Archive for 'Lesson Plans'

MAKING ‘MY PROMPTS’ WORK for YOU”

By Lorna
Posted in Because Writing Matters, MY Access! eNews, Lesson Plans Comments Off
This monthly tip is shared by Renae B. Salisbury, Secondary Literacy AND Dual Immersion Specialist for Jordan School District, Utah.
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Many teachers like to create their own prompts in order to closely align a writing assignment with a unit being taught, but they have run into a few problems. Here is a check list to help alleviate possible problems.
  • Before creating a prompt, search for an Intellimetric prompt that might work because students can receive feedback for all writing domains rather than a holistic score created by the “Approximator.”
    1. Don’t make your search too narrow by selecting too many options as you might find a great choice in grades higher or lower than your own.
    2. Remember to use the “Key Word” option to help you find a workable prompt.
  • If you can find one that “almost works,” think of ways you might make adaptions.
    1. Ex. A new Middle School Intellimetric Narrative prompt is entitled “A Day When Everything Goes Wrong.”
      1. This prompt could be used with HUNGER GAMES where Katniss or another character writes about one of many possible days when everything goes wrong.
      2. OR the prompt could be used with PRIDE AND PREJUDICE, and Elizabeth Bennet shares her thoughts about a day when everything goes wrong with Mr. Darcy, her mother, Mr. Wickham, Mr. Collins - well, the list goes on.
  • If you find a prompt that is “close but no cigar,” use that prompt as a template to create your own prompt because the better written the prompt is, the better the chances are of receiving well-written student essays.
    1. Ex. Using the persuasive/argument prompt ”Truth and Lies” as a template, you might want to create one that is similar by …
      1. Finding a quotation about a value similar to truth - say Perfectionism:”They say that ‘nobody is perfect.’ Then they tell you ‘practice makes perfect.’ I wish they’d make up their minds.” ~ Wilt Chamberlin. 
      2. Add writing instructions similar to those found in the “truth and lies template.”
        1. The template:  Is it always necessary to tell the truth, regardless of the consequences, or are there times when it is permissible to tell a lie?  What “rule” should guide a person in determining when to tell the truth or to tell a lie?
        2. MY Prompt: Is it really possible to achieve perfection through practice, and if so, is it advantageous or detrimental to do so? Are there times when “good enough” is better that being perfect at something? What “rule” should guide a person in using perfectionism to achieve goals.
        3. Writing instructions included in the template can also be used in teacher-created prompts. 
          1. “Write a multi-paragraph essay in which you articulate your position on this issue.  Be sure to support your position with relevant examples and arguments from your readings or personal experience” (MY Access Prompts).
          2. “As you write, remember your essay will be scored on how well you …
            1. develop a multi-paragraph response to the assigned topic that clearly communicates your thesis to the audience.
            2. support your thesis with meaningful reasons and sufficient details.
            3. address the readers’ concerns, opposing viewpoints, or counterarguments.
            4. organize your essay in a clear and logical manner, including an introduction, body, and conclusion.
            5. use well-structured sentences and language that are appropriate for your audience.
            6. edit your work to conform to the conventions of standard American English.
          3. Use any of the tools available to you, such as the Checklist,Spellchecker, or Graphic Organizer.
      3. Remember you may also include more specific instructions, links, and even outside texts (ie. novel, short story, and or non-fiction excerpts or poems) by writing or copying and pasting them in the designated space on Step 6 of setting up prompts.
    • Last of all, if you are going to all this trouble, why not submit your creation as a Pilot Prompt? Click HERE for the instructions. AND send a copy to me and we’ll share with other teachers to lighten the loads for one another.
    Hope this has been helpful. Till next month, take care, R.


Renae B. Salisbury, Secondary Literacy AND Dual Immersion Specialist for Jordan School District.
Jordan School District

Writing on Demand: Preparing for SAT, AP and State Writing Assessments

By qualtic
Posted in Because Writing Matters, Lesson Plan: Writing on Demand 1 Comment

Grade levels: Middle-High School
Key Concepts: Writing on Demand, SAT®, AP®, state assessments, academic writing, college readiness
Submitted by: Kathryn S. Pabst, Lovejoy High School, Lucas,Texas Kathryn_Pabst@lovejoyisd.net
“Research and experience show that writers need three things: ownership of the form and subject of their writing, feedback from other writers, and time to draft and revise. Yet the harsh and confusing reality of today’s college-entrance and state-mandated examinations—or any test with an essay component—is that students, trained in writing workshops, go on the clock to compose a paper on an assigned topic, in a prescribed form, for which they will receive no feedback. …And their future depends on it.”
Anne Ruggles Gere, University of Michigan
(more…)

How MY Access! Supports Step Up to Writing Strategies

By qualtic
Posted in Because Writing Matters, Because Writing Matters... At Home, Lesson Plan: Prewriting, Lesson Plan: Revising Comments Off

Instructors who use Step Up to Writing (SUTW) strategies have an ally in Vantage Learning programs. Instructional tools such as color coding, word lists, outlines, and examples are embedded in both MY Access! and Step up to Writing. Overall, the Vantage Learning Literacy Solution contains many features and tools for process writing that can be used in conjunction with SUTW elements such as:

Pre-Writing Outlines. MY Access! interactive and printable graphic organizers help students develop and plan their ideas. Vantage Learning outlines let students work step-by-step to create interesting and organized essays, but they also are easily adapted to the color-coding or framing strategies that SUTW supports. These critical thinking tools can be saved or printed through MY Access! so teachers can evaluate not only the final draft, but all parts of the writing process. For an example of a useful Vantage Learning graphic organizer, see the Organizing Your Essay outline.

Color-coding: Both Step Up to Writing and MY Access! help students plan, organize and revise through the use of color-coding. This strategy, an essential component of MY Tutor feedback for each trait guides students to color-code words, sentences or whole paragraphs to make sense of their writing. Either MY Access! or SUTW color coding standards can be used in revision plans where students think about goals and strategies for revision.

Sentence and Paragraph Building: Exercises and feedback in MY Access! help students plan and clarify their ideas just as with Step Up To Writing. These tools highlight the importance of preparation as a way for students to become more confident, proficient writers. For example, the “Thesis Builder” Handout assists writers who are creating main ideas or thesis statements.

Consider how this MY Tutor feedback guides students to build more effective

paragraphs:
• Highlight, in green, the details in your essay. Details are those words that answer the questions who, what, when, where, why, and how.
and sentences:
• Underline the words or phrases you used too many times and replace them with synonyms (words that mean the same) or more precise words. Use the Word Bank or thesaurus to help you!

Word Lists - MY Access! provides multiple types of word lists, including options for vivid verbs, awesome adjectives and transient transitional devices as a way for writers to improve their sentence structure and overall clarity. These word banks apply to different patterns of development and pinpoint different sections of the essay. For example, transitional phrases for conclusion paragraphs are available in “Transient Transitions.” Furthermore, Vantage Learning’s multilingual visual thesaurus, Lexipedia presents words with their semantic relationships displayed in an animated visual word web to support all types of learners.

And with student models available for all Intellimetric prompts in all genres, students and teachers have access to a large variety of student writing that can be used for any writing lesson. For those using the Step up to Writing with MY Access!, we would love to hear your comments about how you have used Vantage Learning Literacy Solutions to support Step Up to Writing.

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5 Fun Ways to Incorporate MY Tutor into your Classroom!

By Lorna
Posted in Uncategorized, Because Writing Matters, Lesson Plan: Revising No Comments

MY Tutor is organized by trait and score point to help students learn the characteristics of effective writing and focus their revisions on areas targeted in the feedback.

How can teachers help students apply MY Tutor feedback proficiently?
Teachers should provide students with a hard copy of MY Tutor feedback, showing them that the feedback is presented in a 3-part format: (1) Revision Goal, (2) Steps, and an (3) Example. Knowing the different components of MY Tutor will help students navigate and apply the advice effectively.

The following example illustrates how MY Tutor patterns out:

Revision Goal: MY Tutor is organized into a series of revision goals (each trait has 2-3 goals). Students can use these goals as a checklist to improve their writing.

Steps: Revision goal statements are followed by a series of detailed steps that guide students to achieve the revision goal.

Example: Finally, students are given a detailed example of how a fictitious applied the strategy and reflected on his/her success.

Revision Goal 1: Create a detailed setting.

1. Highlight, in green, the words that tell when and where your story took place. Add more specific details about where your story took place and when it happened. For example, you can use your five senses to describe the place, the weather, the time of day or year, or the season. You can also describe how the setting looks, feels, smells, or sounds.

Example:

Before Revision: I was not happy the day we arrived at our new home.

Annie’s Strategy: I need to be more specific: Which day did the character arrive at the house? Where is the new house? I also need to describe the sights, sounds, feelings and smells my character experiences on the first day.

After Revision: I was not happy, on that steamy Saturday in August, when we arrived at our new Victorian home in Paradise.

Annie’s Reflection: I replaced “the day” with “that steamy Saturday in August, when…” and “our new home” with “…Victorian home in Paradise,” in order to add more specific and sensory details to the setting.

Depending on the teacher’s objective and direction, students can apply some or all of MY Tutor suggestions. Extensive field testing has shown that some students revise more effectively by studying student examples, while others prefer focusing on the goal statements. Students should be encouraged to experiment with each part of MY Tutor to determine the most helpful strategies for revision.

Here are some fun ways to incorporate the use of MY Tutor into your classroom. Have students select from the menu below. You can easily add more options or point values that may be more appropriate for your class (or have students suggest menu items and point values).

Revision Menu*

1. Express Revision: Review report and identify your weakest domain score. Choose one revision goal in this domain only and complete it.
Suggested Time: 15 minutes
Point Value: 5

2. One and Done Revision: Review report and identify your weakest domain score. Focus on revising your weakest domain only. Complete all revision goals in MY Tutor for that domain.
Suggested Time: 15-20 minutes
Point Value: 10

3. Challenging Twos Revision: Review report and identify your two weakest domain scores. Focus on revising these two domains first. Complete all revision goals in MY Tutor under these 2 domains. If time remains, choose one goal to complete under the remaining domains.
Suggested Time: 25-30 minutes
Point Value: 25

4. Smorgasbord Revision: Review report. Choose one revision goal in each of the domains to complete.
Suggested Time: 30-35 minutes
Point Value: 50

5. Full Revision: Review report. Complete all revision goals in each of the domains.
Suggested Time: 60-minutes
Point Value: 100

*Students should allot time to create revision plans prior to doing the actual revisions. They can do their reflections following their completing their revisions. The revision plan form can be accessed from the student workpage, the student portfolio, and the student score report.

Finally, if we want to target the zone of proximal development for students we need to get them at their independent level, while at the same time providing a reach for them that will help them grow. MY Tutor feedback does this. How? The way in which the feedback is set up provides bite size tasks that support writers (bite size chunks of information is a crucial component of literacy instruction for struggling writers) as well as specific writing models (models are another key component of literacy instruction for struggling writers).

Our examples model before/after writing. In addition our examples do what Gerald Duffy advocates our literacy teachers do: “demystify.” We do this by providing specific think-aloud models of writers which “demystify” the revision process. In addition, the feedback provides very specific, sequential steps that scaffold students to apply the revision to their own writing. Our instruction will guide students to become what Nancy Sommers calls “independent revisers” and it will also lead them to recognize good writing.

Happy writing!

How Vantage Learning Can Support ELL Instruction

By qualtic
Posted in Because Writing Matters, Lesson Plans Comments Off

According to Short and Echevarria, “Teachers can use the regular core curriculum and modify their teaching to make the content understandable for ELLs” (2004). And the NCTE (National Council of Teachers of English) has provided guidelines for teachers to help non native speakers develop their knowledge and use of English using specific strategies.

These can be supported by Vantage Learning solutions. Review these strategies and add your own suggestions in the comment section below:

Strategy for teaching ELL: Provide a nurturing environment for writing

 How Vantage Learning supports ELL instruction:

  • Revision goals and modeling help demystify what proficient writing is by explicitly stating advice with examples.
  • Instruction will include supplementary materials such as offline instructional tools such as The Writer’s Guide, and graphic organizers to help students develop ideas gradually.
  • Practice status is available for prompts so grades will not be recorded and students are free to practice writing.
  • Scores can be turned off for any prompt so students can practice writing.
  • Introduce cooperative, collaborative writing activities which promote discussion and promote peer interaction to support learning
  • Prepared peer review comments are available to guide students in focus, positive peer review.
  • Teacher comments are automated and can be general or embedded into a specific place in the essay.

Strategy for teaching ELL: Provide frequent meaningful opportunities for students to generate their own texts. Design writing assignments for a variety of audiences, purposes, and genres

How Vantage Learning supports ELL instruction:

  • Teachers have access to over 1100 prompts and can create their own prompts.
    There are five writing genres to choose from. Purposes include:  telling a story, summarizing or convincing. Audiences include: parents, principals and friends
  • MY Access! prompts are aligned to state and textbook standards.

Strategy for teaching ELL:  Scaffold the writing instruction

How Vantage Learning supports ELL instruction:

  • My Tutor’s immediate diagnostic feedback is scaffolded so students can review goals for revision that apply to their proficiency status for each submission.
  • My Editor identifies errors most commonly made and provides instructional feedback on Spelling and Grammar in their native language.
  • Spanish language My Tutor feedback is available so students can review feedback about their writing in their native language.
  • Data for ELL learners can be collected and “crunched” through extensive reporting features so teachers can target instruction.

Strategy for teaching ELL: Provide models of well-organized papers for the class.

How Vantage Learning supports ELL instruction:

  • For each Intellimetric prompt, writing models for each score point are available.  Each essay is accompanied by comprehensive commentary that addresses the five traits of writing.
  • Instructional Units and lesson plans provide step by step instructions to teach teachers show students how to evaluate writing.

Strategy for teaching ELL: Teachers should consider glossing sample papers with comments that point to the specific aspects of the paper that make it well written; Offer comments on the strength of the paper, in order to indicate areas where the student is meeting expectations; Give more than one suggestion for change — so that students still maintain control of their writing.\

How Vantage Learning supports ELL instruction:

  • Embedded comments and My Tutor feedback encourage students as they point to areas of improvement.
  • Teachers should consider beginning feedback with global comments (content and ideas, organization, thesis) and then move on to more local concerns (or mechanical errors) when student writers are more confident with the content of their draft;
  • Teachers can select the traits to “turn on” in the Assignment Wizard to focus instruction. For early drafts, turning off or hiding My Tutor feedback for Language Use and Mechanics is encouraged. Teachers may also turn off My Editor as needed.
  • My Tutor feedback at each score point contains at least two revision goals
    Students create revision strategies and reflect on their changes in the Revision Plan
  • A list of comprehensive prepared embedded comments about all traits of writing is available.

Strategy for teaching ELL:  Do not assume that every learner understands how to cite sources or what plagiarism is.  Students should be provided with strategies for avoiding plagiarism.

How Vantage Learning supports ELL instruction:

  • Informational and Literary My Tutor feedback details the procedure and thought process behind citing texts.
  • Instructional handouts such as MLA and APA Style Guides and graphic organizers explain how students can help students build their own ideas and attribute the ideas of others.

Resources

NCTE Position Paper on the Role of English Teachers in Educating English Language Learners (ELLs) Prepared by the NCTE ELL Task Force Approved by the NCTE Executive Committee April 2006.

Short, D and Eschevarria, J. “Teacher Skills to Support English Language Learners.” Association for Supervision and Curriculum Development.

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Use MY Access! as you commemorate Banned Books Week.

By qualtic
Posted in Uncategorized, Because Writing Matters, Current Events, Lesson Plans No Comments

The last week in September is Banned Books Week!

As schools and libraries celebrate classic novels that faced censorship, My Access! users may be interested in how MY Access! supports not only a full curriculum, but also special events like this.

Here are some ideas:
1. Consider using the middle school, Intellimetric prompt  “Banning Books” as a journaling topic or essay assignment.

2. As with all Intellimetric prompts,”Banning Books”, is accompanied by writer’s models that provide examples of essays at all scorepoints, and student opinions in the essays that can be used in classroom debate.

The prompt “Banning Books” also comes with a complete lesson plan that provides ideas on teaching idea development, research, drafting, and revision. The lesson plan can be found in the MY Access! Resource and training Center as well as in the Vantage Learning Community.

3. For whole group instruction, consider projecting the Persuasive Wizard and fill it in as a class. You or a student volunteer can fill in the pros and cons about censorship as students generate ideas to debate this important topic.

4. Use a title search in MY Access! to find prompts about these books that have been or are currently banned:
•    Animal Farm (HS Intellimetric)
•    Catcher in the Rye (2 pilot prompts at the HS level)
•    Frankenstein (2 pilot prompts at the HS level)
•    And of course, Harry Potter!  MY Access! has pilot prompts at all grade levels for this popular (yet censored) book!

Let us know your classroom ideas for Banned Books week!
Post them below.

Using MY Access! to Support Special Education Instruction

By qualtic
Posted in Because Writing Matters, Lesson Plans Comments Off

According to Hall, Strongman, & Meyer (2003), differentiated instruction allows all students to access the same classroom (curriculum) by providing entry points, learning tasks, and outcomes that are tailored to students’ needs. Teachers and administrators find an assistant in MY Access!, the award-winning literacy solution from Vantage Learning that addresses issues particular to special education instruction.

1. MY Access! addresses various learning styles:

Visual Learners-Students who think in terms of pictures.

  • MY Access! provides picture and art prompts that encourage visual interpretation and analysis.
  • Scores can be displayed graphically at the student level.
  • All of our instructional materials can be printed by the student or teacher. There are many prewriting tools to help students develop and display their ideas visually.
  • MY Tutor feedback incorporates color coding to engage student thinking.

Auditory Learners — Students who learn and understand by hearing or reciting material.

  • A variety of multimedia resources from iSEEK can supplement instruction.

Kinesthetic learners — Students who learn by touch and experience.

  • MY Access! allows students to type their responses and activate feedback within the program with just one click.
  • MY Access! instructional handouts can be used for tactile lessons. For example, students can cut up the handout, fill it in, and build and deconstruct their ideas by moving the pieces until the ideas make sense.

2. MY Access! Supports differentiated instruction through instructional tools and features:

  • Immediate, scaffolded diagnostic MY Tutor and MY Editor feedback is available at several levels (proficient, developing, and auto-readability) at the assignment level.
  • Instructional tools like the spell-checker can be turned on to provide extra help.
  • Teachers or administrators can create subgroups to assign the most appropriate tasks in small group instruction.
  • iSEEK resources and MY Access! Writing Support Series assessments are available to help teachers provide remediation or enrichment activities.
  • Comprehensive peer review comment banks that apply to all genres of writing can be printed and used for small group work.
  • For each submission, teachers can make general or embedded comments that can be printed and saved. Comments on student work can be compiled for the whole year through the student portfolio.
  • Parents can access any student work at any time using their student’s account information. Letters to a parent can be generated for any student submission.
  • The program can be used for cross-curricular instruction in ELA, science, history, and math.

3. Extensive reporting capabilities of MY Access! support efforts to keep accurate and timely reports. To develop goals and strategies for each student, teachers and administrators can:

  • Monitor weaknesses and pinpoint strengths of each student from the teacher, school, and district levels.
  • Populate data for required forms such as IEPs (Individualized Education Programs).
  • Compile and analyze data external to MY Access!, such as scores on standardized assessments with the additional help of iSEEK Supercruncher.

Reference
Hall, T., Strongman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. National Center on Accessing the General Curriculum.

 

A Customized MY Access! Lesson on Daniel Keyes’ Flowers for Algernon.

By Steph Dixon
Posted in Because Writing Matters, Lesson Plans: Literary Comments Off

Tailoring a Narrative IntelliMetric™ Prompt: A Customized MY Access! ® Lesson on Daniel Keyes’ Flowers for Algernon.

Contributed by: Stephanie Dixon. Stephanie Dixon is a former eighth grade English teacher, a user of MY Access!®, and a TOSA (teacher on special assignment) support provider for teachers using MY Access!® within her district. She used the following lesson with her students and was extremely pleased with their deep, insightful, and polished responses. She hopes that this lesson will connect with your students in the same way that it did with hers.

Target Grade Level: Middle School

Time: 2-3 class periods

Keys Concepts: Narrative writing, Writing Process, Point of View, Character Analysis, Prompt Customization

“Flowers for Algernon,” by Daniel Keyes, is a novella that is commonly taught in middle school English classrooms across the country. The story is creatively written as a series of journal entries composed by the main character, Charlie Gordon, who undergoes experimental surgery in an attempt to increase his extremely low IQ. As the story progresses and Charlie’s intelligence grows, he begins to accomplish tasks that were impossible for him to complete prior to his surgery. Perhaps for the first time in his life, Charlie experiences moments where he feels proud of himself.

Making MY Access!® Work Specifically for You: While MY Access!® has a literary prompt, “Human Engineering in ‘Flowers for Algernon,’” that is specifically aligned to the story, you can also assess your students’ understanding of Charlie’s emotional transformation by tailoring the narrative prompt, “Feeling Proud.”  This process of adapting a narrative prompt to align with a literary text is an effective way to help students make the reading/writing connection and demonstrate their knowledge of a character.**

**However, Intellimetric prompts cannot be completely rewritten and still be effectively scored. Rather, if you are interested in refining or revising the text of an Intellimetric prompt to fit your instructional plan, we recommend that you consult with our Scoring Experts first. They can be reached by email at: ScoringCenter@vantage.com

Customizing the Prompt:

Step 1: Select the middle school narrative IntelliMetric, “Feeling Proud.” The prompt reads as follows:

From time to time, we do things that make us proud of ourselves. Sometimes we are the only ones who even know what we have done, but we recognize that performing a good deed is often its own reward. Write a narrative about something you did that made you feel proud.

Describe what happened and explain why you felt a sense of pride. Remember to make sure the reader has enough details about your experience so he or she can picture it in his or her mind.

 

Step 2: Using the Assignment Wizard, select your resources and assignment preferences in steps 2-5.

 

Step 3: Insert or type in the following revised text in step 6 “Special Instructions”

From time to time, we do things that make us proud of ourselves. Sometimes we are the only ones who even know what we have done, but we recognize that performing a good deed is often its own reward. Think about the many moments in “Flowers for Algernon” in which Charlie feels proud. For this story, put yourself in Charlie’s shoes. From Charlie’s point of view, write a story in which you describe one of Charlie’s proud moments and explain why he feels a sense of pride. Remember to make sure to provide enough details about the experience, so the reader can picture it in his or her mind.

 

Step 4: Print and distribute the revised assignment. NOTE: Although students will see the original text “Feeling Proud,” remind students that they will be writing to the revised text displayed in “special instructions” located on the dropdown menu under the PROMPT button (on the student writing screen).

Prewriting: It is essential that your students engage in a prewriting activity in order to gather their thoughts before responding to this customized prompt. Following this blog are two graphic organizers. These graphic organizers are exclusively designed to assist your students in preparing to write to the “Feeling Proud” prompt. Both organizers ask the students to recall three moments Charlie feels proud of himself. Though the prompt asks students to write about only one of these moments, it is helpful for them to prewrite on more than one proud moment, in case they hit a dead end in the beginning stages of writing and decide to change topics. The two organizers also direct students to bring each proud moment to life through the use of sensory detail. By processing these details before beginning their first drafts, students are able to begin their essays with strong senses of what they would like to communicate and what information they will use to do so.

Composing: Once students have finished their prewriting, they are ready to go online and begin drafting their stories! Remember, when students are drafting online or offline, it is important for teachers to circulate throughout the lab or classroom, providing positive instructional feedback and suggestions to their students. If you have limited access to the computer lab, have your students write their first draft by hand. Then, when the computer lab is available, they can quickly type in their stories, receive immediate instructional feedback, and begin to increase their writing proficiency!

Publishing: When students have completed their final drafts, encourage them to print a published version of their work by clicking on the “Publish” icon in their student portfolio. This feature allows their work to be printed in a variety of visually pleasing themes, including Western, Rose, and Ocean Blue. These printed pieces make wonderful wall décor for Back to School or Open House and give students a small taste of what it feels like to be a published writer.

Culminating Activity: Have your students research the author, Daniel Keyes. Students can easily find safe and authoritative resources in iSEEK  In their research, students will discover that Keyes’ book was labeled as a banned book for many years. This is a perfect opportunity to transition into a debate on whether or not books should be banned, using iSEEK to research both sides of the argument, and the MY Access! middle school persuasive prompt, “Banning Books” as a writing component.

Graphic organizers:

Filming the Moment Charlie Feels Proud:

http://www.myaccess.com/myaccess/help_resources/FilmIdea_Charlie_draft2_15.pdf

Sensory Details: Describing when Charlie Feels Proud

http://www.myaccess.com/myaccess/help_resources/When_Charlie_Feels_Proud2_12draft.pdf

Share your thoughts on this topic below.

 

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Teachers now have a new effective tool for the challenge of teaching grammar. Vantage Learning has joined its innovative assessment platform, SPMS® (Student Progress Monitoring System) with its award winning instructional and data management resources in MY Access! through the MY Editor Modules. (more…)

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