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  • My Library
  • IN A BOOK
  • word work
  • MY JOURNAL
  • library COLLECTIONS

LightSail’s Lexile™ based Educational eReader is designed with visibility and engagement in mind. Our Reader increases the visibility and accountability of reading minutes and assessment performance and responses.

  • Essay Writing
  • Inquiry Writing
  • Authentic Writing
  • Informal Writing Workshops
  • Writing Skill Builder

Students engage in a comprehensive digital writing experience that supports planning, drafting, receiving feedback, and revising and editing.

  • Word Work
  • Spelling Bee
  • Vocabulary Assignment

LightSail provides students remediation for their vocabulary words.


Remote Learning Tools 1 / 4

Remote Learning Tools

The Teacher Dashboard shows real-time data including the ability to follow a student reading a book and up-to-date assessment scores. The Dashboard also includes Class Chat, Private Student Chat, Group Chat, and Teacher Group Chats.

Remote Learning Tools

Teacher Dashboard focused view of a student online and actively reading a book

Remote Learning Tools

A teacher can join Teacher Group Chats with their colleagues. Chats include “All Teacher(s) in My School”, “Teacher(s) in my Grade,” “Teacher(s) in My School,” and “Teacher(s) in My District.”


My Library 1 / 2

My Library

A student has opened the Book Library and is Currently Reading three books. Additionally, the student has one book in “My List.” Below that is the ‘What's Popular’ and ‘Premium Content’ Shelf.

My Library

The student has clicked the link to expand the “Teacher Shared Library” Shelf. The student can filter by a Library Unit. Genre, Topic, and Classification.


IN A BOOK 1 / 3

IN A BOOK

A student is reading a book, “Space Exploration: Will We Ever Live on Mars?” (Antares Reading). The student has clicked on a Cloze assessment. The Cloze assessment panel is open on the right. You can also see the Cloze Roll Milestone showing the next goal is to answer 20 Clozes correctly in a row.

IN A BOOK

A student is reading, “The Fault in Our Stars,” and has turned on the Parts of Speech. Each Parts of Speech is given a color and can be seen in the book and in the open panel. The student has also highlighted a word so they can choose to define it, read it aloud, respond to it in My Journal, and activate Text to Speech.

IN A BOOK

A student is reading a book, “Space Exploration: Will We Ever Live on Mars?” (Antares Reading) and has clicked on an Action Clip, an educational and contextual short video, showing the planet Mars.


word work 1 / 1

word work

A student can retake Cloze assessments that were answered incorrectly. Here, the student is practicing the first word out of 4 before proceeding to retake the Cloze assessment. The screen includes a synonyms tree, definitions, examples, translations, and a picture clue.


MY JOURNAL 1 / 2

MY JOURNAL

A student gets to share their journal inputs with their teachers. Here, a teacher is viewing shared Students’ Journals. The teacher can comment and open the book to view the text that inspired the response.

MY JOURNAL

A student can add journal entries and embed them in a book. Here, a student has opened the Journal panel while reading a book (“How is Chocolate Made,” Antares Reading)


library COLLECTIONS 1 / 2

library COLLECTIONS

A teacher can create Library Unit Collections and share them with their students. A Library Collection can be used as a supplement to a unit or theme based. Here, a student has expanded the Library Collection shelf in their library.

library COLLECTIONS

A student has selected a Library Collection about planting in a garden. The collection consists of books and videos. The teacher has added a description and essential questions, connected it to a Unit, and added a Quiz.


Essay Writing 1 / 3

Essay Writing

The student has started writing their essay in Draft Mode. Currently, the student is writing the Hook for the Introduction paragraph. They are also reviewing a comment left by their teacher (highlighted in yellow).

Essay Writing

The student has completed their Essay Draft and it is now “In Review.” Here, the student gets to review their full essay prior to turning it in. The student is currently reviewing a comment (highlighted in yellow) left by their teacher.

Essay Writing

The student has completed their essay and is reviewing their grade and final comments left by their teacher. Here the student can click publish to the LightSail universe. This means other students can view this essay.


Inquiry Writing 1 / 2

Inquiry Writing

The student has begun their Inquiry Writing Report. They are in Step 1 - Brainstorming. Here, the student must choose what animal they want to research.

Inquiry Writing

The student has begun their Inquiry Writing Report. Step 3 - I Wonder (the second step of K-W-L). Here, learners can add what they wonder about the topic they are researching.


Authentic Writing 1 / 2

Authentic Writing

When a student completes a book, they get to open an Authentic Writing assignment. Here, the student chooses the Authentic Writing type and prompt.

Authentic Writing

A student has begun writing their Authenting Writing letter. You can also see the highlighted section where their teacher has left a comment.


Informal Writing Workshops 1 / 3

Informal Writing Workshops

A student has opened the Grammar & Language Workshop module. The student clicks to spin the Burst Wheel and the platform chooses the Burst type. Here, the student is asked to write a Tweet based on the given scenario (Your favorite sports team just won the championship).

Informal Writing Workshops

A student has opened the Grammar & Language Workshop module that their teacher has assigned to them. The student is on question 3 of 5. The student is asked to write a two-way text message conversion on the given scenario (Write a text conversation between the famous cartoon characters Tom & Jerry).

Informal Writing Workshops

A student has opened the Grammar & Language Workshop module that their teacher has assigned to them. The student is on question 4 of 5. The student is asked to write four hashtags on the given image with text (#allgroomedandreadytoparty!).


Writing Skill Builder 1 / 3

Writing Skill Builder

A student has opened the Writing Skills Builder Assignment module that their teacher has assigned. The student is on question 2 of 5. The question type is multi-select; the student is asked to choose all the reasons that support the given opinion.

Writing Skill Builder

A student has opened the Writing Skills Builder Assignment module that their teacher has assigned to them. The student is on question 4 of 5. The question type is Drag-and-Drop; the student is asked to sort the sentence by verb mood.

Writing Skill Builder

Here, the student has completed the Writing Skills Builder Assignment and can see their final score including a list of number of questions correct versus incorrect.


Content Builder 1 / 5

Content Builder

Educators can import any web article, PDF, Google Doc, or Word Document. The teacher can choose for LightSail to add Cloze assessments to the imported articles. Articles can then be added to their class library, district shared library, and used for an assignment.

Content Builder

Once the teacher successfully imports an article, they can share it to their District Drive. Here, the teacher can view their District Drive that includes units for books, videos, assignments, and rubrics. The teacher can also view content units shared by other educators in their district and their class(es).

Content Builder

Here, a teacher is grading a short response question. Short response questions can be added by them or LightSail. The teacher can use standard grading or choose a rubric.

Content Builder

The is the Unit Planner. This is a clear visual to see all assignments planned and completed for a given unit. Assignments can be considered an Activity or Assessment. The teacher can view the End Goal, Total Scores, Completion Rate, and Standards.


Fluency Builder 1 / 4

Fluency Builder

A student is taking a Read Aloud assignment. Here, the student reads the text aloud while the platform records them reading aloud.

Fluency Builder

The student has opened a Writing, Speaking, Listening (TELPAS) assignment. This is an activity based assignment. Here, the activity is to record and write a response based on the given instructions and scenario.

Fluency Builder

This is the grading screen for Read Aloud. The teacher can grade using the running record tool and/or by rubric. Here, both the running record and rubric are shown for grading.


Personalized Reader 1 / 3

Personalized Reader

The student has turned on the Personalized Reader and is viewing 1 Line at a time. The top and bottom is opaque black and the Personalized Reader menu is open showing all the available options the student can choose to assist in their reading

Play With Some Our Features

ANCIENT EGYPT - Pyramids

Every year, millions of people visit Egypt. Many go there just to see the amazing pyramids that the Egyptians built thousands of years ago. The pyramids are massive structures in the middle of the desert. The tallest one is almost 500 feet tall, and made of stone! But why did the Egyptians build these pyramids? What purpose did they serve? Pyramids were designed as burial tombs for Egyptian kings and pharaohs. The families could also be buried in the pyramids. The Egyptians believed that their kings were negotiators between gods and the people on Earth. This meant that kinds received the greatest respect from all of the Egyption people. Egyptians wanted to treat them well, even in death. Egyptians also believed in life after death. They wanted to make sure that kings were comfortable in the next life. That is why they made their kings into mummies to preserve their bodies after they died. They buried kings with gold and valuables. They wanted to make sure the kinds had everything they would need in the next life. A pyramid was the last part of the burial ritual for kings. The pyramids showed the importance of the kings. The first pyramid was built 4,500 years ago in Saqqara, Egypt. The first pyramids looked a little different from the ones that we know today. They were not smooth on the sides. They had steps going up all sides. The pyramids were built by stacking steps on top of each other. The pharaoh Sneferu created the style of pyramid that we see today. His pyramids were built with smooth sides all the way up. The smooth sides were important. They symbolized the rays of the sun. The Egyptians also believed that the smooth sides would allow the souls of the kings to ascend into heaven. Sneferu’s son, Khufu, built the Great Pyramid in Giza. It is the most famous of the pyramids. People still visit it today. For 4,000 years it was the tallest man-made structure in the world! Building the pyramids took a very long time. The Egyptians did not have construction equipment. They did not have electricity. The wheel had yet to be invented! The pyramids required a lot of workers. 20,000 men contributed to the construction of the Great Pyramid of Giza! The pyramid had 2.3 million limestone and granite blocks on the outside. Each one weighed over 2 tons! Inside, there were many chambers and passages. It was like a mansion. That is why construction of the Great Pyramid took over 20 years. Eventually, the Egyptian culture lost some of its wealth and power. As that happened, fewer and fewer pyramids were constructed. Today, the insides of the pyramids are mostly empty. Over the course of time, grave robbers took the valuables from the inside of the pyramids. The outsides of the pyramids are still intact. They are amazing to see. The pyramids are still some of the most impressive man-made structures in the history of the world. Maybe you will visit them someday!

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Personalized Reader

Here the student has clicked on the Cloze assessment (blue box) and the Cloze assessment panel is open on the bottom.The student can choose to show the panel on the bottom or the top.


Homework 1 / 4

Homework

Here, a student has opened their Homework assignments. The student has 2 open Homework assignments. The assignment is to read 4 books chosen by the teacher.

Homework

The student is reading a book during a homework session. The platform keeps track of how many minutes the student has read for this homework session.

Homework

Here, the student has completed their homework and has received a badge for completion!


Word Work 1 / 2

Word Work

A student can retake Cloze assessments answered incorrectly. Here, the student is practicing the first word out of four before they proceed with retaking the Cloze assessment. The screen includes a synonyms tree, definitions, examples, translations, and a picture clue.

Word Work

Here the student has completed reviewing the 4 words and is now retaking the Cloze assessment. The student sees the passage from the book and can choose from the 4 options on the right hand panel.


Spelling Bee 1 / 2

Spelling Bee

A Spelling Bee can be taken once a student completes their book. Here, a student has opened the Spelling Bee module and has clicked on an open Spelling Bee. The student has answered two questions already and is working on the third. The student listens to the word read aloud, views synonyms, and hears the word read in a sentence.

Spelling Bee

Here, the student has completed their Spelling Bee. They can view their score, what questions were answered correctly and incorrectly, and their badge. They can also click to retake the incorrectly spelled words.


Vocabulary Assignment 1 / 2

Vocabulary Assignment

The student has opened a Vocabulary Assessment given by their teacher. They are on question two of five.. The word is inspiration. The teacher has added four questions. (1. Define this word, 2. Write this word as part of a sentence, 3. Write a synonym for this word, 4. Write the parts of speech for this word (Noun, Verb etc.))

Vocabulary Assignment

The student can view their results for any given assignment. Here, the student is viewing the results for their Vocabulary assignment.


Buy Books 1 / 2

Buy Books

A teacher or administrator has clicked shop to open the eCommerce website for books. They can peruse our thousands of available books, add to cart, and purchase using a credit card or purchase order (PO).

Buy Books

Here, a teacher or administrator has clicked on a book thumbnail to read the summary. They can add the book to cart, choose the desired quantity, and review the purchasing model from this view.