most effective and individualized instruction.

Data Routines and Analysis

13
 Ongoing Data to Monitor Progress

Class Overview Report

The Class Overview Report guides educators in prioritizing and planning instruction. This report allows teachers
to view their students’ usage and progress within each strand and strand completion.
LexiaLink SCAN CODE OR CLICK

PowerUp Class Overview

mobile-screen Guide
[Link]

Sorting Feature
Click on the up/down arrows in the
column headers to sort information
based on specific column criteria.

Report Features
1 Zone—Identifies which zone
the student is in.
1 2 2 Usage This Week—A yellow
3 4
clock indicates more usage
needed; a green check
5 indicates usage has been met.

3 Units Gained—Indicates the

number of units completed.

4 Needs Instruction—Indicates
students who would
benefit from a teacher-led
Lexia Lesson.

5 Resources & Class Reports—

Gives educators quick and
easy access to additional
resources and myLexia
Class Reports.

Zone
The Zone boxes display students’ current instructional zones. Hover 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 the three strand columns to
form instructional groups based on similar performance levels and
instructional needs.

Go to [Link] to access the PowerUp Class Overview.

Select the class to review.

14
 Ongoing Data to Monitor Progress

Class Action Plan

A B C D

A The Need Usage tab B The Need Instruction C The Skill Builders D The Certificates tab
shows the number of tab lists the students tab lists the students lists the students
students in the class who have been flagged who have finished who have recently
who need more time on for a teacher-led Lexia a program level or completed a program
the student program. Lesson based on their activity and are ready level. Here, you can
The Usage This Week performance in the for independent print a personalized
columns show you three strands. You can practice with a Lexia achievement
how many more mark the lesson as Skill Builder. Here, the certificate for one or
minutes that each delivered after providing offline materials can more students.
student needs to meet teacher-led instruction be accessed and
their recommended to the student. provided to students
usage for this week for independent
(Monday–Sunday). application.

5-Minute Check-In
• The 5-Minute Check-In guide helps educators quickly and immediately begin a
routine for regularly monitoring student data.
• Each question corresponds to a tab in the Class Action Plan where educators can
find the answer.
• Use the 5-Minute Check-In guide along with the Class Action Plan to create a to-
do list of next steps to support students.

LexiaLink SCAN CODE OR CLICK

mobile-screen PowerUp 5-Minute Check-In

[Link]

15
 Ongoing Data to Monitor Progress

Usage Report
The Usage Report provides an overview of usage
Click the Usage link from the Class Overview’s
for the following time periods: this week, last week,
Class Reports section to access this report.
last four weeks, this year, and custom.

3 4 5
1 2 6

1 Student Name: Click any student name to navigate to that student’s Overview Report.
2 Last Used displays the date that the student last used PowerUp (regardless of time period).
3 Usage to Target displays the student’s recommended weekly minutes and any additional time the student
needs to meet their target.

4 Usage Total Minutes displays the total number of minutes the student used PowerUp during the selected
time period (from login to logout).

5 Units Gained displays the total number of units the student completed during the selected time period
(from login to logout).

6 Minutes Needed to Goal displays the number of minutes that the student needs to reach their goal in each
strand. These columns reflect what the student sees on their PowerUp dashboard.

Note: Use the arrows in any column of the Usage Report to sort the data in ascending or descending order.

16
 Ongoing Data to Monitor Progress

Class Skill Status

The Skill Status Report offers an overview of
students’ current progress by strand. It shows Click the Skill Status link from the Class Overview’s
where students placed in PowerUp relative to Class Reports section to access this report.
their current work within each strand. This report
provides insight into the class’s overall progress
and can assist with motivation and engagement.
LexiaLink SCAN CODE OR CLICK

mobile-screen PowerUp Class Skill Status Guide

[Link]

B C

A Skill Status by Strand: Shows the percentage of students working across three zones of grade‑level skills
(K-2, 3-5, 6-8) based on where students placed and where they are now in each of the program strands.

B Class Table: Displays the number of students in each zone and individual students’ initial placement and
completion of program levels in each strand.

C This School Year column: Indicates the number of units completed, number of units to complete the
current level, and number of units needed to complete each strand.

17
 Ongoing Data to Monitor Progress

Student Overview
A

A Skill Report: Provides an individual skills report for the selected student.

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 gain deeper insights on a student’s status and make more informed instructional
decisions.

B C

B Activity Name: Provides the link to the Student Detailed Skills Report for the specified activity.
C Units Flagged for Lesson: Indicates the units or specific skills the student has had difficulty with and would
benefit from teacher-led instruction.

D Skill Check Score: Indicates the student’s mastery of key skills as they progress to the next level in PowerUp.
A score of 75% or higher indicates mastery, while a score below 75% indicates a need for support.

LexiaLink SCAN CODE OR CLICK

mobile-screen PowerUp Skill Checks FAQ

[Link]

18
 Ongoing Data to Monitor Progress

Student Detailed Skills Report

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

A
C D
B

A Overall Activity Performance: Provides a summary of the student’s overall performance on the activity.
B Unit Time: Indicates the amount of time spent in each individual unit of the activity. This data may provide
some insight into a student’s success or difficulty with the task.

C Type of Error: Identifies the specific skill(s) the student struggled within the unit.
D Step Attempts: Shows how many attempts the student made to complete the activity and how many
times the student needed direct instruction.

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

PowerUp Parent/Guardian Skills Report

The PowerUp Parent/Guardian Skills Report allows educators to keep parents and families informed of their
adolescent learner’s progress. The educator can send home a PDF version of the Student Skills Report with a
parent-friendly preamble in English or Spanish.

19
 Ongoing Data to Monitor Progress

PowerUp Class Standards Report

The PowerUp Class Standards Report provides detailed information about students’ overall progress through
K-8th grade standards aligned to their current zone placement.
• Foundational content is aligned to grade K-2 standards.
• Intermediate content is aligned to grade 3-5 standards.
• Advanced content is aligned to grade 6-8 standards.
This report can be used to monitor an individual
Click the Standards link from the Class
student’s criterion-referenced accuracy and overall
Overview’s Class Reports section to access
progress through K-8th grade standards to identify
this report.
strengths and gaps in a student’s skills.

1
2

Hover over each box

to see the standard,
percentage of units
completed, and student’s
cumulative accuracy.

1 Standards by Grade: Shows students’ progress and proficiency toward standards within their current and
completed instructional zones.

2 Standard Notation and Description: Displays the grade K-8 standards that are aligned to the student
program. The alignment correlates with the grade range of the zone.

3 Standards Table: Displays the accuracy levels and the percentage of units each student completed in the
activities aligned to a standard out of the total number of aligned PowerUp units.

20
Teacher-Led Instruction
Instructional Resources
The instructional resources for PowerUp listed below allow for personalized and comprehensive instruction and
practice in all skill areas.
As students work on the online activities, real-time performance and progress data is collected in myLexia.
Based on this data, instructional resources for targeted instruction and independent application are
recommended in student-specific action plans.
Along with Lexia Lessons and Lexia Skill Builders, multiple supplemental resources such as Anchor Charts,
Fluency Passages, and Writing Prompts provide additional support to educators and students. Lexia Lessons
and Lexia Skill Builders are found in the myLexia Class Action Plan, and supplemental resources are found in the
PowerUp Resources Hub.

Lexia Lessons
Lexia Lessons are automatically recommended to students who are
struggling with a skill in the student program and provide targeted,
personalized, teacher-led instruction on that skill. Lexia Lessons are
DIGITAL
available in both digital and print form and consist of three main
tablet-screen-button print components:
& PRINT
Prepare: Introduces the main concepts, fluency support (when
appropriate), and relevant vocabulary.
Instruct: Includes suggestions for the teacher and background
information to support the lesson.
Practice: Provides opportunity for students to practice and apply the
target skill, often in the context of building oral reading fluency. The
scaffolded activities on these reproducible pages build in complexity to
reinforce online learning.

Lexia Skill Builders

Lexia Skill Builders provide an opportunity for students to independently
practice newly learned skills and, when applicable, apply them to fluent
DIGITAL oral reading of controlled, grade-level passages. These resources
are available in paper-based or digital format and are automatically
tablet-screen-button print
& PRINT assigned when students complete an online level (Word Study and
Grammar strands) or activity (Comprehension strand). Lexia Skill Builders
may be distributed as a complete packet or a few pages at a time.

LexiaLink SCAN CODE OR CLICK LexiaLink SCAN CODE OR CLICK

mobile-screen Digital Skill Builders Overview

[Link] mobile-screen Lexia Lessons Slide Decks Overview
[Link]

21
Instructional Resources Teacher-Led Instruction

Conflict

Anchor Charts
Conflict is a character’s struggle or problem.

Cause & Effect Anchor Charts

A cause is the reason why
an event happens. Anchor Charts are a tool used to support instruction and promote
InternalAn effect is the result
Ef fect
Anchor Charts provide the teacher with a chance to tap into the precise
academic success. They provide the teacher with a chance to tap into the
External conflict is a character's conflict is a struggle
struggle with an outside force. of in
that exists what happens.
a character’s mind.

instructional language, skill, and vocabulary students learned in the

Cause

Use transition words There was a puddle,

precise instructional language, skill, and vocabulary students learned in the
online program. Designed for on-the-spot instruction, Anchor Charts
person vs. society person vs. person person vs. nature to signal a cause-
person vs. self so he fell.
effect relationship.

online program. Designed for on-the-spot instruction, Anchor Charts are

are succinct and visually engaging. They are included in the online On-
So, what’s
in it for me? Imagine a life without conflict: no tough Cause
decisions, so, therefore, Effect
no disagreements, nothing to challenge you. It might
(reason)
sound pretty nice … at first. But not being able to
consequently, (result)

succinct and visually engaging. They are included in the online On-Demand
choose your own career path and not being able as a result
to see things differently from someone Why
elsedoes
and notthe What happens
being able to get stronger by overcoming
eventahappen?
challenge because of
would make life really dull.
the event?

Demand Instruction menu, in every Lexia Lesson, and on the PowerUp

Stories, too, need conflict—or else they’d be BORING.
because
Lucky for you, no one wants to write a boring book.

Instruction menu, in every Lexia Lesson, and on the Resources Hub.

If you’ve made it this far in life, you already know all
So, what’s
about cause and effect. Think back to when you were
in it for me?
younger… Maybe you were that kid who wondered
what would happen if you put a pea up your nose:

Resources Hub.
© 2022 Lexia Learning LLC, a Cambium Learning® Group company.
cause = pea stuck in nose; effect = pain and a visit to
the doctor’s office.
Authors structure their writing using cause-effect
relationships all the time. Be on the lookout for
transition words, such as because, therefore, so, and
as a result, which can help you determine what caused
something to happen. Being able to identify a cause-
effect relationship can help you to better understand
what you're reading.

© 2022 Lexia Learning LLC, a Cambium Learning® Group company.

Intermediate | Fluency
Oral Reading Passages

QUICKSAND
CONSONANT-LE
WORD COUNT: 147

“It’s like being stuck in quicksand.” That’s what someone might 10

Fluency Passages
Fluency Passages
Foundational | Fluency
Oral Reading Passages
say when they grapple with a puzzle or a problem and see no 23

WILL ELWIN SING?

way out of it. Does quicksand really trap people? SILENT-E
32 SYLLABLES
WORD COUNT: 180

The Fluency Passage Packs provide opportunities for fluency assessment

Quicksand is a mix of sand and water. It is found in the jungle, on 47

I have a friend who has been singing his whole life. Elwin was

The Fluency Passage Packs provide opportunities for fluency assessment

13
stream bottoms and on flat sand by the ocean. The mass of wet 60

singing before he was talking. Well, that’s what his mother has said. 25

and supported fluent reading practice. Text-based questions

sand is soft, and it ripples when anything pushes on it. If you 73

He can sing just about every song and make it sound beautiful. He 38
stumble into quicksand, you will feel like you are sinking. If you 85

and supported fluent reading practice. Text-based questions accompany

also composes new songs. When Elwin sings, everyone tells him how 49
struggle, your body pushes water out of the sand. This makes the 97

accompany each passage to ensure that students are able to construct

gifted he is. “Singing lifts me up,” Elwin admits. “There is nothing 61
sand tug on you so it pulls you down. Quicksand will not bury a 111

else I like as much as singing.” 68

person, but you may be stuck up to your waist.

each passage to ensure that students are able to construct meaning from
121

Elwin is always humming a tune. He sings in class. He sings on 81

meaning from the text. The packs include student checklists to increase
The best way to get out of quicksand is to wiggle your legs and 135

the bus. He sings when he is taking a bath. But Elwin won’t sing if 96
try to lean back. Then you should paddle back to solid land. 147

the text. The packs also include student checklists to increase agency and
someone is judging him. “I choke if a judge is watching me,” he 109

agency and engagement and a teacher-facing rubric to evaluate

confesses. “The sight of someone taking notes while I sing makes my 121

insides shake.” 123

Time: Errors: Self Corrections: WCPM: Accuracy:

A singing contest
1 0 will be held next month at a club close to Elwin’s 137

engagement, as well as a teacher-facing rubric to guide educators in

fluent reading.
home. The prize will be a chance to compete on a TV show. I know 152

continued on next page 40

evaluating fluent reading.

Written Composition
Name:
Informational Text
Perseverance
READ the information in the boxes below.

Writing Prompts
The Crow and the Pitcher Still Here
by Aesop by Langston Hughes

Writing Prompts
A CROW, half-dead with thirst, came
upon a Pitcher, but when the Crow put I been scarred and battered.
its beak into the Pitcher, he found that he My hopes the wind done scattered.
could not reach the little water that was Snow has friz me,
in it. He tried, and he tried, but at last Sun has baked me,
had to give up in despair. Then a thought

The Writing Prompts

PromptPack
Packoffers focused writing practice across multiple
came to him, and he took a pebble and Looks like between ’em they done
dropped it into the Pitcher. Then he took Tried to make me

The Writing offers focused writing practice across genres.

another pebble and dropped it into the
Pitcher. Then he took another pebble Stop laughin’, stop lovin’, stop
and dropped it into the Pitcher. He kept livin’—
SCORING RUBRIC: CORRESPONDENCE

genres.
The prompts address engaging, grade-appropriate themes and and
The prompts address engaging, grade-appropriate themes
dropping pebbles in the Pitcher. At last, But I don’t care!
he saw the water rise and afterSCORE
casting in a LIMITED (1) I’m still here! BASIC (2) SATISFACTORY (3) ACCOMPLISHED (4)

topics
few more pebbles he was able to quench • Organizing structure is • Organizing structure is partly • Organizing structure is mostly • Organizing structure is clearly
his thirst and save his life. inappropriate to address appropriate to address prompt. appropriate to address prompt. appropriate to address prompt.
prompt. • Includes incomplete date, • Includes generally appropriate • Includes appropriate date,
• Does not include date, salutation, and closing. date, salutation, and closing. salutation, and closing.
salutation, and closing.

topics
fromfrom the online program.
The The packs include studenttochecklists to
• Writer’s position is weak or • Writer’s position is clear. • Writer’s position is clear and
• Writer’s position is missing, somewhat unclear. • Mostly relevant ideas with only precise.
Organization/
THINK carefully about the following statements. unclear, or illogical. • Some irrelevant information minor lapses in focus. • Relevant, focused ideas
Progression

the online program. pack includes checklists help students

• Extraneous information and • Progression of ideas is not • Progression of ideas is support coherence and unity.
Both the fable and the poem have the theme of perseverance.
shifting ideas. Having perseverance means being
always logical or controlled. generally logical and • Progression of ideas is logical
determined to keep doing something until a goal is [Link] ideas is weak.
• Progression • Some repetition, wordiness, or controlled. and well controlled.
• Repetition, wordiness, or lack lack of transitions cause minor • Most transitions are meaningful • Transitions are meaningful and
WRITE an essay explaining perseverance and how being determined and not giving up helps in
of transitions disrupts flow of disruptions in flow of essay. and support flow of essay. enhance flow of essay.

help understand and improve writing skills and a teacher-facing rubric to

achieving a goal. Use examples from the two texts.
essay.
• Ideas are undeveloped or • Ideas are minimally developed. • Ideas are sufficiently • Ideas are effectively
Lexia® Writing Prompts

understand and improve their writing, and teacher-facing rubrics for

unrelated. • Reasons and evidence are not developed. developed.
Be sure to — • Reasons and evidence are always appropriate or are only • Reasons and evidence are • Reasons and evidence are
inappropriate, vague or partially presented. specific and appropriate. specific and well-chosen.
q clearly state your controllingDevelopment
idea q use correct spelling, capitalization,
insufficient. • Essay reflects little • Essay reflects some • Essay is thoughtful and
of Ideas
q organize and develop your explanation • Essaypunctuation, grammar,
is insubstantial and and complete
thoughtfulness and is thoughtfulness and originality. engaging.

evaluate fluent reading.

weaklysentences
linked to prompt. formulaic.
effectively • Demonstrates good • Demonstrates thorough
• Demonstrates lack of • Demonstrates limited understanding of expository understanding of expository
q choose your words carefully
understanding of expository understanding of expository writing. writing.

evaluating student writing performance.

writing. writing.
• Word choice is vague or • Word choice is general or • Word choice is clear and • Word choice is purposeful
limited. imprecise. specific. and precise.
Language • Sentences are simplistic, • Sentences are awkward or • Sentences are varied and • Sentences are purposeful,
(spelling, awkward, or uncontrolled. somewhat uncontrolled. adequately controlled. varied, and well controlled.
capitalization, •® Limited use of spelling, • Partial use of spelling, • Adequate use of spelling, • Consistent use of spelling,
Lexia Writing Prompts
punctuation, capitalization, punctuation, capitalization, punctuation,1 capitalization, punctuation, capitalization, punctuation,
grammar, and grammar conventions. and grammar conventions. and grammar conventions. and grammar conventions.
usage) • Numerous errors that disrupt • Some errors that create minor • Some errors that do not • Minor errors that do not
fluency or interfere with disruptions in fluency or disrupt fluency or affect clarity. detract from fluency or clarity.
meaning. meaning.

This material is a component of Lexia® PowerUp Literacy®. ©2022 Lexia Learning, a Cambium Learning® Group company. Reprinted for classroom use only.
29

All other rights reserved. Not for resale.

Comprehension Passages
Level 16 | Activity 4
Comprehension Passages

[He and CHARLIE exchange a look, then they start to walk away from the group.

We see TOMMY, a serious-faced fourteen-year-old in spectacles who stands a few feet away from the
group. He is halfway between them and the two men, who start to walk down the sidewalk.]

TOMMY. Mr. Brand . . . you better not!

Comprehension Passages
This set of of
printable PDFs includes copies of texts thatthat
students are are
Level 16 | Activity 4
Comprehension Passages

This set printable PDFs includes copies of texts students

STEVE. Why not?

TOMMY. They don’t want you to.

[STEVE and CHARLIE exchange a grin, and STEVE looks back toward the boy.] THE MONSTERS ARE DUE ON MAPLE STREET
BY ROD STERLING
DRAMA

exposed to in the student program. Comprehension Passages support

STEVE. Who doesn’t want us to?

exposed to in the student program. It supports teachers in further

TOMMY. [Jerks his head in the general direction of the distant horizon] Them! Prologue

STEVE. Them? A peaceful late-summer evening on Maple Street, U.S.A., is interrupted

CHARLIE. Who are them? by the sound of a roar and the flash of a light. It is precisely 6:43 P.M.

teachers in further scaffolding comprehension instruction and activities

At first, some of the neighbors think a meteor caused the roar and the
TOMMY. [Very intently] Whoever was in that thing that came by overhead.

scaffolding comprehension instruction and activities and enables

flash of light. There’s a power failure. Phones and portable radios stop
[STEVE knits his brows for a moment, cocking his head questioningly. His voice is intense.] working. Cars won’t start. Neighbors gather to try to understand what has

STEVE. What? happened. Pete Van Horn volunteers to walk over to Floral Street to see if
the power is still on there.
TOMMY. Whoever was in that thing that came over. I don’t think they want us to leave here.

and enable students to interact with and annotate the text.

[STEVE leaves CHARLIE and walks over to the boy. He kneels down in front of him. He forces his voice

students to interact with and annotate the text.

Residents of Maple Street
to remain gentle. He reaches out and holds the boy.]
STEVE BRAND SALLY, TOMMY’S
STEVE. What do you mean? What are you talking about? DON MARTIN MOTHER
WOMAN LES GOODMAN
TOMMY. They don’t want us to leave. That’s why they shut everything off.
CHARLIE FARNSWORTH MAN ONE
STEVE. What makes you say that? Whatever gave you that idea? TOMMY PETE VAN HORN

WOMAN. [From the crowd] Now isn’t that the craziest thing you ever heard?

TOMMY. [Persistently but a little intimidated by the crowd] It’s always that way, inAn excerpt
every storyfrom Act I
I ever
read about a ship landing from outer space.
STEVE. I don’t understand it. It was working fine before . . .
WOMAN. [To the boy’s mother, SALLY, who stands on the fringe of the crowd] From outer space,
DON. Out of gas?

STEVE. [Shakes his head] I just had it filled.

© 2022 Lexia Learning LLC, a Cambium Learning® Group company. Lexia®, PowerUp Literacy®, and other trademarks, names, and logos used herein are the property of Lexia
Learning and/or its subsidiaries, and are registered and/or used in the United States and other countries. WOMAN. What’s it mean?

CHARLIE. It’s just as if . . . as if everything had stopped. [Then he turns toward STEVE.] We’d better
walk downtown. [Another murmur of assent at this.]

STEVE. The two of us can go, Charlie. [He turns to look back at the car.] It couldn’t be the meteor. A
meteor couldn’t do this.

© 2022 Lexia Learning LLC, a Cambium Learning® Group company. Lexia®, PowerUp Literacy®, and other trademarks, names, and logos used herein are the property of Lexia

LexiaLink SCAN CODE OR CLICK

Learning and/or its subsidiaries, and are registered and/or used in the United States and other countries.

mobile-screen Passage Reference Guide

[Link]

22
Implementation Best
Implementation Best Practices
Practices &
& Tips
Tips
1. Include all three elements of PowerUp’s instruction every week:
1. Include all three elements of instruction every week:
• Independent work in the student program
• Independent work in the online student program
•• Lexia
Lexia Lessons
Lessons(asas recommended
recommended)
•• Lexia
Lexia Skill
SkillBuilders
Builders
2. Ensure
2. Ensure that
thatstudents
studentsmeet
meetall
allusage
usagerequirements
requirements
forfor each
each component
component
every week.
every week.

Implementation
Implementation
Implementation
ImplementationTips
Tips
Best Practices
Best Practices
Students understand why • Develop a schedule using all available
Students understand • Develop a schedule using all available
they are using PowerUp. technology in the school (classroom
why they are technology resources in your school
computers, computer lab, laptop carts).
Student Name ________________________________________________ Student Progress Tracking Sheet

using PowerUp.
Your Progress
Access the PowerUp evaluate your progress. If applicable, revisit

(classroom computers, computer lab, laptop

your

Review Sample Models on pg. 12. Date

Levels Streaks Units Time Check the emoji that best
Completed Last Week CurrentW eek AllT ime Completed on Task represents y ourP rogress this week

Wk 1

carts). Review Sample Models on pg. 11. Wk 2

Wk 3

• Teach students how to monitor their

Wk 4

Wk 5

• Teach students how to monitor

Student their progress
Wk 6

progress using their Dashboard

Wk 7

Wk 8

using thethe
Student Dashboard and the Chart
Wk 9

and Student Progress Tracking

Key: I am proud of my progress. I had troublew ith some of the units I worked on this week.

I thought I was doing well. I really had troublew ith most of the units I worked on this week.

Students meet their Student Progress Tracking Chart found on the

Parent Reviewed

Students meet their document.

personalized usage goals Resources Hub.
personalized usage • Consider alternate times for students
in the program each week.
goals in the program • Consider alternate
who need timesminutes
additional for students
(e.g., who
each week. needbefore/after
additional school
minutes programs, homeschool
(before/after use, 1

intervention
programs, homeblock).
use, intervention block).
Educators
Educatorsvisit
visitmyLexia • aSet
• Set a regular
regular timetime to check
to check reports
reports at least
at least
weekly
myLexia toweekly
review to
class onceonce a week.
a week.
and
review class and and
student data • Schedule
• Schedule datadata conversations
conversations with and
students Resources
utilize
student thedata
dataand
to make students and stakeholders (teachers,
instructional decisions. stakeholders (teachers, parents/guardians,
utilize the data to parents/guardians, etc.).
and etc.)
make instructional
• Consider printing some reports for data DIGITAL
decisions. • Consider printing some reports for data
conversations.
conversations. tablet-screen-button
DIGITAL print
Educators reinforce online • Identify which Lexia resource is needed & PRINT
Educators reinforce
learning and provide
• Identify which Lexia resource is needed (Lexia
(Lexia Lesson, Lexia Skill Builder, etc.). 
online learning and Lesson, Lexia Skill Builder, etc.). & PRINT
targeted instruction • Set aside time to explore, prepare, and
provide targeted
using Lexia’s instructional • Set aside time
organize to explore, prepare,
paper-based and
and digital
instruction using
resources. organize paper-based and digital materials.
materials.
Lexia’s instructional
resources. • Designate
• Designate specific times
specific during
times thethe
during dayday
for
instruction and practice (center rotations,
for instruction and practice (rotations,
intervention block,
intervention homework).
block, homework).
Educatorscelebrate
Educators celebrate • Print andand
• Print display PowerUp
display Achievement
PowerUp Achievement
and communicate
and communicate Certificates
certificates thatby
earned students have earned.
students.
student progress.
student progress. • Send certificates
• Send certificates andand Parent/Guardian
Parent/Guardian Report
Reports
home home regularly.
regularly.

22
23
 Implementation Best Practices & Tips

Use PowerUp for Whole-Class Instruction

• Teach or reinforce key skills and concepts.
• Use Lexia Lessons to enrich whole-class instruction.
• Use PowerUp Content Area Connections to support and personalize learning in Science and Social Studies.
• Use instructional videos with Lexia Lessons, Lexia Skill Builders, Anchor Charts, and other offline materials to
reinforce instruction in whole-class and small-group settings.

LexiaLink SCAN CODE OR CLICK

mobile-screen Locating PowerUp Videos

[Link]

24
 Implementation Best Practices & Tips

PowerUp Classroom Implementation Plan

PowerUp is designed for use alongside the core curriculum to further differentiate instruction and target skill
gaps for readers who are at risk of being not College- and Career-Ready. The goal is for students to work in the
student program for 75-135 minutes each week in addition to using the instructional resources. Planning for the
implementation of each component is crucial for student success.

Utilize the PowerUp Classroom Implementation

Plan linked here to set PowerUp goals, explore
and select implementation options, create an
implementation schedule, and continuously
monitor the implementation to ensure it
meets the evolving needs of the classroom
and students.

1 Set Implementation Goals

2 Explore & Select Implementation Options 3 Create an Implementation Schedule

25
 Implementation Best Practices & Tips
PowerUp Scope and Sequence
Refer to this chart to review the skills and strategies taught in PowerUp. Remember that each strand is
PowerUp Scope and Sequence
connected to the Simple View of Reading model.

Word Study
Zone Syllables, Letter Fluency & Syllables, Letter Fluency &
Spelling 1 Spelling 2
& Level Patterns & Sounds 1 Comprehension 1 Patterns & Sounds 2 Comprehension 2
Syllable Word Chains (CVC) Listening Consonants (m/n, Two Letter Blends Listening
Segmentation Spelling Syllables Comprehension l/r, y/w, k/g, h/w) Word Chains Comprehension
Blending Syllables Blending Sounds Short Vowels (e, u) (CVC, CCVC) Phrase
Beginning & Ending Sounds Short Vowel Spelling Syllables Comprehension
Phrase
Consonants Comprehension Automaticity Sentence Division
1 (p/b, f/v, t/d, k/g, s/z) Sentence Division Consonant
Short Vowels (a, i, o) Digraphs

Word Completion (a, i, o) Word Completion

(all vowels)
Sound Segmentation

Closed Syllables Word Chains Listening Short Vowel Word Chains Listening
Blending Syllables (CCVC, CVCC) Comprehension Automaticity (CCVC, CVCC, Comprehension
& Schwa Ordering Phrase Three Letter Blends CCVCC) Phrase
Short Vowel Automaticity (Three Syllables) Comprehension Nasals Ordering Comprehension
(Three Syllables)
2 Consonants (j, qu, x) Spelling Syllables Prosody & Ordering Prosody &
Punctuation (Three Syllables) Spelling Syllables Punctuation
Sound Segmentation
Two Letter Blends

Letter Patterns, Fluency Fluency Sentence Fluency

Spelling Patterns
Sounds & Meaning Challenge 1 Challenge 2 Completion Challenge 3

Closed Syllable Words (a, i) Sight Words (Set 1) Consonant Blends Sight Words (Set 2) Two Syllable Words Sight Words (Set 3)
FOUNDATIONAL (K-2)

Short Vowel Automaticity Sentence FLSZ Rule Sentence (a, i) Passage

(a, i) Comprehension Short Vowel Words Comprehension Closed Syllables Comprehension

3 Syllable Division (VCCV) Sight Word Spelling (a, i) Sight Word Spelling Sight Word Spelling
Counting Syllables (1, 2, 3) Phrase
Word Meaning Identification

Closed Syllable Words Sight Words (Set 4) Consonant Sight Words (Set 5) Two Syllable Words Sight Words
(o, u) Passage Digraphs Passage (a, i, o, u) (Set 6)
Short Vowel Automaticity Comprehension FLSZ Rule Comprehension Closed Syllables Phrase
(o, u) Reading Fluency Final tch, ck, dge Reading Fluency Identification
Consonant Digraphs Sight Word Spelling Short Vowel Words Sight Word Spelling Passage
Suffixes (-s, -es, -ing, -ed) (o, u) Comprehension
4
Syllable Division (VCCV) Reading Fluency

Word Meaning Sight Word Spelling

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

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

26
 Implementation Best Practices & Tips

Zone Letter Patterns, Fluency Fluency Sentence Fluency

Spelling Patterns
& Level Sounds & Meaning Challenge 1 Challenge 2 Completion Challenge 3
Consonant-le Sight Words (Set 13) Consonant-le Sight Words (Set 14) Two Syllable Words Sight Words (Set 15)
Vowel Teams (ai, ay, Passage Spelling Rule Review Passage (Consonant-le) Passage
oa, ee) Comprehension Comprehension Comprehension
7 Accented Syllables Reading Fluency Reading Fluency Reading Fluency
Syllable Division (VCCIe) 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 Sight Words (Set 18)
Syllable Division Passage Spelling Rule Review Passage (-y, -ly) Passage
(Three Syllables) Comprehension ck & dge Rule Comprehension Comprehension
8 Hard & Soft C or G Reading Fluency Reading Fluency Reading Fluency
Suffixes (-y, -ly) Sight Word Spelling Sight Word Spelling Sight Word Spelling
Word Meaning Phrase Identification

Consonant Suffixes Sight Words (Set 19) Change Y to I Rule Sight Words (Set 20) Multi-Syllable Words Sight Words (Set 21)
(Prefixes & Suffixes)
INTERMEDIATE (3-5)

Vowel Suffixes Passage Three sounds of -ed Passage Passage

Syllable Division Comprehension (/t/, /d/, /ed/) Comprehension Comprehension
(Three Syllables) Reading Fluency Reading Fluency Reading Fluency
9 Sight Word Spelling
Three Sounds of -ed Sight Word Spelling Sight Word Spelling
Short & Long e (e, ee) Phrase Identification
Word Meaning

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

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

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

Word Construction
Word Completion
Latin Roots 1 Latin Roots 2 Prefixes Suffixes & Sentence
& Spelling Patterns
Completion
ADVANCED (6-8+)

Root Identification Root Identification Prefix Meaning & Suffix Meaning Chameleon Prefixes Latin Roots
Word Meaning Word Meaning Categorization Identification & Latin Roots, Prefixes Prefixes & Suffixes
13 Passage Passage Passage Categorization & Suffixes Passage
Comprehension Comprehension Comprehension Comprehension

Word Construction
Greek Combining Greek Combining Greek Combining Greek Combining Greek Spelling
& Sentence
Forms 1 Forms 2 Forms 3 Forms 4 Patterns
Completion

14 Root Identification Root Identification Root Identification Root Identification Spelling Patterns Greek Combining
Word Meaning Word Meaning Word Meaning Word Meaning Passage Forms
Passage Passage Passage Comprehension Passage
Comprehension Comprehension Comprehension Comprehension

27
 Implementation Best Practices & Tips
PowerUp Scope and Sequence

Grammar
Zone Capitalization
Parts of Speech Parts of Sentences Text Structure
& Level & Punctuation

Nouns Simple & Complete Capitalization Reading & Mapping

(Informational Text)
Simple Sentences

Verbs Subjects Ordering Sentences

Articles Subject & Predicate Punctuation Reading & Mapping
(Narrative Text)
FOUNDATIONAL (K-2)

Adjectives Direct Objects (exclamation point, period,

1 question mark, comma)
Direct Objects Predicate Adjectives
Plural Nouns Simple Sentences
Subject & Predicate

Common & Proper Nouns Subject & Predicate Capitalization Reading & Mapping
Possessive Nouns Simple Sentences & Phrases Ordering Sentences (Informational Text)
Expanding Simple

Subject Nouns & Pronouns Prepositional Phrases Combining Simple Reading & Mapping
(Opinion Text)
Sentences

Subject & Object Pronouns Predicate Nominative Sentences

2 Antecedents Interrogative Questions Punctuation (exclamation
point, period, question mark,
Plural Nouns comma)
Comma Series
Possessive Noun

Prepositional Phrases Compound Subjects Use of Commas Reading & Mapping

Irregular Plural Nouns Compound Predicates Ordering Simple Sentences (Informational Text)

Subject-Verb Agreement Phrases, Clauses & Sentence Building Reading & Mapping
Compound
Sentences

Sentences (Opinion Text)

Present, Past & Future
3 Verb Tense Ordering Sentences
Adverbs Combining Sentences
Coordinating Conjunctions Compound Sentences
Coordinating Conjunctions
INTERMEDIATE (3-5)

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

Ordering Simple Sentences

Complex

Demonstrative Pronouns Subordinating Conjunctions (Narrative Text)

4 Combining Sentences
Interrogative Pronouns Sentence Building Capitalization
Subordinating Conjunctions

Subordinating Conjunctions Identifying Sentences: Colons Reading & Mapping

Clauses: Cause & Effect Simple, Compound & Combining Sentences (Informational Text)
Clauses: Event & Condition Complex
Word Functions
Collective Nouns Object of the Preposition
Clauses

Collective Noun & Verb Sentence Building

5
Agreement
Relative Pronouns & Clauses
Dependent & Independent
Clauses

28
 Implementation Best Practices & Tips

Zone Capitalization
Parts of Speech Parts of Sentences Text Structure
& Level & Punctuation

Indefinite Pronouns Subordinating Conjunctions Commas in Compound Reading & Mapping

Verb Agreement Run-on Sentences Sentences & Dependent (Opinion Text)
Clauses
Antecedents Compound-Complex
Compound-Complex

Sentences Commas in a Series

Coordinating &
Subordinating Conjunctions: Independent & Dependent Colons
Sentences

Cause & Effect Clauses Sentence Building

6
Present Perfect, Past Perfect Sentence Building Word Functions
ADVANCED (6-8+)

& Future Perfect Verb Tense

Conjunctive Adjectives
& Adverbs
Adjectival & Adverbial
Phrases

Interjections Adjectival & Adverbial Commas Reading & Mapping

Participles Clauses Colons (Informational Text)
Expanding Compound-
Complex Sentences

Gerunds Declarative, Interrogative & Exclamation Points Reading & Mapping

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

29
 Implementation Best Practices & Tips
PowerUp Scope and Sequence

Comprehension
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 Exploring Beyond the Sea (I) Ancient Sports (I) A Forest Adventure (I) Glaciers in Greenland (I)
FOUNDATIONAL (K-2)

Bicycles in Bogota (I) A Path Through the Clouds (I)

Building Knowledge Building Knowledge Building Knowledge Building Knowledge

Change Champions (I) A Smart Sprinkler (I) Disappearing Birds (I) A Human-Powered Phone
3
Reed High Eco Warriors (I) Clean Rivers, Clean Oceans (I) Bring the Plants Back (I) Charger (I)
Many People, One Goal (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
5
A Common Food (I) Babysitting (I) Building with Plastic Bottles (I) The Statue (I)

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

30
 Implementation Best Practices & Tips

Zone
& Level Activity 1 Activity 2 Activity 3 Activity 4

Informational Text & Summary Narrative Text Drama Narrative Text

7 Eight-Eyed Hunter (I) Back in Time (N) Pandora’s Box (D) Althea Gibson (I)
They’re Alive (I) Nobody’s Fool (N) The SIBS Robots (D) Dolores Huerta (I)

Compare & Contrast Cause & Effect Making Inferences Characterization

8 Mastodons & Mammoths (I) The Titanic Tragedy (I) Take a Hint, Please! (D) The Legend of William Tell (N)
Two Little Mermaids (I) Disease at Sea (I) Thirty Seconds (D) The Choice (N)

Theme Sensory Language Figurative Language Tone & Mood

INTERMEDIATE (3-5)

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 From
Concrete (P)

Conflict Irony & Narrative Structure Persuasive Techniques Argument

10 Decision (N) The Shepherd and the Ogre (N) The Way Ahead (I) Lights Out! (I)
Avalanche (N) A Man, a Boy, and a Donkey (N) Support Peasley Animal Shelter (I) A Carless City Center (I)

Informational Text & Summary Making Inferences Sensory Language Biography

11 What Was the Space Shuttle? (I) Eleven 1 (N) Hatchet 1 (N) Beyond Baseball (I)
Biologists Discover Skydiving Eleven 2 (N) Hatchet 2 (N) Octavia Butler (I)
Spiders (I)

Figurative Language Theme Cause & Effect Drama

12 Basketball Forecast (P) Wonder 1 (N) The Man Who Couldn’t The Diary of Anne Frank 1 (D)
Percussion Blues (P) Wonder 2 (N) Remember (I) The Diary of Anne Frank 2 (D)
Day of Terror (I)

Persuasive Techniques Characterization Irony & Narrative Structure Compare & Contrast

Malala Yousafzai’s Speech After Twenty Years 1 (N) The Dinner Party (N) From Feet to Wheels to the
13 to the UN 1 (I) Future (I)
After Twenty Years 2 (N) The Last Leaf (N)
Malala Yousafzai’s Speech What is the Cost of Freedom? (I)
to the UN 2 (I)
ADVANCED (6-8+)

Argument Tone & Mood Conflict Theme

14 No Limits to Screen Time (I) Oranges (P) Key of Nira Ghani 1 (N) The Outsiders 3 (N)
Yes to a Later Start Time (I) “Hope” is the thing with Key of Nira Ghani 2 (N) Weird Rules to Follow (N)
feathers (P)

Compare & Contrast Argument Tone & Mood Informational Text & Summary

Making Games More Losing Is Good for You (I) Harlem (P) Civic Responsibility (I)
15 Accessible (I) Make the School Day Longer (I) Dreams (P) Marvels of Construction (I)
Good Gaming (I)

Analysis & Evaluation Analysis & Evaluation Analysis & Evaluation Analysis & Evaluation

16 A Dog’s Purpose (N) John F. Kennedy’s Moon All Summer in a Day 1 (N) All Summer in a Day 2 (N)
Hatchet 3 (N) Speech (M) Fine Art (M) The Monsters Are Due on
Apollo Anniversary (I) Maple Street (D)

Genre Legend
I Information Text N Narrative Text D Drama P Poetry M Media

31
 PowerUp
Professional Learning
Guide
Activity Notebook

Activity Notebook

32
Activity A: Student Reading Profiles
Unparalleled Personalization Accelerates Learning
With 180 unique placement combinations, each student begins their journey in PowerUp based on their
individual strengths and needs. Adaptive instruction differentiates learning as students progress through the
three strands of PowerUp at their own pace.

Word Study Grammar Comprehension

ADVANCED 6-8+
INTERMEDIATE 3-5
FOUNDATIONAL K-2

Activity
1. Think about a past or present student. Imagine where the student would place in the following three
strands: Word Study • Grammar • Comprehension
2. Draw a circle on each strand chart in the zone where you think they would place.
3. Review the Scope and Sequence section of this guide to identify the skills the student would
encounter in their assigned zone. List the skills in the boxes below:

Word Study Grammar Comprehension

33
Activity B: Reflections on Student Reading Profiles

Name a concept that’s new to you. Did you recognize any of your students in
the profiles reviewed? Name 1-2 students
and identify how you would provide
instructional support.

What challenges and successes have you How do you think PowerUp might help you
experienced in providing instructional better support the student(s) you identified
support to these students? and students like them?

34
Activity C: Explore the Student Program

Explore on your own or choose these units to preview:

35
Activity D: Creating Groups for Instruction
Class Action Plan
LexiaLink SCAN CODE OR CLICK

mobile-screen PowerUp Class Overview Guide

[Link]
LexiaLink SCAN CODE OR CLICK

Activity
Click on the Need Instruction tab and sort by Strand, Level, and Lesson.

What patterns do you see?

Which strand contains the most

students who would benefit from
a teacher-led Lexia Lesson?

Which students are a priority?

Which students need the

same lessons?

What groups can you form to

conduct face-to-face instruction
based on this data?

Now, find the lesson.

What preparation is needed to

deliver this lesson to students?

36
Activity E: Skills Report
Class Skill Status Report
LexiaLink SCAN CODE OR CLICK

mobile-screen Class Skill Status Guide

[Link]

Activity
Click on the Units to Target column.

What patterns do you see?

Which students are a priority?

What can you do to support

students individually or
collectively?

How might you change your

classroom instruction?

37
Activity F: Usage Report
Usage Report

Activity
Click on the Last Week, Last Four Weeks, or This Year tabs, or select a custom date range in the Custom tab.

What patterns do you see?

Which students are a priority?

Do you need to adjust the

schedule to offer students more
time online? For which students?

Where else or when could

students use the online
component: at home, before/after
school, during an elective or pull-
out period?

38
Activity G: The 5-Minute Check-In
The 5-Minute Check-In is a brief routine for reviewing the information
and next steps in the Class Action Plan in myLexia. This check-in helps
you utilize your Action Plan to identify students in need of additional
support and prioritize small group instruction.
Open the 5-Minute Check-In. You may want to bookmark, download,
or print this resource for future reference.
Go to [Link] and enter your myLexia login credentials. Your
default view should be the Reading tab, which is where you can find
your Class Action Plan.

Visit each tab of the Class Action Plan and consider the essential
questions provided in the 5-Minute Check-In as you complete your
review. Answer the questions below to consider your 5-Minute Check-
In routines.

If multiple students are flagged in the Need Usage or Need Instruction tabs, how will you prioritize students or
groups to provide additional time in the student program and/or teacher-led instruction?

What routine(s) will you establish to consistently provide small group instruction or 1:1 instruction using
Lexia Lessons?

What routine(s) will you establish to consistently engage students with Skill Builders?

How often will you complete the 5-Minute Check-In to review class and student data to inform instructional
decisions?

39
Activity H: Student Overview Scavenger Hunt
Pick a student and go to their Student Overview Page.

Questions Answers

In which strand is the student making the least

amount of progress?

Look at the accuracy and rate for activities in each

strand. In which activities has the student been
flagged the most in Word Study and Grammar?

Did this student use the Listen Mode or hints? If

yes, for which skills?

Which set of activities is the strongest/weakest for

this student?

Which skill/activity is the student currently working

on in each strand?

Which Lexia resources can you use to help

support their learning?

How much time has passed between the

student’s start time and last use within their
current level in each strand?

How does this data inform your instruction?

What goals might you set with this student?

40
Get the myLexia App myLexia App for iOS

Access student data on-the-go with the free myLexia app

for iPhone®, iPad®, or iPod Touch®. Download the myLexia
app from the App Store for secure, instant access to your
students’ PowerUp performance and usage.

Lexia Help Center Go to Help Center YOUR SIGN-IN INFORMATION

My Site ID

     -     -     -    

myLexia: [Link]

My username: Your [Link]

username is your school email
address.

My password:             

The Lexia Help Center offers searchable, self-serve resources

with information regarding our products, technical setup,
rostering, and family support.

Lexia Academy® is an eLearning platform that supports educators’

professional growth with meaningful and relevant learning opportunities—
anytime, anywhere. Courses in Lexia Academy integrate Lexia resources
and strategies to support blended learning and product implementation.
Access Lexia Academy via myLexia.

ABOUT LEXIA
Lexia®, a Cambium Learning Group brand, is a leader in science of reading-based solutions. For 40 years, the company has
focused on pre-K–12 literacy and today provides solutions for every student and educator. With a complete offering of professional
learning, curriculum, and embedded assessment, Lexia helps more learners read, write, and speak with confidence. For more
information, visit [Link].

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