Why hands-on learning matters in science

A knowledge board, a child examining a geode, and a hand holding a geode in front of colorful geode art illustrate personalized learning through hands-on science exploration.

Science should be more than just reading about concepts—it should be something students can see, touch, and explore. When students actively engage with science through hands-on activities, technology, and even literature connections, they develop not only essential science skills, but also deeper understanding and lasting curiosity.

Bringing science to life: Hands-on activities

Perhaps the most effective way to engage students in science is to combine a high-quality curriculum with an interactive teaching style to make it experiential. In my classroom, we use the Amplify CKLA Geology unit to dive into earth science concepts. While these strategies can be applied across grade levels and scientific topics, the following is an example from my fourth-grade classroom’s geology lessons:

  • Examining geodes: Students predict what they will find inside before breaking geodes open. Then they analyze the crystal structures, connecting their observations to Amplify CKLA’s science concepts.
  • Writing about Earth’s layers: After learning about the Earth’s structure, students reinforce their understanding by writing creative descriptions or short stories from the perspective of different layers.
  • Diagramming volcanoes and the rock cycle: Drawing detailed diagrams, students visualize how rocks change over time and how volcanic eruptions shape the Earth’s surface.

Connecting literacy skills to science skills

Incorporating literature deepens students’ understanding of science. I use a mix of trade books and digital resources to bring concepts to life through storytelling and informational texts. These books help students connect scientific ideas with real-world applications, fostering both literacy and science skills.

Literacy skills like reading comprehension and critical thinking are key to understanding complex scientific ideas. When students dive into science-related materials, they practice making sense of data, thinking critically about evidence, and building arguments. These practices boost students’ overall literacy, expanding their vocabulary, sparking their curiosity, and developing their media literacy.

Digital resources for students: Exploring science with Google Earth

To further engage students, I integrate Google Earth into our lesson plans. This allows them to explore real-world scientific phenomena—such as geological formations, ecosystems, and weather patterns—making abstract concepts more tangible. Students love zooming in on famous landscapes, discussing how they were formed, and identifying scientific features. This interactive approach using relevant digital tools helps make science feel relevant and exciting.

Final thoughts: The power of engagement in science

By combining hands-on activities, literature, and technology, I’ve helped my students develop a genuine curiosity about science. As the school year progresses, they ask more questions, make deeper connections, and take ownership of their learning.

Engaging students in science doesn’t have to be complicated—it just has to be meaningful. By making learning interactive, Amplify (through Amplify CKLA and Amplify Science) helps students connect with scientific concepts in meaningful ways. I encourage other educators to bring Amplify’s lessons to life with interactive approaches that spark wonder and excitement in young scientists.

Explore more

  • Let’s keep the conversation going! Join the discussion in our Amplify learning communities.
  • Looking for inspiration? Watch Teacher Connections, a video series featuring practical advice and tools straight from fellow educators—our very own Amplify Ambassadors.
  • Dive into our podcast hub to hear from top thought leaders and educators and uncover cross-disciplinary insights to support your instruction.

The power of data: From literacy assessment to action

Two educational documents are displayed, focusing on early literacy and literacy assessment for grades K-8. Images of children learning are included on the front page, highlighting their journey in language comprehension skills.

Teaching literacy is a balancing act. Your classroom may have students who soar through grade-level reading lessons and others who need additional support—or even intensive intervention—to keep up. And you may feel like there’s never enough time to meet everyone’s needs.

But with data, you can do it. By leveraging assessment data strategically, making the most of core instruction, and integrating intervention and personalized learning, you can give every student the support they need—without adding extra hours to your day.

Let’s break it down.

Types of data, defined

This you know: Not all assessments are created equal. Universal screeners help identify which students need extra support. Formative assessments track ongoing progress. Summative assessments measure overall learning. Each is a tool that equips you with the right information at the right time to adjust your instruction.

  • Before core instruction: Universal screening and diagnostic assessments enable you to see where students are starting from and plan accordingly.
  • During instruction: Formative assessments (e.g., quick checks, observations, and exit tickets) catch misunderstandings early so you can reteach on the spot.
  • After instruction: Summative assessments measure progress; progress monitoring during intervention helps you know if students are on the right track before final assessments.

The goal isn’t more testing—it’s using the data from the assessments you have to make smarter instructional decisions.

Making the most of Tier 1 instruction

You spend most of the school day on core instruction. Making it as effective as possible benefits all students, not just those who are struggling. The key? Teach explicitly; use high-quality materials grounded in the Science of Reading; and keep instruction aligned to grade-level standards while allowing flexibility for different learning needs. Specifically:

  • Model first, then guide, then let them try. Clear explanations and step-by-step modeling give students confidence before they work independently.
  • Use formative assessments to adjust in real time. If an exit ticket shows most students didn’t grasp a concept, a quick reteach the next day can prevent gaps from growing.
  • Group students for targeted support. Small groups during core instruction can help address specific skill gaps without taking students away from grade-level learning.

When core instruction is strong and built around what students actually need, intervention becomes more about fine-tuning rather than catching up from major gaps.

An MTSS framework: The right help at the right time

When assessment data shows that a student needs extra support, targeted intervention helps prevent small struggles from turning into bigger ones. A Multi-Tiered System of Supports (MTSS) can ensure that interventions are structured, data-driven, and matched to student needs.

  • Intervention blocks and small groups: Some classrooms use dedicated intervention blocks to provide students extra support without missing core instruction. Others incorporate targeted small-group instruction during the literacy block. Either way, intervention works best when it’s built into the schedule, not squeezed in as an afterthought.
  • Progress monitoring: Once students enter intervention, regular check-ins track their progress and allow you to make adjustments as needed without waiting for the next big assessment.

Small shifts, big impact

For students who are on track or need more challenge, personalized learning tools—such as adaptive reading programs—can provide meaningful independent practice. High-quality programs adjust automatically based on student performance, so each student gets exactly the right level of support or enrichment without adding extra prep for you.

In other words, teaching literacy well isn’t about working more—it’s about working strategically. By using assessments to inform your instruction, strengthening core teaching, and providing structured support or intervention when needed, you can position every student for success, no matter where they start.

More to explore

New research brief: K–2 early literacy improvements offer hope, but persistent challenges remain.

Amplify’s research brief on the latest K–2 middle-of-school-year literacy data reveals encouraging gains in early reading, particularly among the nation’s youngest students. This year’s kindergarten cohort has returned to pre-pandemic literacy readiness levels. But overall progress remains slow: Only 56% of students are on track for learning to read, and 29% of students are far behind.

Middle-of-year data can help schools plan for instructional changes and implement those changes before the following school year. See the report’s recommendations for actions schools and districts can take now.

Download the research brief
A woman leans over to assist a young girl with her reading and writing at a table in a classroom, with two colored squares overlaid in the foreground.

Explore Amplify’s middle-of-year research brief.

Bar chart showing the percent of kindergarten students on track, with values 55, 38, 47, 52, 54, and 55. Highest and lowest percentages are 55% and 38%.

How many students are on track to learn to read?

While all grades across K–2 show signs of year-over-year progress, with more students on-track for learning to read than there were in 2023–24, broader literacy gains remain slow, with a little more than half of students across early grades (K–2) on track for core reading instruction.

Read More

Bar chart showing the percent of kindergarten students far behind: 29%, 47%, 37%, 32%, 30%, and 29% across six groups.

How many students are at risk for not learning to read?

All grades across K–2 show the percentage of students at the greatest risk for not learning to read decreasing year-over-year. While fewer students are considered far behind today than in 2023–24, more than a quarter of students across grades K–2 are at the greatest risk for not learning to read.

Read More

Table showing student progress categories, average change, and percentages of targeted students with at least 5 or 6 months' progress. Some cells are highlighted in green and red.

Take a deeper dive into progress monitoring.

Progress monitoring—identifying, supporting, and tracking outcomes—is one strategy schools can engage in when working with students who are the most at-risk for not learning to read.

Read More

Read more research and case studies.

Amplify’s high-quality programs benefit millions of students every day using methods that are evidence-based, ESSA-aligned, and showing efficacy in a variety of contexts. Read more research and case studies and see more briefs on early literacy.

Creating lasting change in K–5 math and literacy instruction

Two women seated at a table engage in a lively conversation. One is using a laptop, likely discussing innovative teaching practices. Bookshelves filled with resources for empowering students are visible in the background, perhaps hinting at their dedication to star awards in education.

Transforming math and literacy education takes more than just tips and tricks—it requires vision, commitment, and the right support. Whether you’re rethinking early literacy skills instruction, refining math core curriculum, or fostering a culture of collaboration, you need strong leadership and proven strategies for real change to occur.

“Sustained, meaningful change doesn’t happen overnight,” said Kymyona Burk, Ed.D., a senior policy fellow at ExcelinEd and the keynote speaker at our recent Leading With Vision symposium. “It requires commitment, collaboration, and a clear vision for supporting both educators and students.”

At the symposium—which included keynotes, panels, and math and literacy tracks—education experts from across the country shared experiences navigating instructional shifts, leading curriculum implementation, and setting schools up for success. From building buy-in to making data-driven decisions, their actionable insights can empower you with the knowledge and tools to create lasting change in your district.

Read on for a recap of the core presentations. You can also watch or listen along—and, for extra credit, download the workbook to deepen your learning.

Opening keynote: Key Factors for Successful Transformation in Literacy and Math

Kymyona Burk, Ed.D.
Senior Policy Fellow, ExcelinEd

In her session, Kymona Burk made the case that real student learning progress in literacy and math doesn’t come from policy alone—it requires systemic, research-based change in classrooms. Too often, schools focus on interventions for struggling students instead of strengthening core instruction to prevent gaps in the first place. She pointed to Mississippi’s success in narrowing achievement gaps as proof that evidence-based teaching, teacher support, and family engagement drive meaningful, lasting improvement.

A key factor in that success, she argued, was a firm commitment to the Science of Reading. “We have decades of research on how children learn to read, and we can’t afford to ignore it,” she said.

Burk also stressed math’s similarities to literacy when it comes to effective teaching methods. Just as students need structured, research-backed reading instruction, they also need math teaching and instructional materials that build deep understanding rather than rely on rote memorization. Achieving this, she said, requires strong materials, better teacher training, and a commitment to using data to refine strategies. The path to better outcomes isn’t a mystery—what’s needed is leadership and persistence.

Key takeaways:

  • Tier 1 instruction is the foundation. Schools must prioritize high-quality core instruction to prevent learning gaps.
  • Literacy and math both need urgent attention. Math reform has lagged behind literacy efforts, but both require evidence-based teaching and structured support.
  • Teachers need more than just training. Professional development must be paired with coaching, collaboration, and access to the right materials.
  • Sustained effort leads to results. Mississippi’s success proves that achievement gaps can be closed with consistent investment in people, resources, and accountability.

Leadership Lessons Learned in Baltimore City Schools That Impact Change Everywhere

Janise Lane
VP of Customer Transformation, Amplify; former Executive Director of Teaching and Learning, Baltimore City Schools

Janise Lane’s talk centered on Baltimore City Schools’ multi-year effort to implement a more effective literacy curriculum, highlighting the importance of managing both the logistical and emotional aspects of change. While the district had strong, committed educators, student performance remained stagnant, prompting a curriculum audit and a shift toward evidence-based instruction.

Lane described how to build buy-in and sustainability by ensuring that change is not dictated solely by district leadership. “We had to shift from a system where decisions were made at the top, to one where teachers, families, and community members were true decision-makers,” Lane said.

She also emphasized the need to recognize and address resistance. “Everybody approaches change differently, and it’s our job as leaders to attend to all of those emotions,” Lane said. The key to success, she noted, is creating structured pathways for implementation while remaining adaptable and open to feedback and real classroom experiences.

Key takeaways:

  • Balance structure with flexibility. A clear plan is necessary, but it must adapt based on feedback, data, and the realities of implementation.
  • Small wins build momentum. Celebrating early progress helps shift mindsets from skepticism to belief in the change.
  • Trust and transparency matter. Educators need to see that leadership is engaged, responsive, and committed to making change work for everyone.

Making Math People: Key Shifts in How We Think of Math Assessment

Patrick Callahan, Ph.D.
Educator; Founder, Math ANEX

During his talk, Patrick Callahan emphasized the ways that asset-based assessments measure not just what students don’t know, but the depths of their mathematical thinking. Instead of relying on traditional multiple-choice tests, his approach encourages open-ended responses, allowing teachers to analyze how students arrive at their answers.

Callahan noted that by looking beyond correctness to understand reasoning, teachers can better target instruction. “If all I see is that 37% of my students got an area problem right, I might think I need to reteach area,” Callahan explained. “But if I analyze responses, I see that some kids are correctly multiplying but misunderstanding overlapping rectangles, while others are actually calculating perimeter instead. That tells me exactly where to focus my instruction.”

His research also shows a correlation between students who demonstrated conceptual understanding (such as interpreting remainders in division problems) and higher performance on standardized tests—evidence that fostering deep thinking supports both engagement and achievement.

Key takeaways:

  • Assessments should focus on thinking, not just accuracy. Open-ended questions provide deeper learning opportunities.
  • Targeted teaching saves time. Knowing why students struggle prevents unnecessary reteaching.
  • Classroom discussions boost comprehension. Encouraging students to explain their thinking deepens understanding.

Creating a Supportive Environment for Educators During Times of Instructional Change

Ricky Robertson
Educator; author; consultant

“The number one influence on team effectiveness is psychological safety,” Ricky Robertson said during his symposium session. “Not how talented the individuals are, but how they interact with one another.” His talk focused on how the knowledge that one can speak up without fear of punishment or humiliation affects school culture, educator well-being, and student success, citing research such as Google’s Project Aristotle that demonstrates how high-performing teams thrive not on individual expertise but the quality of interactions among team members.

He also noted that toxic workplace dynamics—such as fear-based leadership, cliques, and bullying—contribute to burnout, disengagement, and resistance to change. Stressing that “strategies don’t transform schools, systems do,” he shared case studies of schools that changed their culture by fostering open communication, restructuring leadership teams, and implementing clear decision-making processes. Creating a safe environment isn’t just about being nice, Robertson said. Robertson noted that creating a safe environment isn’t just about being nice, but about building systems that allow educators to collaborate, support one another, and better serve their students.

Key takeaways:

  • Psychological safety boosts performance. Schools that report a high sense of psychological safety see increased collaboration, innovation, and teacher retention.
  • Structured collaboration matters. Schools with clear communication protocols and leadership structures create more productive teams.
  • Change starts with educators. Supporting teachers’ well-being and professional growth is the foundation for student success.

More to explore

Meet the 2025 Science of Reading Star Awards finalists

Three ribbons on a blue background: a yellow ribbon with paper symbolizing personalized learning, a blue ribbon with a rocket representing MTSS strategies, and an orange ribbon with a star.

Celebrating the 2025 Science of Reading Star Awards finalists

Every day, teachers and education leaders across the country are guiding students toward a future lit up by literacy.

It’s not always easy—especially when they’re the ones championing and implementing shifts toward literacy programs grounded in the Science of Reading.

That’s why we’re thrilled to celebrate the finalists of the 2025 Science of Reading Star Awards!

These awards recognize the educators who go above and beyond to make evidence-based reading instruction a reality for students learning in their schools and districts. Whether they’re rolling out new district-wide literacy programs, coaching fellow educators, or introducing innovative teaching practices, these education leaders are making a real difference for students.

And just like the light from distant stars, the impact of their efforts reaches far and wide, shaping futures for years to come.

Empowering students through literacy

The Science of Reading Star Awards aim a beacon on the champions of literacy—teachers, administrators, and education leaders who are putting the best literacy research into action.

Studies show that systematic phonics instruction—one of the key components of the Science of Reading—leads to significantly higher reading achievement than alternative methods, particularly for struggling readers. Literacy instruction grounded in the Science of Reading strengthens critical thinking by systematically building the language comprehension skills—like vocabulary, syntax, and background knowledge—that students need to make meaning, draw inferences, and evaluate ideas in complex texts. And when you teach knowledge in tandem with literacy, you inspire students to become confident readers, writers, and thinkers.

But shifting to instruction aligned to the Science of Reading isn’t just about swapping one program for another or bringing innovative teaching methods into one classroom—it’s about leading change, engaging stakeholders, and being an inspiration to others.

These awards celebrate the educators, schools, and districts whose innovative approach to literacy is doing just that. Here’s a look at this year’s categories and finalists:

  • District: The District Captain For the leaders bringing Science of Reading practices to life across entire districts
    • Puyallup School District, WA
    • Celina City Schools, OH
    • Waukegan CUSD #60, IL
    • Madison County School District, MS
  • School: The Literacy Legend For the school that has seen significant reading gains among their students school-wide when using the Science of Reading
    • Angie Grant Elementary School, Benton School District, AR
    • Bataan Memorial Primary School, Port Clinton City School District, OH
    • Bruin Point Elementary School, Carbon School District, UT
  • Individual: The Changemaker For showcasing exemplary Science of Reading routines and practices, and serving as an inspiration to others on the journey
    • Stephanie Wilcox, District Elementary School Improvement Specialist, Redmond School District, OR
    • Emily Tessalone Garcia, Grade 8 Teacher, Passaic City Public School District, NJ
    • Reena Mathew, Literacy Coach, Suffern Central School District, NY
  • Individual: The Language Luminary For outstanding success in developing the skills and strengths of multilingual/English learners
    • Johanna Quinde, Teacher, The Nancy DeBenedittis School, NY
    • Dayana Orozco Rojas, Kindergarten Dual Language Teacher, Kannapolis City School District, NC
    • Eimy Maria Galindo Medina, Grade 2 DLI Teacher, Denver Public Schools, CO
  • Individual: The Background Knowledge Builder For showing the world that the Science of Reading empowers students with knowledge, context, and vocabulary from elementary through middle school
    • Ann Ingham, Grade 3 Teacher, Cedarburg School District, WI
    • Katie Chappell. Grade 5 Teacher, Rome City School District, GA
    • Demi Grosely, Teacher, Clarkston School District, WA
  • Individual: The MTSS Maestro For implementing a data-driven Multi-Tiered System of Supports (MTSS) framework that creates a thriving and robust literacy ecosystem
    • Samantha Umali, Special Education Teacher and Elementary K–4 General Education Teacher, Bering Strait School District, AK
    • Kylie Altier, Grade 1 Teacher, East Baton Rouge Parish School System, LA
    • Erin Custadio, Elementary Literacy Manager, Falmouth Public School District, MA
    • Victoria Green, Reading Specialist, Roswell Independent School District, NM
  • Individual: The Science of Reading Rookie For a teacher in their first year already making strides with the Science of Reading
    • Miracle Austin, Kindergarten Teacher, Guilford Preparatory Academy, NC
    • Pei-Ching Peng, Instructional Apprentice, Uplift Elevate Preparatory, TX
    • Todd Payne, Elementary Teacher, Renaissance School, WI
  • Individual: The Cross-Disciplinarian For skilled weaving of literacy practices across subject areas in the classroom
    • Katie Kirkpatrick, Teacher, Graham Dustin Public Schools, OK
    • Laura Horvath, K–12 Science & Social Studies Curriculum Coordinator, Harrison School District 2, CO
    • Christina Miller, Lower Elementary Teacher, South Bend Community School Corporation, IN
  • Individual: The Writing Whiz For integrating writing instruction with the Science of Reading and cultivating articulate and confident writers through innovative and effective practices
    • Michelle Luebbering, Grade 5 Teacher, Jefferson City School District, MO
    • Jennifer Dove, Grade 3 Teacher, Rockingham County Public School District, VA
    • Daphne Long, Teacher, St. Clair County School District, AL

From districts undergoing transformations to educators supporting professional development on the ground, these finalists are proving that with the right approach—and the right support—every child can become a strong reader.

Congratulations, finalists! We know the long hours, extra effort, and deep belief in your students that fuels your work. You’re making the future brighter, one reader at a time!

Learn more on our Science of Reading Star Awards page.

LITERACY CHAMPIONS

The 2025 Science of Reading Star Awards

Making the shift to the Science of Reading is no small feat. Every day, educators like you are successfully improving student outcomes in their schools and communities, and we’re eager to celebrate your accomplishments with the Science of Reading Star Awards.

Tres personas con fondos coloridos e iconos de cintas: una mujer con una chaqueta vaquera, un hombre con una camisa roja y corbata, y otra mujer con un traje oscuro.

Recognizing leaders in education

Imagine the spark in a child’s eye when letters and words on a page come alive. Learning to read is nothing short of a transformation—and at the heart of this transformation are literacy educators harnessing the Science of Reading to ignite lifelong learning.

Science of Reading Star Award winners shine bright, going above and beyond to light the path for students nationwide. Be part of this celebration—help us recognize these heroes!

A person with a reddish-brown beard and short hair wearing a red and white checkered shirt and red tie against a gray background.
“This award is a testament to the collaborative efforts of our dedicated teachers, supportive staff, and engaged parents who have all played a crucial role in creating an environment where our students can thrive. It also reflects our commitment to continuous improvement and our belief in the transformative power of education.”

—Charles Beckley, Principal

Windber Elementary, Pennsylvania

An award category for everyone!

An orange ribbon with a star in the center.

District:
The District Captain

For the district that exemplifies strong Science of Reading practices across the board

Blue ribbon icon with an open book and sparkles in the center.

School:
The Literacy Legend

For the school that has seen significant reading gains among their students school-wide when using the Science of Reading

A yellow ribbon with star shapes on it.

Individual:
The Changemaker

For showcasing exemplary Science of Reading routines and practices, and serving as an inspiration to others on the journey

Orange ribbon with a speech bubble in the center, surrounded by a scalloped edge, against a black background.

Individual:
The Language Luminary

For outstanding success in developing the skills and strengths of multilingual/English learners.

A yellow award ribbon icon featuring a cloud, star, and crescent moon.

Individual:
The Background Knowledge Builder

For showing the world that the Science of Reading empowers students with knowledge, context, and vocabulary from elementary through middle school

Orange ribbon badge with a stylized planet and two stars in the center on a black background.

Individual:
The MTSS Maestro

For implementing a data-driven Multi-Tiered System of Supports (MTSS) framework that creates a thriving and robust literacy ecosystem

Blue ribbon with a silhouette of a rocket in the center, surrounded by small sparkles, on a black background.

Individual:
The Science of Reading Rookie

For a teacher in their first year of teaching, already making strides with the Science of Reading

A blue award ribbon with a circular center and two hanging ribbons, featuring small star-like decorations.

Individual: The
Cross-Disciplinarian

For skilled weaving of literacy practices across subject areas in the classroom

A yellow badge with a light reflection design, featuring two ribbon tails at the bottom.

Individual:
The Writing Whiz

For integrating writing instruction with the Science of Reading, cultivating articulate and confident writers through innovative and effective practices

A person with long braided hair, wearing oversized glasses, earrings, a necklace, and a red top, smiles at the camera against a plain background.
“My Star Award has become a hallmark of the hard work I have done in my district to support our push in the Science of Reading.”

—Javonna Mack, Lead Content Teacher

Caddo Parish Schools, Louisiana

Seleccione un programa a continuación:

Amplify Core Knowledge Language Arts (CKLA) se enorgullece de ofrecer Amplify Caminos, una auténtica solución de artes del lenguaje en español.
Amplify CKLA program header image

Amplify Core Knowledge Language Arts (CKLA) es un programa de artes del lenguaje para los grados PreK-5 que combina un enfoque multisensorial de la fonética con textos enriquecidos cuidadosamente secuenciados para desarrollar el conocimiento del contenido.
Amplify ELA program header image

Amplify ELA ayuda a los niños de 6.º a 8.º grado a leer y comprender textos complejos, animándolos a lidiar con ideas interesantes y encontrar relevancia para ellos mismos.
Dos personas manipulan símbolos matemáticos en una balanza mientras equilibran un conjunto de globos y pesas, ilustrando un concepto matemático en un entorno conceptual vibrante.

Amplify Desmos Math es un plan de estudios básico de matemáticas creado desde jardín de infantes hasta Álgebra 1.
Amplify Science program header image

Amplify Science es un plan de estudios atractivo para los grados K-8 diseñado por expertos del Lawrence Hall of Science de UC Berkeley.

Boost Lectura es un programa basado en la Ciencia de la Lectura creado para acelerar la alfabetización en español para estudiantes de K-2. Leer más.
Illustration of a colorful, stylized map showing various buildings, roads, trees, and icons with people engaged in different reading activities or roles related to the science of reading.

Boost Reading le brinda a su hijo la oportunidad de aprender y practicar habilidades de alfabetización dentro de un mundo de historias atractivo que se adapta a cada estudiante a medida que avanza en el programa.
Teacher looking at tablet with student

mCLASS es un sistema de evaluación e instrucción que ayuda a medir el desarrollo de alfabetización y matemáticas de su hijo. Ayuda a determinar dónde se encuentra su hijo en su viaje de lectura y matemáticas. Leer más.
Collage de escenas e íconos educativos: arriba a la izquierda, símbolo de "labios"; medio, niño estudiando en clase; arriba a la derecha, logotipo "in" dentro del bocadillo; abajo a la izquierda,

mCLASS® Lectura es un evaluador universal para K-6 que ayuda a los educadores a acelerar el crecimiento en lectura de los estudiantes de habla hispana. Leer más.

Amplify Tutoring ofrece programas de tutoría de alto impacto alineados con ESSA para complementar los esfuerzos de los estudiantes, educadores y familias de K-6 para desarrollar la competencia y la confianza en la lectura.

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Be a changemaker for science.

Profound science learning experiences have the power to transcend classroom walls—cultivating students’ curiosity, fostering critical thinking and creativity, building knowledge about the real world, and supporting students on their pathway to college and beyond. Unfortunately, science continues to fight for sufficient instructional time and resources.

The good news? Intentional shifts, combined with evidence-based practices and effective high-quality instructional materials, can help teachers make the most of the time they do have—transforming students into concerned global citizens ready to take on the world.

Science instruction designed for all students

K–8 science instruction is the crucial foundation that prepares students for high school learning. Our change management playbook details manageable and realistic changes to your process and practice that will make your K–8 instruction even more powerful.

Download now

Establishing high-quality teaching and learning

Access to high-quality instructional materials (HQIM) is a vital piece of the change management puzzle. Support the leaders who are on a mission to identify HQIM and set up the best possible conditions for implementation success.

Access now

Connecting science and literacy

Want to make every instructional moment count? Integrate science and literacy more deeply—and witness the transformation in student learning. Find out how with this resource pack.

Learn more

The foundation for long-lasting and sustainable change

Change is more likely to stick and get results when you take a systemic approach. Partner with us to do just that by developing a learning plan that will drive your program implementation, enrich your instructional practices, and increase student impact. Amplify’s high-quality programs make it easier for you to teach inspiring, impactful lessons that celebrate and develop the brilliance of your students.

Learn more

Science free resource library

Find free K–8 activities, posters, and guides to engage all students in science.

LEARN MORE 

2024 Science Symposium

Access best practices and tips from science leaders through our on-demand Science Symposium.

LEARN MORE 

Science Connections archives

Hear more strategies from educator Eric Cross and other experts in this podcast.

LEARN MORE 

Ready to champion science in your school? We’re here to help!

Connect with our Amplify Science experts to see how we can help create change in your school or district.

Lleve el mundo a los estudiantes con un plan de estudios de alfabetización comprobado de PreK a 5.º grado

Amplify Core Knowledge Language Arts (CKLA) es el plan de estudios líder en alfabetización temprana basado en la Ciencia de la lectura. Mediante la combinación del desarrollo de conocimientos y de destrezas fundamentales a partir de la investigación, nuestra instrucción orienta a los educadores en el desarrollo de lectores, escritores y pensadores capaces.
Con una poderosa plataforma en línea y un plan de estudios paralelo de lengua y literatura en español, Amplify CKLA ofrece una solución integral para educadores y estudiantes de PreK a 5.º grado. For English version, please click here.

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Los resultados son fruto del conocimiento previo

El plan de estudios de alfabetización de Amplify CKLA de PreK a 5.º grado equipa a los estudiantes con un rico conocimiento que se construye intencionalmente para inspirar curiosidad e impulsar resultados. Explore las investigaciónes que revelan la eficacia del plan de estudios basado en el conocimiento, así como el logro de Amplify CKLA como intervención educativa de conformidad con la ESSA (nivel 1 de evidencia fuerte).

Amplify CKLA serves

38,000+

Salones de clase

2,700,000+

Estudiantes

50

Estados de EE. UU. y D.C.

Revisado de forma independiente y rigurosa

Amplify CKLA se encuentra entre los pocos planes de estudio que es tanto reconocido por la campaña Knowledge Matters (por su excelencia en construir conocimiento intencionalmente) y como calificado verde en EdReports, obteniendo puntuaciones verdes en todos los criterios.


Leer la reseña en EdReports

Nuestro enfoque

Basado en la Ciencia de la lectura y siguiendo el principio de Core Knowledge, el plan de estudios Amplify CKLA para PreK a 5.º grado combina conocimientos de contenido ricos y diversos en historia, ciencias, literatura y artes con una instrucción sistemática de destrezas fundamentales basada en la investigación.

Basado en la Ciencia de la lectura

Como la primera casa editorial en crear un plan de estudios basado en la Ciencia de la lectura, ponemos la investigación en acción con una instrucción explícita y sistemática de destrezas fundamentales junto con una secuencia comprobada de construcción de conocimientos. En colaboración con expertos y profesionales de la educación, proporcionamos recursos poderosos que generan resultados reales. Explore nuestras historias de éxito de Ciencia de la lectura.

Desarrolla destrezas fundamentales con instrucción explícita y sistemática

El alcance y la secuencia basados en la investigación de Amplify CKLA progresan desde el desarrollo de destrezas simples hasta el más complejo, comenzando con la conciencia fonológica y fonémica. La instrucción le guía en la enseñanza explícita de las 150 ortografías de los 44 sonidos del inglés, con una progresión intencional y una revisión de las destrezas para preparar a sus estudiantes para el éxito.

Adopta una metodología demostrada de adquisición de conocimientos

Siguiendo la Core Knowledge Sequence, un enfoque coherente, acumulativo y de contenido específico para desarrollar conocimientos, los estudiantes profundizan y hacen conexiones entre áreas de contenido para construir una base de conocimientos sólida que les permita comprender textos complejos. Vea cómo se ha demostrado que el plan de estudios Core Knowledge mejora los puntajes de lectura y elimina las brechas en el rendimiento.

Creado en colaboración con la Core Knowledge Foundation

Amplify CKLA es el líder en materiales educativos de alta calidad para lengua y literatura de primaria, creado en colaboración con la Core Knowledge Foundation para ayudar a los estudiantes a desarrollar con eficacia un conocimiento profundo del contenido y destrezas fundamentales.

CONOCER MÁS SOBRE LA CORE KNOWLEDGE FOUNDATION

Cultivar la alfabetización bilingüe con programas paralelos en inglés y español

Amplify Caminos es el compañero perfecto en lengua y literatura del idioma español para Amplify CKLA. Los programas alineados combinan un rico conocimiento del contenido con una instrucción sistemática de destrezas fundamentales basada en la Ciencia de la lectura que sigue los principios de alfabetización bilingüe, y respalda múltiples modelos de enseñanza.

CONOCER MÁS SOBRE AMPLIFY CAMINOS

Estudio de eficacia de Amplify CKLA

Evidencia de conformidad con la ESSA (nivel 1): la adquisición de conocimientos con Amplify CKLA mejora los logros.

Descargar ahora

Qué se incluye

El programa proporciona atractivos materiales impresos y multimedia diseñados para construir una base sólida y rica en lectoescritura en todos los salones de clase.

CoreELD y complementos

Materiales de alta calidad para los maestros

Los maestros de Amplify CKLA brindan instrucción de manera eficaz con recursos impresos y digitales, que incluyen:

  • Guías para el maestro con diferenciación integrada.
  • Evaluaciones formales e informales.
  • Diapositivas de lecciones listas para usar y personalizables.
  • Libros comerciales y Guías literarias.
  • Recursos docentes y desarrollo profesional a pedido.

Recursos inmersivos para estudiantes

Los estudiantes de Amplify CKLA se mantienen interesados con una amplia gama de recursos impresos y digitales, que incluyen:

  • Descodificables originales y Libros grandes de lectura en voz alta (K a 2.º grado), Libros de lectura (3.er a 5.º grados) y libros comerciales (K a 5.º grado).
  • Cuadernos de actividades para estudiantes con evaluaciones integradas (K a 5.º grado).
  • Unidades de investigación para investigaciones independientes desarrollados en torno a un libro comercial (K a 5.º grado).
  • Diario del poeta y Diario del escritor (libros de lectura con espacio para escribir para 4.º y 5.º grados).
  • Misiones de conocimiento para apoyar el aprendizaje inmersivo basado en problemas en los grados 3.º a 5.º.

Materiales prácticos de fonética

La fonética multisensorial y los recursos de destrezas fundamentales ayudan a los estudiantes a practicar destrezas clave utilizando enfoques divertidos y variados que desarrollan la independencia.

  • Carpetas para la práctica de ortografía (K).
  • Tarjetas de letras (K a 2.º grado).
  • Tarjetas de sílabas (K a 2.º grado).
  • Tarjetas de imágenes (K a 3.er grado).
  • Tarjetas de combinación de imágenes (K).
  • Rotafolios de códigos de consonantes y vocales (1.er y 2.º grados).
  • Biblioteca de sonido digital exclusiva.

Experiencia digital robusta

Los recursos para maestros y estudiantes de Amplify CKLA están disponibles a través de una plataforma de experiencia digital que mejora la instrucción y le ahorra tiempo. Con todo lo que necesita en un solo lugar, puede planificar lecciones, presentar contenido y revisar el trabajo de los estudiantes de manera eficaz.

  • Presentaciones de lecciones con diapositivas listas para usar y personalizables.
  • Herramienta dinámica para estudiantes con revisión en vivo.
  • Experiencia interactiva y amigable para los estudiantes.
  • Integración LMS.
  • Videos animados de Desarrollo de conocimiento
  • Lecturas en voz alta grabadas.
  • Sitio web de desarrollo profesional.
  • Apoyo al programa en tiempo real por correo electrónico, chat en vivo y teléfono.

Programa para estudiantes del idioma inglés

Language Studio, diseñado para Amplify CKLA, brinda instrucción diaria alineada con WIDA para que los estudiantes del idioma inglés profundicen su inglés académico.

Programa de exploración de escritura

Writing Studio, un complemento único para Amplify CKLA, ofrece una inmersión profunda en la redacción de información, narrativa y opinión para formar escritores fuertes y apasionados.

Covers of four "Writing Studio Teacher Guide" books for different grades, featuring educational icons in orange, purple, blue, and teal color schemes.
Todo los materiales

Explore otros programas basados en la Ciencia de la lectura

Todos los programas de nuestro paquete de alfabetización están diseñados para que se respalden y complementen entre sí. Aprenda más sobre nuestros programas relacionados:

Amplify Caminos – Español

Amplify Caminos is a K–5 Spanish language arts program and curriculum designed t…

Boost Reading – Español

Boost Reading is a Science of Reading K–5 personalized reading program that’s he…

mCLASS

Amplify’s mCLASS is the gold-standard universal and dyslexia screener grounded i…

See all programs

Tap into your Arkansas math students’ curiosity and brilliance.

As a math teacher, you work every day to celebrate student brilliance, build deep conceptual understanding, and create the conditions for every student to be successful.

We’re here to help.

math illustration of Amplify Math programs
Desmos Classroom homepage featuring illustrations of students and teacher with laptops, buttons for teacher account creation, and sections for students and teachers.

Desmos Classroom

Grades 3+

Free

A teaching and learning platform offering a collection of free digital lessons and lesson building tools

  • Teachers can build their own lessons using the Activity Builder tool
  • Teachers can explore lessons including:
    • Library of user created lessons
    • Featured Collection lessons authored by the Desmos Classroom team

Learn more at teacher.desmos.com

Desmos Math 6–A1

Grades 6–8, Algebra 1

Paid

A year-long, blended middle school math curriculum delivered through the Desmos Classroom platform

  • A rigorous curriculum based on Illustrative Mathematics® IM K–12™, authored by the Desmos Classroom team
  • Grades 6–8 courses rated perfect scores on EdReports (Algebra 1 not yet reviewed)
  • Pre-made, fully customizable lessons, available in English and Spanish
  • Powerful facilitation tools to allow for real-time insight and feedback

Learn more amplify.com/desmosmath

Math workbook page with a graph and table. It shows Tim and Tam walking at a constant rate. Instructions to complete the table and "Check My Work" button are visible.

Amplify Desmos Math

Grades K–Algebra 2

Paid

Coming Soon: A new core PreK–12 program from Amplify and Desmos Classroom

  • The power of Desmos Classroom technology and instruction with additional easy-to-use print and digital components
  • Based on Illustrative Mathematics® IM K–12™
  • Aligned to standards
  • Available in English and Spanish
  • K–A1 pilots available back-to-school 2024

A new core PreK–12 program from Amplify and Desmos Classroom

Amplify Desmos Math taps into students’ natural curiosity from the start of every lesson. When students are presented with age-appropriate, interactive, social learning experiences, spaces open up for creative thinking in which they can fully engage with interesting and important math ideas.

Key features of Amplify Desmos Math:

  • Interactive, 45-minute lessons in print and online based on Illustrative Mathematics® IM K–12™
  • Powerful facilitation tools at point-of-use in the lesson, including:
    • Teacher dashboard, providing real-time insights into student thinking
    • Sharing student work features to highlight student thinking
    • Classroom conversation toolkit to facilitate productive classroom discussions
  • Differentiation, including just-in-time prerequisite supports
  • Instructional and language development routines
  • Assessment customization
  • Reporting

Expect more from your math program.

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For students

Every student feels connected and a part of the conversation when participating in an Amplify Desmos Math lesson. And when students are actively engaged with the content, they achieve more.

Screenshot of a Desmos Classroom page showing a course titled "Math 6-A1" with units on scale drawings, proportional relationships, measuring circles, and percentages.

For teachers

The program delivers what math educators want and need, including:

  • Standards-aligned print and digital lessons that capture students’ interest every day.
  • The right mix of informal and more substantive diagnostic and summative assessments.
  • Differentiation support
  • Additional practice sets
  • Spanish language supports
Math textbook cover and a colorful graph on a website interface, depicting parabolas and offering interactive tools for capturing parabolic shapes.

For leaders

The program delivers what school and district leaders want and need, including:

  • A coherent core program based on the industry-leading IM K–12 Math™ by Illustrative Mathematics®.
  • A comprehensive suite of usage and performance reports that gives educators a better sense of which students might be at risk of falling behind.
  • A team from Amplify dedicated to making your implementation a success.

What’s included

We’ve taken the power of Desmos’ technology and lessons and added beautiful, easy-to-use print and digital components to make a game-changing program that makes teaching a breeze.

  • Student Editions (two volumes)
  • Digital lessons, practice, assessment, and differentiation, built with Desmos technology
  • Teacher Edition
  • Digital tools and support
  • Classroom monitoring and management
  • Reporting
  • Assessment customization
  • Differentiation, including just-in-time prerequisite supports and mini-lessons
  • Additional practice and Assessment blackline masters (print and digital)

Ready to learn more?

Speak to a representative to find out how to be among the first to preview Amplify Desmos Math.

Stay up-to-date on the latest Amplify Desmos Math and Desmos Classroom news.

Digital lessons should be powerful in their ability to surface student thinking and spark interesting and productive discussions. Sign up to learn more about how Amplify Desmos Math and Desmos Classroom bring all students into the math conversation.

The Math Teacher Lounge is open!

Amplify presents the Math Teacher Lounge, a podcast with hosts Bethany Lockhart Johnson and Dan Meyer.

Visit the lounge
Illustration of a podcast player with "Math Teacher Lounge" and two headshots, featuring a man and a woman. Geometric shapes are scattered around.

Bring the world to students with a proven PreK–5 literacy curriculum

Amplify Core Knowledge Language Arts (CKLA) is the leading early literacy curriculum grounded in the Science of Reading. By combining knowledge-building and research-based foundational skills, our instruction guides educators in developing strong readers, writers, and thinkers.

With a powerful online platform and a parallel Spanish language arts curriculum, Amplify CKLA provides a comprehensive solution for PreK–5 educators and students. Para la versión en español, haga clic aquí.

Request samples

Background knowledge drives results

The Amplify CKLA PreK–5 literacy curriculum equips students with rich knowledge that intentionally builds to inspire curiosity and drive results. Explore research revealing the power of our knowledge-based curriculum including a study that meets qualifications for ESSA Tier I: Strong Evidence.

Amplify CKLA serves

38,000+

Classrooms

2,700,000+

Students

50

U.S. States and D.C.

Independently and rigorously reviewed

Amplify CKLA is among the few curricula that is both recognized by the Knowledge Matters Campaign—for its excellence in intentionally building knowledge—and rated all-green on EdReports, earning green scores across all gateways.


Read the review on EdReports

Our approach

Grounded in the Science of Reading and following the Core Knowledge approach, the Amplify CKLA PreK–5 curriculum combines rich content knowledge in history, science, literature, and the arts with systematic, research-based foundational skills instruction.

Grounded in the Science of Reading

As the first publisher to build a curriculum based on the Science of Reading, we put research into action with explicit systematic foundational skills instruction alongside a proven knowledge-building sequence. In collaboration with education experts and practitioners, we provide powerful resources that drive real results. Explore our Science of Reading success stories.

Developing foundational skills with explicit, systematic instruction

Amplify CKLA’s research-based scope and sequence progresses from simple to more complex skill development, starting with phonological and phonemic awareness. Instruction guides you in explicitly teaching the 150 spellings for the 44 sounds of English, with an intentional progression and review of skills to set your students up for success.

Following a proven knowledge-building approach

Following the Core Knowledge Sequence–a content-specific, cumulative, and coherent approach to building knowledge–students dig deeper and make connections across content areas to build a robust knowledge base for comprehending complex texts. See how the Core Knowledge curriculum is proven to improve reading scores and eliminate achievement gaps.

Built in partnership with the Core Knowledge Foundation

Amplify CKLA is the premier high-quality instructional materials offering for elementary language arts, built in partnership with the Core Knowledge Foundation to help students effectively develop deep content knowledge and foundational skills.

Learn more about the Core Knowledge Foundation

Cultivating biliteracy with parallel English and Spanish programs

Amplify Caminos is the perfect Spanish language arts partner to Amplify CKLA. The aligned programs combine rich content knowledge with systematic foundational skills instruction grounded in the Science of Reading that follows biliteracy principles, and supports multiple teaching models.

Learn more about Amplify Caminos

Amplify CKLA efficacy study

Tier I ESSA Evidence: Amplify CKLA knowledge-building improves achievement.

Download now

What’s included

The program provides engaging print and multimedia materials designed to build a robust literacy-rich foundation in every classroom.

CoreELD and companions

High-quality teacher materials

Amplify CKLA teachers effectively deliver instruction with print and digital resources, including:

  • Teacher Guides with embedded differentiation.
  • Formal and informal assessments.
  • Ready-made and customizable lesson slides.
  • Trade books and Novel Guides.
  • Teacher resources and on-demand professional development.

Immersive student resources

Amplify CKLA students stay engaged with a variety of print and digital resources, including:

  • Original decodables and read-aloud Big Books (K–2), Student Readers (3–5), and trade books (K–5).
  • Student Activity Books with embedded assessments (K–5).
  • Research units for independent research built around a trade book (K–5).
  • Poet’s Journal and Writer’s Journal (write-in student readers for Grades 4–5).
  • Quests for the Core to support immersive, problem-based learning in Grades 3–5.

Hands-on phonics materials

Multisensory phonics and foundational skills resources help students practice key skills using fun, varied approaches that build independence.

  • Chaining Folder (K)
  • Letter Cards (K–2)
  • Syllable Cards (K–2)
  • Image Cards (K–3)
  • Blending Picture Cards (K)
  • Consonant and Vowel Code Flip Books (1–2)
  • Exclusive digital Sound Library

Robust digital experience

Amplify CKLA teacher and student resources are available through a digital experience platform that enhances instruction and saves you time. With everything you need in one place, you can effectively plan lessons, present content, and review student work.

  • Real-time program support via email, live chat, and phone
  • Ready-made yet customizable lesson presentation slide decks
  • Dynamic live-review student tool
  • Interactive and student-friendly experience
  • LMS integration
  • Knowledge Builder animated videos
  • Recorded Read-Alouds
  • Professional development website

English Language Learner program

Language Studio, designed for Amplify CKLA, provides WIDA-aligned daily instruction for English Language Learners to deepen their academic English.

Writing explorations program

A unique companion for Amplify CKLA, Writing Studio provides a deep dive into informational, narrative, and opinion writing to build strong, passionate writers.

Covers of four "Writing Studio Teacher Guide" books for different grades, featuring educational icons in orange, purple, blue, and teal color schemes.
All materials

Explore more programs based on the Science of Reading

All of the programs in our literacy suite are designed to support and complement each other. Learn more about our related programs:

Amplify Caminos

Amplify Caminos is a K–5 Spanish language arts program and curriculum designed t…

Boost Reading

Boost Reading is a Science of Reading K–5 personalized reading program that’s he…

mCLASS

Amplify’s mCLASS is the gold-standard universal and dyslexia screener grounded i…

See all programs

Amplify is excited to introduce Amplify Desmos Math Texas!

We’re hard at work building a new K–5 math program for Texas. In the meantime, explore some of our free Desmos Classroom activities to get a feel for what’s to come for Texas!

Try it for free

Experience an Amplify Desmos Math Texas lesson

View our previously recorded Live Lesson webinars to see Amplify Desmos Math Texas in action!

Math that motivates

Picture a classroom where students are so eagerly engaged in a lesson, they wish it wouldn’t end. The room is buzzing with the sounds of natural curiosity. This is what an Amplify Desmos Math Texas classroom looks and sounds like. This is math that motivates.

A structured approach to problem-based learning

Amplify Desmos Math Texas combines and connects conceptual understanding, procedural fluency, and application. Lessons are designed with the Proficiency Progression™, a model that provides teachers with clear instructional moves to build from students’ prior knowledge to grade-level learning.

A powerful suite of math resources

Amplify Desmos Math Texas combines the best of problem-based lessons, intervention, personalized practice, and assessments into a coherent and engaging experience for both students and teachers.

Data informs instruction. Comprehensive student profiles provide full data on students’ assets and skills, empowering teachers to provide just-in-time scaffolds throughout core instruction and targeted intervention when needed.

Student thinking is valuable and can be made evident.

We believe that math class is a place where teachers can elicit, celebrate, and build on their students’ interesting ideas. Those ideas fuel meaningful classroom conversations and drive the learning process.

Robust assessments that drive learning and inform instruction

A variety of performance data in Amplify Desmos Math provides evidence of student learning, while helping students bolster their skills. With explicit guidance on what to look for and how to respond, teachers can effectively support students as they develop their understanding.

Diagnostic screening and progress monitoring assessments identify what students know and can do.

Integrated mCLASS® Assessments go beyond accuracy to reveal students’ math thinking through an asset-based approach. This data provides better insights about what students know, what math assets to leverage, and where students need support.

Amplify Desmos Math Reporting and insights

Teachers and administrators have visibility into what students know about grade-level math with a variety of data reports. By evaluating not only what students know about grade-level math but also providing insight into how they think, teachers can confidently plan whole-class instruction and targeted intervention.

Access to grade-level math for every student, every day

Amplify Desmos Math provides teachers with lessons, strategies, and resources to eliminate barriers and increase access to grade-level content without reducing the mathematical demand of tasks.

Differentiation when and where it matters most

Teachers are provided with clear student actions to look for, matched with immediately usable suggestions for how to respond to student thinking. Each lesson also includes recommendations for resources to use with students to support, strengthen, and stretch their understanding of the lesson goal.

Boost Personalized Learning

Boost Personalized Learning™ activities in Amplify Desmos Math Texas target a skill or concept aligned to the day’s core lesson, with each student receiving personalized scaffolds based on what they already know. Activities adapt to each student’s unique needs.

Intervention Mini-Lessons aligned to core instruction

Amplify Desmos Math Texas Mini-Lessons are aligned to the most critical topics throughout a unit and provide targeted intervention for small groups of students who need additional support or need more time.

Ready to learn more?

Fill out this form and we’ll be in touch soon.

Science of Reading resources hub

The Science of Reading is complex, so your understanding of it should be, too. That’s why our resource pages break it all down for you, from word recognition and comprehension to dyslexia and Multi-Tiered Systems of Supports. Equip yourself with the knowledge you need to make the greatest difference to your students!

Select a resource:

Amplify’s Science of Reading overview

Learn the ins and outs of the Science of Reading—what it means, and why its principles matter.

LEARN MORE 

Science of Reading FAQ

Get early literacy guidance with our Science of Reading FAQ.

LEARN MORE 

Science of Reading: The Podcast

Listen to the latest insights from researchers and practitioners in early reading.

LEARN MORE 

Science of Reading programs

Achieve next-level literacy growth with a cohesive Science of Reading suite.

EXPLORE NOW 

Science of Reading success stories

We’ve helped thousands of Science of Reading champions make the shift, and they’re eager to share the secrets of their long-term success with fellow educators like you.

LEARN MORE 

Science of Reading webinars

Get on-demand professional development to build and refine your toolkit of Science of Reading resources and instructional practices.

WATCH NOW 

Science of Reading Star Awards

Nominate a literacy changemaker for our prestigious Science of Reading Star Awards!

LEARN MORE 

Science of Reading data and MTSS

Fortify your Science of Reading implementation using essential data and a Multi-Tiered System of Supports (MTSS).

LEARN MORE 

Change management

Educational change doesn’t happen overnight, or by itself. We’ll walk you through the process to help you make literacy success a lasting reality in your classroom.

LEARN MORE 

Knowledge building

Learn the ins and outs of the Science of Reading—what it means, and why its principles matter.

LEARN MORE

Dyslexia and the Science of Reading

Discover how assessment and instruction grounded in the Science of Reading helps identify children at risk of developing dyslexia at the earliest possible moments, creating the widest opportunity for intervention.

LEARN MORE 

Science of Reading professional development course

Learn everything you need to know about Science of Reading instruction with Amplify’s Chief Academic Officer and host of Science of Reading: The Podcast Susan Lambert.

ENROLL NOW 

The Science of Writing

Explore the Science of Writing, and how you can use it with the Science of Reading to unlock life-changing literacy outcomes.

LEARN MORE 

Unlock possibility with the Science of Writing

The reality is…writing is hard. It’s hard to learn, it’s hard to teach, it’s hard to do.

Natalie Wexler, author of The Knowledge Gap and The Writing Revolution, says, “Writing is the hardest thing we ask students to do.” Fortunately, we have decades of research that shows us how best to teach and learn how to write, known as the Science of Writing. As an educator your job is to make this hard task easier and more fulfilling for students. And our job is to help you.

Why writing matters: Connection, expression, and better reading comprehension

Without writing, there would be no need for reading, and of course, writing is a part of literacy.

Through writing, students can express their ideas, connect with others, and deepen and communicate their understanding of what they are reading and thinking.

Having strong writing skills ensures students can engage fully in all settings, share their opinions and information, tell stories, and have a voice.

What is the Science of Writing?

Learning to write (and read) isn’t natural but it can be taught—and research shows us how. Like the Science of Reading, the Science of Writing is the collection of research and evidence-based practices that explains how writing develops along with the teaching strategies that help students develop into skilled writers.

Writing proficiency involves mastering the use of a complex set of skills that must be taught explicitly, again just like reading proficiency. The Simple View of Writing breaks down these processes into transcription and composition, and provides us with a framework for guiding instruction.

Download Science of Writing: A Primer

The relationship between reading and writing

Reading and writing reinforce and support each other. When reading, students are exposed to vocabulary, grammar, and syntax. And when writing, students can get more practice to improve the fluency and efficiency of their handwriting, and apply their knowledge of spelling and their understanding of vocabulary, grammar, and syntax.

Readers use comprehension skills such as summarizing, predicting, and making inferences to help them create meaning as they read. Writers use those same skills to develop a piece of writing that is clear and concise for the reader.

The benefits of applying reading skills and strategies when writing

  • If you teach students decoding skills, then they become better spellers.
  • If students learn strategies for planning, drafting, and revising during composition, then their reading comprehension improves.
  • If students have word and vocabulary knowledge, then they’re better at expressing their ideas in writing.
“Steve Graham and Michael Hebert (2010) carried out a meta-analysis of more than 100 studies in which students wrote about text. They found that writing in various ways about what one had read improved comprehension and learning, and it did so better than reading alone, reading and rereading, or reading and discussing.”

—Tim Shanahan, Ph.D.

Distinguished Professor Emeritus, University of Illinois at Chicago (UIC); Literacy researcher and writer

Oral language and writing

Oral language is the foundation for literacy, and its development begins in infancy. As their oral language develops, children learn how to string words into phrases and sentences, which progresses into telling stories and answering questions in detail. And as they listen to stories, children develop vocabulary and understanding of syntax and grammar. All of these build a foundation for writing.

Learn more about oral language and literacy

Discovering the Science of Writing

Explore helpful resources to learn more about the Science of Writing, and the importance of implementing evidence-based instructional practices into your classroom, school, and district.

Books:

Articles:

Webinars:

Podcast episodes:

Writing your way to better reading with Steve Graham, Science of Reading: The Podcast

Knowledge, reading, and writing ebook

Read our ebook to explore the links between knowledge, reading, and writing.

K–5 writing instruction brochure

Explore how to integrate writing and reading instruction for your K–5 students.

Multilingual learners writing ebook

Offer your multilingual learners writing instruction tailored to their needs.

Are you ready to transform your district with the Science of Reading and Writing?

We’re ready to help. Speak with a product expert to learn more.

Save the date

You’re invited to New Fellows Orientation 2025

Get ready for an unforgettable New Fellows Orientation event in Dallas, Texas! Come join a community of math enthusiasts (yes, that’s you!) and immerse yourself in an exciting journey of professional learning, jam-packed with enriching collaboration, thoughtful mentorship, new friends, and a whole lot more.

About the event

This interactive retreat for new Desmos Classroom Fellows will be held at the Fairmont Dallas Hotel July 15–17.

During the New Fellows Orientation, you will:

  • Engage in professional learning experiences led by Desmos Classroom experts.
  • Get early access to our best ideas and technology.
  • Share how you are supporting students with and without technology.
  • Collaborate with other Desmos Classroom Fellows to create a resource to share with other teachers.
  • Receive a certificate of attendance.
  • Leave with new perspectives, friends, and goals for the upcoming school year.

Logistics:

Please plan to arrive for the meeting by noon on Tuesday, July 15.

Participants will be provided lunch and dinner on July 15 and all meals on July 16. Attendees may depart on Thursday, July 17.

Lodging costs for July 15 and July 16 at the on-site hotel will be covered by Amplify. Travel costs are the responsibility of each attendee.

Register for New Fellows Orientation

Register now

Using the Science of Writing to support literacy instruction

There are plenty of creative and effective ways to inspire and teach students to write. Many teachers tap into their own experiences, insights, and talents to help students learn how to communicate with the written word.

And there’s also science behind how kids become effective written communicators. Just as the Science of Reading has transformed literacy development and instruction, the Science of Writing offers research-backed strategies to help students learn to write with clarity and confidence.

Here’s how the Science of Writing can help you support student learning.

The Science of Reading and Writing, defined

The Science of Reading represents the large and ever-growing body of research into how students best learn to read—and, therefore, how best to teach them. (You might call it the Science of teaching reading.) It emphasizes the principle that kids don’t learn to read just by being immersed in words on pages around them. Rather, instruction must be structured, explicit, and systematic.

Likewise, the Science of Writing is a research-based approach to effective instruction that emphasizes structured, explicit, and systematic methods to help students develop strong and confident writing skills. While the Science of Reading focuses on how students decode and comprehend text, the Science of Writing addresses how students construct and communicate meaning through written language.

Reading and writing are deeply connected. Strong reading skills support strong writing skills, and vice versa. A simple example: When students are expressly taught to identify the characteristics and purpose of a given text structure (say, the presentation of a problem and its solution) while reading, they are better able to replicate that structure in their writing; they can continue to improve their writing by analyzing additional and more advanced texts with that structure.

A Science of Reading curriculum and Science of Writing curriculum—that is, a comprehensive literacy curriculum—must integrate both, ensuring that students are not only able to understand texts but also to articulate their own thoughts clearly and effectively. By aligning high-quality instructional materials with these proven frameworks, educators can significantly enhance student learning outcomes.

How to bring the Science of Writing into your core curriculum

Effective writing instruction requires a comprehensive approach that addresses transcription skills and composition skills, both of which require explicit teaching and practice. If you’re looking to improve writing instruction in your classroom or district, there are five critical shifts you need to consider. Below, we’ll give you a peek at two of them. Note that we’re not asking you to add more to your plate every day; each of these approaches will actually allow you to sunset some others.

1.  Develop both transcription and composition skills, not one or the other.

Skilled writing is a product of transcription skills (such as handwriting and spelling) and composition skills (such as developing and expressing ideas). Both are best taught through an integrated reading and writing approach that recognizes reading and writing as reciprocal processes.

By working on the development of both skills, you’ll be able to shift away from:

  • Focusing exclusively on handwriting and spelling at the expense of composition practice.
  • Free writing time without explicit guidance or goals.

2.  Teach transcription skills in tandem with phonics, not in isolation.

As you know, reading and writing are reciprocal and strengthened when taught together. Some specifics:

  • Transcription skills—such as handwriting and spelling—are best taught and practiced in alignment with a phonics scope and sequence.
  • Research shows that building automaticity in handwriting supports the neural pathways associated with reading.

By working on transcription and phonics in tandem, you’ll be able to shift away from:

  • “ABC” handwriting instruction, focusing instead on instruction aligned to sound-spellings students are learning.
  • Asking students to spell words without explicit instruction in the sound-spellings.

Making this shift means moving away from phonics instruction that occurs on an “as-needed” basis and ensuring that all students receive the foundational skills necessary for fluent reading and writing.

These are just two of the essential shifts you can make to transform your literacy, and specifically writing, instruction. By focusing on evidence-based strategies, educators can make sure that students receive the support they need to become strong, independent writers.

More to explore

Want to learn all five key shifts and how to implement them in your classroom? Download our full guide to discover how the Science of Writing can help improve student learning and long-term literacy success.

Also:

How to implement the Science of Reading in your classroom today

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Four steps administrators can take to shift to the Science of Reading

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10 books to get you started with the Science of Reading

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Meet the Science of Reading superstars at Windber Elementary

Hardworking teachers, schools, school leaders, and school districts deserve applause every single day. We try to honor educators and their outstanding contributions in as many ways as we can at Amplify—which is why our annual Science of Reading Star Awards is one of our biggest events of the year! We’re currently accepting nominations through Jan. 31. Apply now!

This annual educator awards program is a great opportunity to shine a spotlight on the teachers, administrators, and entire schools working to improve student literacy outcomes in communities across the country—just like 2024 Science of Reading Rookie winner Windber Elementary in Windber, PA.

We hope their positive impact on student learning inspires you in your work—and inspires you to nominate a teacher or school for an award next year!

The challenge: Driving success in early literacy skills

Windber Area School District is a small, rural district in central Pennsylvania. Its preK–5 elementary school is Title One and has just over 620 students, 54% of whom are economically disadvantaged.

The district has been dedicated to helping its diverse student population succeed for years, but getting young learners to excel in literacy has always been a challenge.

That’s why, when Principal Charles Beckley stepped in to lead the way, he adopted a fresh approach to early literacy learning experiences. Principal Beckley has worked in education for a decade, first in North Carolina then at Windber Elementary as classroom teacher, dean of students, and now principal. Under his guidance, Windber’s educators worked together to transform the school’s reading program—and offer inspiration for literacy educators everywhere.

Best practices: Embracing a Science of Reading curriculum

Principal Beckley’s leadership did what truly powerful leadership does: inspire and equip others to lead, too.

First, he and his colleagues had to clarify the why of science-based literacy education. “We had to understand the literacy research and the rationale behind why we needed to make the shift,” he recalls. They collaborated with outside experts to get the information they needed, then they focused on teamwork.

“The original stakeholders who led the push for the Science of Reading, they talked to their colleagues, they collaborated. They were understanding of their teams’ needs and wants. It was a team effort and a team approach,” he says.

They knew they were on the right track when the school board offered their full support, aligning everyone behind their vision for research-based literacy education.

Individual teacher awards: Also deserved!

The most powerful drivers of this change, says Beckley, were the teachers: “Our teachers and coaches had the biggest lift because they had to learn the [CKLA] curriculum.” He affectionately calls them “the neurosurgeons of our school,” and emphasizes their ability to pinpoint areas of need and build the grade-level foundational skills students need most, as well as their readiness to embrace change and dedication to professional growth.

Beckley further emphasized his school’s collective effort, which other districts can look to as a model: “Our community has been on board with this,” he says, “and our students have been great.”

The adoption of Amplify Core Knowledge Language Arts (CKLA) was also crucial, providing the teachers with a framework and instructional materials that skillfully combined both skills and content knowledge.

The results have been undeniable. “If you look at our kindergarten,” Beckley says, “at midyear, [we] were 72% on or above benchmark through DIBELS®.”

Windber’s progress is proof of the power of an evidence-based curriculum that nurtures capable and informed readers—and of a community willing to deliver innovative literacy approaches. Their story is one of commitment to research, dedication to student success, development of shared leadership, and access to the right tools and support.

“We know that we’ve done the best for our kids,” Beckley says. “And that’s the most important thing.”

Inspired? Nominate a teacher, school, or district for an award.

We’re looking for our shining 2025 Science of Reading leaders now! Find the specs, our nomination deadline, and more on our Star Awards page. Nominate a teacher for an award.

How problem-based learning can transform the math classroom

With test scores and student engagement on the decline, it’s clear that traditional teaching methods aren’t meeting the needs of all of today’s math learners.

One solution that’s gaining momentum is problem-based learning. By focusing on real-world problems and structured approaches, this approach develops critical thinking, reasoning, and application—skills that are essential for math success.

But making this shift isn’t easy. For math teachers and educators, it requires careful planning, a clear strategy, and community commitment.

That’s why we’re here to help.

The decline in test scores and engagement

The latest National Assessment of Educational Progress (NAEP) results show a sharp decline in math proficiency across grade levels. Only 26% of eighth graders performed at or above the NAEP Proficient level in 2022. These results represent the largest score declines in NAEP mathematics at grades 4 and 8 since initial assessments in 1990. The pandemic didn’t help, but it’s not the only factor.

This downward trend is compounded by a sense of disengagement. According to YouthTruth’s report Making Sense of Learning Math: Insights from the Student Experience, only half of students feel that what they’re learning in math connects to the real world. Recent survey data also shows that less than half of U.S. students feel that they “often” or “always” work on interesting problems in math class.

When math feels irrelevant or intimidating, students disengage—and the learning gaps that follow can be difficult to close.

An opportunity to grow

But the data also includes opportunities. According to NAEP research, more than 70% of students report that they enjoy activities that challenge their thinking and thinking about problems in new ways.

Problem-based learning helps give those students what they want.

And in a world that relies increasingly on data, analysis, and innovation, students need to learn not just how to follow steps and apply formulas, but how to think mathematically. In other words, problem-solving skills need to be part of student learning. This is particularly important in elementary and middle school math, where foundational concepts are built—and where students have the chance to forget their identities as “math people.”

That’s why working to infuse problem-based math learning into your district’s instruction can help reverse negative math and engagement trends.

What does problem-based learning in math look like?

Let’s go back and define this approach more fully. Research shows that math instruction is most effective when it encourages students—individually or grouped with peers—to grapple actively with math problems. When instruction gives students the opportunity and freedom to solve problems, rather than dictating solutions and then having them practice, students are more motivated.

For example, instead of memorizing the formula for calculating area and then practicing it in a series of disconnected problems, students might tackle a problem-solving challenge like:

How much paint is needed to cover our classroom walls?” Or they might work on a broader question such as: “How can we design a park, taking into account constraints like space, cost, and accessibility?

At its core, problem-based learning values mathematical thinking and reasoning. Rather than focusing on procedures and memorization, problem-based learning encourages students to:

  • Explore open-ended problems.
  • Ask questions and make connections.
  • Develop strategies to solve problems collaboratively.
  • Build curiosity and perseverance.
  • Reflect on their reasoning and process.

In the problem-based learning classroom, students are positioned as active participants in their math experiences, building a deeper understanding of concepts as they work through challenges. This is particularly critical for ensuring students don’t just learn math, but understand why it works and how to apply it. These approaches can transform math classrooms into spaces where students build both foundational and real-world math skills—and a healthy dose of math confidence, too.

Critical factors in making the shift

Integrating problem-based learning into traditional math teaching can feel like (and is!) a big change—in lesson-planning, mindset, and more.

To make it work for administrators, teachers, and students alike, schools do best when they focus on a few critical factors. These include:

  • Clear vision: Understand (and communicate) why the shift matters and what it looks like in action.
  • Leadership buy-in: Gain commitment from school leaders and administrators.
  • Teacher support: Offer professional development, resources, and ongoing guidance specific to math instruction.
  • Structured approaches: Establish a well-defined plan for implementing problem-based learning in math classrooms effectively.

What problem-based learning can look like in the classroom

While problem-based learning offers proven benefits, it can be difficult to integrate into the classroom without a clear structure. Teachers need tools and strategies to guide students through the process and ensure that learning goals are met.

A structured approach to problem-based learning in math should include:

  1. Defining the problem: Present a clear, engaging math challenge connected to real-world scenarios.
  2. Student inquiry: Encourage exploration, discussion, and different solution paths.
  3. Collaboration: Support teamwork to share ideas and reasoning.
  4. Reflection: Allow students to evaluate their process, solutions, and learning.

This structured approach not only improves students’ conceptual understanding, but also aligns with Amplify’s research findings, which show that students who engage in active learning outperform their peers in more traditional settings.

By embracing problem-based learning in math classrooms, educators can:

  • Boost student engagement and confidence.
  • Improve student problem-solving and mathematical reasoning skills.
  • Help reverse declines in math achievement over time.
  • Empower students to see the value and relevance of math in academics and in their lives.

Ready to learn more?

If you’re ready to explore how your school can make the shift to problem-based learning in math, our new change management ebook is the perfect place to start. It offers practical guidance, real-world examples, and a deeper look at the strategies highlighted above.

Download the ebook now to discover actionable insights and strategies to help make problem-based learning come alive in your math classrooms.

Navigating the shift to three-dimensional science teaching and learning

Students need science. They need it to succeed in school, and they need it to navigate the world around them—whether interpreting a weather forecast, perfecting a recipe, or troubleshooting the Wi-Fi.

But only 22% of high school students are proficient in science, and students in grades K–5 get an average of just 20 minutes of science instruction each day. For middle and high school students, access to advanced science courses is often limited. We’re not giving students all the tools they need to succeed in a world that’s increasingly shaped by science and technology.

Three-dimensional learning can help us solve that. This approach moves science education into the realm of discovery—where students learn to think and act like scientists.

But unlike hot water melting ice, shifting to this approach won’t happen in an instant! Don’t worry—we’re here to help.

Science learning: a pivotal moment

Many of us were taught science the traditional way: learning about the scientific world and how it works. (And many of us did ok!) But we know now that there’s a better way. Students need to figure out science the way scientists do.

This hands-on, problem-solving, three-dimensional approach (sometimes nicknamed “3D learning”) builds critical thinking, collaboration, and curiosity—all skills that are vital across school subjects and in life.

With content and lesson plans that focus on Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas, this model equips students with critical thinking skills and a deep understanding of scientific principles.

This shift started with the 2012 publication of A Framework for K–12 Science Education, which introduced the concept of three-dimensional learning. These principles, now embedded in the Next Generation Science Standards (NGSS), focus on three major changes:

  • Helping students move from simply learning about science to actively figuring it out.
  • Encouraging them to explain natural phenomena.
  • Aligning science learning with English language arts and math goals.

By embracing these changes, educators can help students make meaningful connections across disciplines, setting them up for success in real-world challenges.

Driving and supporting systemic change

Transforming science education isn’t a quick fix—it’s a cultural and systemic change. To make it work and make it last, schools and districts need to focus on three key drivers: process, practice, and people.

  1. Process: Pinpoint challenges, create clear plans, and track progress.
  2. Practice: Build the infrastructure for three-dimensional learning, including aligning curriculum, offering professional development, and updating teaching practices.
  3. People: Communicate effectively, support teachers, and highlight science champions who can inspire others.

Real change takes time and deliberate effort. But with these elements in place, schools can establish lasting improvements and build elementary and middle school programs that benefit every student.

Amplify Science’s playbook to guide you

To help educators navigate this shift, our new Science Change Management Playbook offers practical, evidence-based resources for transitioning over time to three-dimensional learning. Here’s what you’ll find inside:

  • Evidence-based practices: Learn structured approaches to problem-based learning, backed by research that highlights their benefits for students and teachers alike.
  • Practical tips: Explore actionable steps for driving meaningful change, from crafting a shared vision to delivering effective professional learning.
  • Real stories: Read testimonials from students and educators who have experienced the transformative power of curiosity-driven, collaborative learning.

With this playbook, schools can build K–8 and/or middle school science programs that truly engage students, equipping them with skills they’ll use for a lifetime.

The move to three-dimensional science teaching and learning opens the door to deeper understanding, better problem-solving, greater curiosity, and—more and more—a world built by students who know how to think like scientists.

More to explore

  • Dive deeper into the shift to three-dimensional teaching and learning with our Science Change Management Playbook to help you navigate the shift to three-dimensional science teaching and learning.
  • Discover how to be a changemaker for science through additional change management resources.
  • Learn more about Amplify Science.

Your Beyond My Years 2024 recap!

In August of last year, our teaching podcast Beyond My Years took its first steps—and in no time we were exploring a lot of new territory on our journey to soak up teacher advice and wisdom from seasoned educators across the globe. Their experiences became our experiences. So let’s recap some of the top moments of 2024.

In 2024 on Beyond My Years we:

Traveled 3,469 miles to Stasia, Alaska.

We ventured all the way to the northernmost part of Alaska alongside Patti and Rod Lloyd to teach in a rural indigenous community. Joining such a rich and unique culture as outsiders taught Patti and Rod the importance of learning from their students.

“Even though they’re coming to me at five and six years old, they are coming with a lot of rich knowledge that I don’t have. And if I remain open and work with them, I’ve got a lot to learn.” —Rod Lloyd

Went back to school at the age of 80.

When the United Kingdom put out a call in 2020 for retired educators to return to aid a national shortage, Eric Jones knew he still had more left to teach, even at the age of 80! He knows that to stay in the education field as long as he has you need to celebrate and honor all areas of what a teacher does. When you honor every piece of the work you can do, you can make sure every moment stays aligned with your goals and serves your students.

“I like teaching kids things they didn’t know before and now they’re excited about. I love the idea that they will then move on into realms of industry and economic success that I would never dream of.” —Eric Jones

Shared our first Amplify podcast episode entirely in Spanish.

We even had our first bonus episode entirely in Spanish with Luz Selenia Muñoz. She taught us that some things transcend language—like the importance of knowing the “why” behind student behavior. According to Luz, whether your classroom is monolingual or multilingual, it is important to make connections with your students. You will see what they need and know what their triggers are. Behavior improves when you understand what your kids are going through.

“Yo creo que le diría que tenga paciencia. Paciencia. Que respire. Que las cosas van a mejorar cada día.” —Luz Selenia Muñoz

“I think I would tell them to be patient. Be patient. Breathe. Things will change for the better with every passing day.” —Luz Selenia Muñoz

Took time for ourselves.

Kamphet Pease called out the overachiever in all of us educators. An important piece of teacher advocacy: We all took a hard look at our school to-do lists together and recognized that we have to do better at prioritization—including prioritizing self-care.

“Make sure you take care of yourself as well. Take the time to go for a walk, take the time to take a bubble bath, cook for yourself, whatever you find enjoyment in.” —Kamphet Pease

Want even more of the best of the best from season one of Beyond My Years, which is brought to you by the team that produces Science of Reading: The Podcast? Download our key takeaways, a curated collection of invaluable wisdom and practical guidance from our lineup of inspiring educator guests.

More to explore:

Power up your Science of Reading knowledge: 2024 podcast recap

Amplify’s Science of Reading: The Podcast won both Silver and the Listeners’ Choice Award in the education category at the 2024 Signal Awards! If you haven’t already, we hope you’ll join those who have helped catapult the podcast to more than six million downloads.

You’re welcome to binge-listen all 29 podcast episodes released in 2024, but here, we’ve selected a few to highlight for you.

The power of the Science of Reading

Some context: As you probably know, the Science of Reading is a much-researched area alongside the science of learning. Applying cognitive, neuroscience, and educational principles, it helps us understand and improve how students acquire and develop reading skills. This knowledge is essential because, while humans typically learn to speak naturally, reading (and writing) require formal instruction. According to the Simple View of Reading, reading comprehension is the product of both decoding and linguistic comprehension. So kids must be taught the relationships between sounds and letters, and how to decode words. Systematic instruction presents these skills in a logical order, explicit instruction goes beyond just “exposing” kids to words and texts, and cumulative instruction builds on skills learned before.

The episodes below are a great start to exploring the fundamentals of evidence-based instruction beginning in early literacy. You’ll hear about the importance of knowledge building, the symbiosis between reading and writing, and the power of multilingual learning, just to name a few topics.

The power of knowledge

Season 8 focuses on why knowledge is so critical for literacy development and how educators can empower students to build it.

Many of us (as students and educators) were taught or trained with comprehension framed as a skill. But award-winning researcher and author Sharon Vaughn, Ph.D., says (spoiler!) that comprehension is not a skill to be taught in a vacuum, but rather an outcome—of strong decoding, vocabulary, and background knowledge. “If students can’t read words or don’t know what they mean, emphasizing comprehension is just the wrong priority,” she says. Vaughn stresses the importance of systematically building background knowledge through coherent, high-level informational texts and relevant content lessons, enabling students to connect ideas and deepen understanding. By focusing on these foundational elements, educators can support comprehension and meaningful learning.

Episode 11: Cognitive load theory: Four items at a time, with Greg Ashman, Ph.D.

Drawing from his book A Little Guide for Teachers: Cognitive Load Theory, deputy principal and professor Greg Ashman argues that students need to build a strong foundation of knowledge in order to think and learn effectively. He challenges the idea of leaving students to “figure things out” on their own. “Kids are not little scientists,” he says, and advocates instead for structured instruction to build the schemas necessary for deeper learning.

Ashman also recommends reducing extra cognitive load—distractions that overwhelm working memory—and cautions against overrelying on approaches like “productive failure,” which can frustrate students who happen to lack relevant foundational knowledge. His advice: Use evidence-based methods and prioritize clear, incremental instruction.

The power of evidence-based literacy instruction

Season 9 dives deep into the key principles of and latest developments in the Science of Reading.

Episode 3: Know the non-negotiables in a program aligned to the Science of Reading, with Kari Kurto

Kari Kurto, national Science of Reading project director with the Reading League, discusses the organization’s curriculum evaluation tool designed to assess research-based practices in reading programs. Drawing from her experience teaching students with dyslexia, Kurto emphasizes the necessity of explicit, systematic instruction in phonics and (like Ashman) the importance of reducing extraneous cognitive load.

She says one must-have for any effective, evidence-based curriculum is explicit instruction in phonics through a clear scope and sequence, which ensures that students build foundational skills, such as phonemic awareness, in a systematic way. “No program is perfect, but understanding both its strengths and areas for improvement allows schools to maximize its impact,” she says.

Episode 4: Comprehension is not a skill, with Hugh Catts, Ph.D.

Hugh Catts, like Vaughn, continues to challenge us to rethink reading comprehension. “Comprehension isn’t the purpose of reading,” says Catts, a professor at Florida State University. “The purpose of reading is whatever you’re reading for.” Whether scanning for a fact, grasping the gist, or diving deep into a complex topic, comprehension varies based on the reader’s intent and context. He also urges educators to do what the evidence asserts: Move beyond isolated skill drills to content-rich instruction that builds knowledge and engages students meaningfully. Catts notes that comprehension grows over time, as students develop mental models and apply critical thinking in a variety of reading contexts.

The power of multilingualism

In this special miniseries, our podcast focuses on how the Science of Reading serves multilingual/English learners (ML/ELs).

Episode 1: Language is always an asset, with Kajal Patel Below

Kajal Patel Below, Amplify’s vice president of biliteracy, highlights why language is such a powerful asset, and how multilingualism is not a barrier, but a gift. “Literacy in a new language builds from literacy in the home language,” she says.

But that’s not—yet—the prevailing view. Multilingual and English learners often face challenges like being left out of research or misidentified in assessments. Below also notes schools focus too much on phonics and foundational skills, sometimes overlooking the equally important elements of language comprehension, vocabulary, and speaking skills.

With the number of multilingual learners growing fast in the U.S., Below calls for schools and educators to embrace bilingual education, create stronger resources, and celebrate the unique strengths these students bring to the classroom.

More to explore

Reading and Writing: How the Simple Views can help you teach

The processes of learning to read and write are so complex, they’ve inspired an entire body of research called the Science of Reading (along with its newer cousin, the Science of Writing). Luckily, literacy experts have distilled these processes into their simplest components.

The result? Two models that help educators understand how students learn to read and write, and the best ways to teach them.

These frameworks—the Simple View of Reading and the Simple View of Writing—align with what reading research tells us about the brain’s processes for decoding, understanding, and creating text. Together, they can support your instructional practices and help all your students become proficient readers. Let’s take a closer look.

What is the Simple View of Reading?

The Simple View of Reading is a model that breaks the capacity to read into two main components:

  1. Decoding: The ability to recognize words in print, which includes phonics and phonemic awareness.
  2. Language comprehension: The ability to understand and interpret the meaning of those words.

It’s important to note that reading is not the sum of these parts—it’s the product. Reading success results from decoding multiplied by language comprehension. Both are crucial. If either one is weak or nonexistent, the ability to read with understanding collapses. Even if a student can decode every word on a page, they won’t truly be reading if they don’t understand what the words mean. Likewise, no matter how good their comprehension skills, if they can’t decode, they can’t access the text.

Are you curious for more detail? Explore the framework known as the Reading Rope, which breaks these components down further, showing how skills such as phonological awareness, vocabulary, and background knowledge intertwine to create skilled reading. Understanding these connections helps educators develop effective instruction and address specific gaps in literacy skills.

Why is the Simple View of Reading framework so powerful?

The Simple View of Reading gives teachers a clear roadmap.

Instead of wondering why a student is struggling with reading, we can look at their decoding and language comprehension skills separately. Are they having trouble sounding out words? That’s a decoding issue. Struggling to understand a story’s plot? That’s a language comprehension issue.

Once you know where the challenge lies, it’s easier to intervene and teach students effectively.

This model also aligns with the principles of structured literacy. By focusing on explicit, systematic instruction in both decoding and comprehension, educators can build a strong foundation for all learners and support everyone in accessing grade-level text.

The Simple View of Writing: A logical extension

Just as the components of reading can be broken down into two parts, so can writing. They are:

  1. Transcription: The physical act of writing, including handwriting, spelling, and typing.
  2. Composition: The ability to generate ideas, organize them, and express them effectively in written form.

Transcription ensures that students can physically put words on a page, while composition helps them turn those words into meaningful text. Writing success equals transcription multiplied by composition. A student may have great ideas (strong composition) but struggle to write them down (weak transcription), or they may write neatly but lack substance.

Putting it together: How these models transform literacy instruction

Reading and writing are closely intertwined. As students improve their decoding, their transcription often follows because both rely on an understanding of letters and sounds. Similarly, language comprehension and composition share a connection—when students build vocabulary and understanding through reading, they’re better equipped to express themselves in writing.

These models allow educators to:

  • Pinpoint needs. Are students struggling with spelling? Focus on transcription. Do they have difficulty understanding what they’ve read? Strengthen language comprehension.
  • Measure progress. These models provide clear benchmarks for assessing growth. Success in one area (like decoding) can lead to noticeable improvements in another (like comprehension).
  • Individualize support. No two students are the same. One child may need help with phonics, while another needs to build vocabulary. The Simple Views let teachers tailor instruction to each learner.

The Simple Views of Reading and Writing remind us that literacy is a combination of distinct yet interconnected skills. By breaking these processes into manageable parts, we can better understand how to help students thrive. And when we focus on both the mechanics and the meaning, we’re not just teaching kids to read and write—we’re giving them the tools to communicate, imagine, and succeed.

More to explore

Check out our infographic for a visual breakdown of these powerful frameworks and how they work together to support literacy success.

Plus:

Lleve el mundo a los estudiantes con un plan de estudios de alfabetización comprobado de PreK a 5.º grado

Amplify Core Knowledge Language Arts (CKLA) es el plan de estudios líder en alfabetización temprana basado en la Ciencia de la lectura. Mediante la combinación del desarrollo de conocimientos y de destrezas fundamentales a partir de la investigación, nuestra instrucción orienta a los educadores en el desarrollo de lectores, escritores y pensadores capaces.
Con una poderosa plataforma en línea y un plan de estudios paralelo de lengua y literatura en español, Amplify CKLA ofrece una solución integral para educadores y estudiantes de PreK a 5.º grado. For English version, please click here.

Solicitar muestras

Los resultados son fruto del conocimiento previo

El plan de estudios de alfabetización de Amplify CKLA de PreK a 5.º grado equipa a los estudiantes con un rico conocimiento que se construye intencionalmente para inspirar curiosidad e impulsar resultados. Explore las investigaciónes que revelan la eficacia del plan de estudios basado en el conocimiento, así como el logro de Amplify CKLA como intervención educativa de conformidad con la ESSA (nivel 1 de evidencia fuerte).

AMPLIFY CKLA

38,000+

Salones de clase

2,700,000+

Estudiantes

50

Estados de EE. UU. y D.C

Revisado de forma independiente y rigurosa

Amplify CKLA se encuentra entre los pocos planes de estudio que es tanto reconocido por la campaña Knowledge Matters (por su excelencia en construir conocimiento intencionalmente) y como calificado verde en EdReports, obteniendo puntuaciones verdes en todos los criterios.

Leer la reseña en EdReports

Nuestro enfoque

Basado en la Ciencia de la lectura y siguiendo el principio de Core Knowledge, el plan de estudios Amplify CKLA para PreK a 5.º grado combina conocimientos de contenido rico en historia, ciencias, literatura y artes con una instrucción sistemática de destrezas fundamentales basada en la investigación.

Basado en la Ciencia de la lectura

Como la primera casa editorial en crear un plan de estudios basado en la Ciencia de la lectura, ponemos la investigación en acción con una instrucción explícita y sistemática de destrezas fundamentales junto con una secuencia comprobada de construcción de conocimientos. En colaboración con expertos y profesionales de la educación, proporcionamos recursos poderosos que generan resultados reales. Explore nuestras historias de éxito de Ciencia de la lectura.

Diagram illustrating the interplay between language comprehension and word recognition in reading, as seen in early literacy stages. It highlights pathways through knowledge, vocabulary, and sentence understanding, reflecting principles from the CKLA reading program.

Desarrolla destrezas fundamentales con instrucción explícita y sistemática

El alcance y la secuencia basados en la investigación de Amplify CKLA progresan desde el desarrollo de destrezas simples hasta el más complejo, comenzando con la conciencia fonológica y fonémica. La instrucción le guía en la enseñanza explícita de las 150 ortografías de los 44 sonidos del inglés, con una progresión intencional y una revisión de las destrezas para preparar a sus estudiantes para el éxito.

Adopta una metodología demostrada de adquisición de conocimientos

Siguiendo la Core Knowledge Sequence, un enfoque coherente, acumulativo y de contenido específico para desarrollar conocimientos, los estudiantes profundizan y hacen conexiones entre áreas de contenido para construir una base de conocimientos sólida que les permita comprender textos complejos. Vea cómo se ha demostrado que el plan de estudios Core Knowledge mejora los puntajes de lectura y elimina las brechas en el rendimiento.

Logo of Core Knowledge featuring five colorful human figures holding hands in a circle above the text "Core Knowledge," symbolizing unity and learning. This emblem embodies the spirit of early literacy and celebrates their online language arts curriculum.

Creado en colaboración con la Core Knowledge Foundation

Amplify CKLA es el líder en materiales educativos de alta calidad para lengua y literatura de primaria, creado en colaboración con la Core Knowledge Foundation para ayudar a los estudiantes a desarrollar con eficacia un conocimiento profundo del contenido y destrezas fundamentales.

CONOCER MÁS SOBRE LA CORE KNOWLEDGE FOUNDATION

Cultivar la alfabetización bilingüe con programas paralelos en inglés y español

Amplify Caminos es el compañero perfecto en lengua y literatura del idioma español para Amplify CKLA. Los programas alineados combinan un rico conocimiento del contenido con una instrucción sistemática de destrezas fundamentales basada en la Ciencia de la lectura que sigue los principios de alfabetización bilingüe, y respalda múltiples modelos de enseñanza.

CONOCER MÁS SOBRE AMPLIFY CAMINOS

Estudio de eficacia de Amplify CKLA

Evidencia de conformidad con la ESSA (nivel 1): la adquisición de conocimientos con Amplify CKLA mejora los logros.

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Qué se incluye

El programa proporciona atractivos materiales impresos y multimedia diseñados para construir una base sólida y rica en lectoescritura en todos los salones de clase.

CoreELD y complementos

Materiales de alta calidad para los maestros

Los maestros de Amplify CKLA brindan instrucción de manera eficaz con recursos impresos y digitales, que incluyen:

  • Guías para el maestro con diferenciación integrada.
  • Evaluaciones formales e informales.
  • Diapositivas de lecciones listas para usar y personalizables.
  • Libros comerciales y Guías literarias.
  • Recursos docentes y desarrollo profesional a pedido.

Recursos inmersivos para estudiantes

Los estudiantes de Amplify CKLA se mantienen interesados con una amplia gama de recursos impresos y digitales, que incluyen:

  • Descodificables originales y Libros grandes de lectura en voz alta (K a 2.º grado), Libros de lectura (3.er a 5.º grados) y libros comerciales (K a 5.º grado).
  • Cuadernos de actividades para estudiantes con evaluaciones integradas (K a 5.º grado).
  • Unidades de investigación para investigaciones independientes desarrollados en torno a un libro comercial (K a 5.º grado).
  • Diario del poeta y Diario del escritor (libros de lectura con espacio para escribir para 4.º y 5.º grados).
  • Misiones de conocimiento para apoyar el aprendizaje inmersivo basado en problemas en los grados 3.º a 5.º.

Materiales prácticos de fonética

La fonética multisensorial y los recursos de destrezas fundamentales ayudan a los estudiantes a practicar destrezas clave utilizando enfoques divertidos y variados que desarrollan la independencia.

  •  Carpetas para la práctica de ortografía (K).
  • Tarjetas de letras (K a 2.º grado).
  • Tarjetas de sílabas (K a 2.º grado).
  • Tarjetas de imágenes (K a 3.er grado).
  • Tarjetas de combinación de imágenes (K).
  • Rotafolios de códigos de consonantes y vocales (1.er y 2.º grados).
  • Biblioteca de sonido digital exclusiva.

Experiencia digital robusta

Los recursos para maestros y estudiantes de Amplify CKLA están disponibles a través de una plataforma de experiencia digital que mejora la instrucción y le ahorra tiempo. Con todo lo que necesita en un solo lugar, puede planificar lecciones, presentar contenido y revisar el trabajo de los estudiantes de manera eficaz.

  • Presentaciones de lecciones con diapositivas listas para usar y personalizables.
  • Herramienta dinámica para estudiantes con revisión en vivo.
  • Experiencia interactiva y amigable para los estudiantes.
  • Integración LMS.
  • Videos animados de Desarrollo de conocimiento
  • Lecturas en voz alta grabadas.
  • Sitio web de desarrollo profesional.
  • Apoyo al programa en tiempo real por correo electrónico, chat en vivo y teléfono.
Four colorful educational books are displayed against a black background. Each cover has tools like pencils, papers, and letters representing various school subjects.

Programa para estudiantes del idioma inglés

Language Studio, diseñado para Amplify CKLA, brinda instrucción diaria alineada con WIDA para que los estudiantes del idioma inglés profundicen su inglés académico.

Programa de exploración de escritura

Writing Studio, un complemento único para Amplify CKLA, ofrece una inmersión profunda en la redacción de información, narrativa y opinión para formar escritores fuertes y apasionados.

Covers of four "Writing Studio Teacher Guide" books for different grades, featuring educational icons in orange, purple, blue, and teal color schemes.
Todo los materiales

Explore otros programas basados en la Ciencia de la lectura

Todos los programas de nuestro paquete de alfabetización están diseñados para que se respalden y complementen entre sí. Aprenda más sobre nuestros programas relacionados:

Amplify Caminos – Español

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Boost Reading – Español

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Powerful, personalized reading instruction that engages students and saves teachers time

Boost Reading is our personalized reading program for grades K–5. Its captivating storylines engage students in powerful reading instruction and practice. Whether students are learning to read fluently or sharpening their comprehension skills, Boost Reading accelerates their growth while freeing educators up to work with small groups or individual students.

Science of Reading-based support for every student

Students come to school with a range of abilities and achieve mastery at different rates. Providing each learner with the specific support they need to progress can be challenging. Enter Boost Reading’s personalized reading literacy program.

“Your team has taken a weight off my shoulders and I am so grateful and can’t thank you enough! My biggest concern during this time was how can I keep pushing my readers at their level—and giving them what they need—and Boost Reading solved that.”

Jeanine

2nd-grade teacher, Chicago, IL

“This program is extremely engaging and interactive for each student. They begged to get on Boost Reading and they cried when it was time to log off! This program is a great addition to our curriculum.”

Brittany

2nd grade teacher, Utah

“My students love the program, and they don’t even realize they are learning some tough concepts. Their reading scores are improving even since the beginning of the year.”

Amber

Junior High ELA teacher, California

Our approach

Leveraging compelling storytelling and the latest research, Boost Reading helps students achieve true mastery of the concepts they need to become strong, life long readers. See the research behind the program.

More than a digital worksheet

Built on the Science of Reading, Boost Reading offers a fresh, modern program that builds on student strengths while adapting to their needs.

A program students love

Boost Reading offers an out-of-this world learning experience for students. The program’s age-appropriate narratives create a learning experience that leaps off the screen.

The right experience for every student

The program meets all students where they are with powerful individualized instruction and practice, enabling student growth at all reading levels.

Proven results

Boost Reading works. Efficacy studies show significant growth for students using Boost Reading. In as little as 30 minutes a week, Boost Reading accelerates growth for all students and helps multilingual learners close the gap with their peers. Learn more here.

Free white paper

Comprehension processes: The missing link in reading comprehension

Download now

Program highlights

Full adaptivity

Students of Boost Reading use digital texts that adapt to their needs via an adaptive algorithm that unlocks each book at the exact right point in a reader’s development.

Personalized instruction

Boost Reading adapts to each reader’s unique needs across 13 skill areas, sending students on their own personalized reading journey. The programs offer both remediation and enrichment through a comprehensive range of instruction—from foundational skills to comprehension to close reading.

Engagement engineering

Using the science behind engagement and motivation, Boost Reading is built to deliver compelling narrative experiences that speak to students’ stories of growth and development. This personal connection allows students to directly map their progress in the storyline to their reading effort and growth, helping them understand the value of effort and practice.

Based on the Science of Reading

Boost Reading is built on the latest research in the Science of Reading. It provides the explicit, systematic foundational skills essential for every student—and it goes beyond. It’s the only program that focuses on the things our brain does while we’re reading that allow us to make sense of text—also known as comprehension processes. Learn more about comprehension processes on Science of Reading: The Podcast.

Instruction based on student data

Boost Reading features an automatic placement tool that requires no prior assessment. The program is able to pinpoint the most effective starting point for each student and provide them an engaging reading program personalized for their exact individual needs. The program also integrates directly with Amplify’s mCLASS® with DIBELS® 8th Edition assessment as well as other third party assessments.

Reports at every level

Boost Reading provides actionable insights into students’ reading development across 13 literacy skill domains. The program creates reports for classroom teachers, literacy specialists, principals and district leaders, and even parents and caregivers at home.

Explore more Science of Reading-based programs.

Our programs are designed to support and complement one another. Learn more about our related programs.

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mCLASS

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Universal screening built on the Science of Reading

Based on over 30 years of research, mCLASS® is the universal K–6 assessment and intervention suite for early literacy that helps every child learn to read confidently.

Request a demo

What is mCLASS?

mCLASS, powered by DIBELS® 8th Edition, offers teacher-administered literacy assessments and intervention for grades K–6.

When you use mCLASS, you can be assured your students are getting the best the Science of Reading has to offer. Our assessments have been built on decades of research in curriculum-based measurement science, delivering a proven approach that screens for at-risk students and provides deep insight into individual students’ reading development.

What educators say

“With mCLASS, the focus is on instruction. Teams work together to collaborate and share ideas and get excited about using each other’s ideas. And students are involved in looking at their own data too—they are involved in their own plan for growth.”

Linda

Principal, Colorado

What educators say

“There is no time to waste in a teacher’s day, and mCLASS is a quick and accurate assessment of a student’s reading strengths and weaknesses.”

Nita

Reading coach, Oklahoma

What educators say

“The reports are invaluable. One-click reports are useful and make it easy. I’m able to make adjustments and focus on the at-risk students in need—at the moment of need.”

Launa

DIBELS coordinator, Utah

Based on decades of leading literacy research

We partner with experts at the University of Oregon’s Center on Teaching and Learning, a recognized leader in early literacy assessment.

The University of Oregon are the creators of DIBELS® (Dynamic Indicators of Basic Early Literacy Skills) and mCLASS is the only licensed digital provider of the research-based DIBELS 8th Edition assessment. See more of our research.

Our approach

The comprehensive mCLASS system includes efficient DIBELS 8th Edition’s one-minute measures, a built-in dyslexia screener, intervention, and robust reports for teachers and administrators. It’s all you’ll need to monitor and support every student in your classroom.

Save hours of time

As the only digital provider of DIBELS 8th Edition’s one-minute measures, mCLASS eliminates the manual assessment process— saving you hours of time and giving you instant results and clear next steps for each student. Learn more about mCLASS’S efficient measures.

Catch at-risk students early.

Early intervention is critical. mCLASS offers universal and dyslexia screening in a single powerful tool—no additional assessment system required. Your most vulnerable readers are identified at the earliest levels. Learn more about mCLASS’s dyslexia screening.

Connect student data to personalized learning.

mCLASS connects with Boost Reading (formerly known as Amplify Reading), a K–5 student-driven literacy program that provides both remediation and enrichment for all students, leveraging the power of compelling storytelling to engage students in personalized reading instruction and practice. Learn more about Boost Reading.

Catch at-risk students early.

Early intervention is critical. mCLASS offers universal and dyslexia screening in a single powerful tool—no additional assessment system required. Your most vulnerable readers are identified at the earliest levels. Learn more about mCLASS’s dyslexia screening.

We’re making an impact

2,000,000

students

120,000+

teachers

1,200+

districts

6,000+

schools

What’s included

mCLASS provides benchmark and progress-monitoring assessments for grades K–6. Its ecosystem of elementary reading resources works to target skill gaps and provide the right instruction at the right time.

DIBELS 8th Edition

mCLASS is powered by DIBELS 8th Edition, enabling you to automate scoring and receive instant targeted instructional recommendations. DIBELS 8th Edition measures:

  • Phonemic awareness
  • Phonics
  • Fluency
  • Vocabulary
  • Comprehension

Data you can trust

mCLASS’s teacher-administered assessment provides you with valid and reliable data that allows you to make informed decisions on instruction. Our assessments follow a  one-on-one observational model.

Comprehensive literacy assessment

mCLASS provides benchmark assessments, ongoing progress monitoring, and voice recognition technology to comprehensively support each student’s literacy development.

  • Foundational skills assessments
  • Comprehension assessments
  • Dyslexia screening assessments

Valid and reliable reporting

mCLASS gives educators detailed insight into your students’ reading development across foundational literacy skills. It provides a wealth of valuable reporting information for everyone—from classroom teachers and literacy specialists to principals and district leaders and parents and guardians at home.

  • Skill-based reporting view for each student
  • Real-time growth reports for each student
  • Class summary reports
  • School and district reports
  • Parent and guardian reports

Embedded dyslexia screening

Included at no additional cost, mCLASS’s DIBELS 8th Edition measures are validated to provide information about dyslexia risk. mCLASS also offers supplemental measures to screen for risk related to dyslexia.

  • Vocabulary
  • Encoding
  • Rapid Automatized Naming (RAN)

Easy to use, targeted lessons

mCLASS provides targeted instruction in all the critical foundational reading skills by automatically analyzing data to place students in skill-based groups with targeted activities.

A teacher assisting a young girl with her reading in a classroom, surrounded by educational posters and materials.

Seamless student intervention

mCLASS connects to mCLASS Intervention, a proven companion intervention program that provides the analytical tools and resources educators need to make targeted, staff-led intervention a daily reality throughout the school year.

Learn more
Program details

Dyslexia Fact vs. Fiction

Can you separate dyslexia fact from fiction?

Download our e-book

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Meet Science of Reading changemaker Altramez Simone McQuaige

Awards for teachers—we should probably give them out every day. We try to honor teachers and their exceptional contributions in as many ways as we can at Amplify. That’s why our annual Science of Reading Star Awards is one of our biggest events of the year!

We’re currently accepting nominations through Jan. 31. Apply now!

This annual award program is a great opportunity for us to shine a spotlight on the classroom teachers, school administrators, and educators who are improving student literacy outcomes in schools and communities across the country—like 2024 Changemaker Award winner Altramez Simone McQuaige. We hope her significant contributions inspire you in your work—and inspire you to nominate a teacher for an award next year!

A leadership role: Experience and experimentation

Altramez Simone McQuaige has spent more than 30 years in education, so it’s probably safe to assume she knows what she’s doing. But she’s not afraid to embrace change, or even take risks. “We didn’t go into this profession to do the same thing every day,” she says.

As supervisor of elementary reading and English language arts at Prince George’s County Public Schools, McQuaige took on the challenge of improving literacy instruction in her district by focusing on the Science of Reading.

Foundational skills: Noticing the problem

Several years ago, McQuaige and her team noticed a specific issue with foundational skills instruction, especially in first and second grades. “We were seeing a population of students that we weren’t seeing progress with consistency,” she says.

Under McQuaige’s leadership, a team of coaches, reading leaders, and administrators met to discuss how to improve their foundational skills instruction and student outcomes, asking themselves questions like: Should they shift their curriculum? Their classroom methods? Their entire literacy approach?

Then the pandemic hit.

Coming together: Exploring a new approach

Despite pandemic disruptions, McQuaige and her team convened and launched a cohort of 240 teachers, central office personnel, and reading leaders to learn more about the Science of Reading.

Openness to change was key. The cohort had to be willing to look at the latest research and see—as McQuaige puts it— that “some of the practices that may have been used from yesteryear were not effective.”

Their decision? Start to shift from a balanced literacy environment to a structured literacy approach involving explicit, systematic teaching of the elements of reading and a strong emphasis on phonological and phonemic awareness, phonics, vocabulary, and comprehension strategies.

Varied stakeholders building energy for change

There was “energy around the shift,” she recalls. The excitement coming from that large team of varied stakeholders helped build further buy-in—and success.

“We wanted to ensure that our reading leaders and our central office personnel with ESOL teachers and special educators had an opportunity to engage in these conversations,” she says. “That led us to have teachers practice or pilot programs before we chose the best products to meet the needs of our teachers.”

“We were building capacity across our district,” she says, “and building leaders and allies to talk about why the shift is necessary, and what they noticed as they started to embed those practices in their instruction.”

Professional development: Continued improvement and support

The result? The district successfully moved to a structured literacy approach in just three years, and improvements in student performance data demonstrate the effectiveness of the changes. “Even those who were once reticent are seeing the shift in their students,” McQuaige says of the teachers around her.

She also acknowledges the essential role of their partners: “Amplify’s support was crucial as we shifted. We know that as you make the shift, it will never be one and done. The continuous learning across our district, using our Amplify team, is invaluable.”

But McQuaige knows that even if the shift in approach is technically complete, she—like her students—must always be learning. “Let’s follow the research,” she says. “I know research is always changing, and that means we’re always changing.”

Here’s your nomination form!

Inspired? We’re looking for our shining 2025 Science of Reading leaders now! Visit our Star Awards page for information like our submission deadline, and nominate a teacher for an award today!

To view this protected page, enter the password below:



Welcome, mCLASS Lectura families!

We’re excited to welcome you and your child to the mCLASS® Lectura Caregiver Hub for the new school year. We’ve assembled the following resources and guides to help you support your child and enable them to have the most productive experience with our platform throughout the year. Para la versión en español, haga clic aquí.

What is mCLASS Lectura?

mCLASS Lectura is an authentic personalized Spanish instruction and assessment system built specifically for bilingual children learning to read. It highlights what reading skills your child already knows, and it shares where they may need additional support.

mCLASS Lectura also provides teachers with instructional reading activities for each student based on their assessment score, in order to deliver targeted guidance on specific skills they may need support with.

Getting started

Ways to support your child

Home Connect

The mCLASS Home Connect website houses literacy resources for parents and caregivers, including at-home lessons organized by skill to support bilingual students learning to read in English. Our mCLASS caregiver letters in English and Spanish ensure that families know how to best support their child.

We recommend reviewing this “Protecting Kids Online” article by the Federal Trade Commission, addressing digital safety.

How to get help

Have a question about Amplify mCLASS Lectura? 

Read our caregiver guide or visit our help library to search for articles with answers to your program questions.

For additional curriculum support, contact your student’s teacher.

Top 10 Science of Reading podcasts to get you started

Since 2019, Science of Reading: The Podcast has delivered the latest insights from researchers and practitioners in early reading. Hosted by Amplify’s Chief Academic Officer Susan Lambert, each episode welcomes a renowned leader in the education and literacy community, explores a timely topic related to the Science of Reading, and offers instructional advice to educators implementing evidence-based practices in their schools.

New to the podcast? Here are 10 popular episodes to acquaint yourself with the Science of Reading. Listen, enjoy, and subscribe — we have new episodes every other Wednesday!

S1-E1: Natalie Wexler on “The Knowledge Gap”

Susan hosts Natalie Wexler for a deep dive into her latest book, The Knowledge Gap: The Hidden Cause of America’s Broken Education System—And How to Fix It, and a discussion of the lack of equity in reading education among students, the benefits of knowledge-rich curriculum inside and beyond the classroom, why it’s important to build background knowledge while teaching foundational skills, and why professional development doesn’t seem to be making a difference and how it can be improved.

S1-E3: Emily Hanford on reporting on education and the Science of Reading

Susan sits down with Emily Hanford, education reporter and host of the Education Post podcast, to examine the big takeaways from her experience reporting on dyslexia and the patterns that emerged in her investigation; why reading instruction isn’t more aligned with the Science of Reading; and the evolution of whole language, balanced literacy, and phonics instruction.

S1-E8: Tim Shanahan on evidence-based literacy practices

Reading expert Tim Shanahan discusses his view on teaching reading, including an explanation of the four crucial things you need to teach reading, and what it means to really do a “close read” in literature.

S3-E1: Dr. Jane Oakhill on Scarborough’s Reading Rope

Dive into the first episode of our Deconstructing the Rope series as Dr. Jane Oakhill, professor of experimental psychology at the University of Sussex, provides an overview of Scarborough’s Reading Rope. She also emphasizes the importance of inferencing in comprehension, why the Simple View of Reading is still relevant almost 40 years later, and how each element of the Rope comes together to deconstruct the complexity of reading.

S3-E3: Dr. Louisa Moats on decoding

Join Dr. Louisa Moats, President of Moats Associates Consulting, as she unwinds decoding, a strand of Scarborough’s Reading Rope. In the third episode of our Deconstructing the Rope series, Louisa highlights the significance of decoding in the Science of Reading and discusses the value of becoming students of our own language. She also explains the reciprocal relationship between decoding and encoding and why both are essential to provide effective phonics instruction to children in the classroom.

S2-E7: Sonia Cabell on research, comprehension, and content-rich literacy instruction

Join Sonia Cabell, Assistant Professor of Education at Florida State University, as she shares findings from her research trials on content-rich literacy curricula and whether activating students’ background knowledge alongside explicit phonics instruction is more effective than traditional approaches. She also explains what constitutes “compelling evidence” in the Science of Reading and why students need to interact with both written and spoken language while learning to read.

S3-E5: Dr. Bruce McCandliss on sight recognition

Join Dr. Bruce McCandliss, Professor at the Graduate School of Education of Stanford University, as he unwinds sight recognition, a strand of Scarborough’s Reading Rope. In the fifth episode of our series, Bruce explains the role of sight and word recognition in the Science of Reading and highlights the importance of the rapid integration of print, speech, and meaning. He also encourages listeners to be cognizant of the ever-changing technological learning environment while nurturing young readers and writers.

S2-E1: Dr. LaTonya Goffney on a district-wide SoR adoption

Join Dr. LaTonya Goffney, Superintendent of Schools for Aldine Independent School District in Texas, as she recounts her two-year journey with her team of district educators to adopt a new early literacy curriculum. Hear how they successfully challenged the traditional adoption process, studied the science of teaching reading, analyzed student data and experiences, and developed a district-wide set of beliefs and expectations.

S3-E7: Maria Murray on The Reading League’s Defining Movement

In this special episode, Dr. Maria Murray, President, and CEO of The Reading League analyze the intricacies of literacy instruction and shares common misconceptions that educators have about the Science of Reading. She also explains why the Science of Reading: A Defining Movement coalition was founded: the belief in a clear understanding of what the Science of Reading is and what it is not, in order to promote the proper use of instructional practices aligned with its findings.

4 tools to help teachers better understand dyslexia

Despite variations in terminology, many professionals still consider dyslexia to be synonymous with the term “reading difficulty.” But a growing interest in the subject and a resurgence of the term in literacy research is increasing awareness of dyslexia’s neurobiological origins.

With things changing fast, it can be difficult to stay up to date on the latest research and instructional practices surrounding dyslexia. In this blog post, we’re providing four amazing reading materials to improve your understanding and ability to support struggling readers.

Defining dyslexia

Dyslexia is a critical topic in education these days — but what is it? This article from the Orton Gillingham Online Academy breaks down the International Dyslexia Association’s definition of dyslexia and what it means for students with this “hidden disability:”

“What is Dyslexia? Part 1” by Lorna Wooldridge

Dyslexia in your classroom

Students with dyslexia make up 15–20% of the school-age population, and are likely to be in every classroom. These fascinating statistics show just how present dyslexia is in the student population:

“Most Reading Difficulties Can Be Resolved or Diminished” by Carolyn Cowen

Dyslexic brains are wired differently, but intensive reading intervention can rewire them. Read about how science and technology are being used to understand what’s happening in a brain with dyslexia:

“How Science Is Rewiring the Dyslexic Brain” by Gabrielle Emanuel

Dyslexia: Fact and fiction

We know more about dyslexia now than ever before?—?can you distinguish between fact and fiction? Uncover the truths and myths of dyslexia now:

Dyslexia: Fact vs. Fiction by Amplify staff

What is the Science of Reading, anyway?

An overview of the Science of Reading

The Science of Reading refers to the wealth of research on how students best learn to read. At its heart is what experts Philip Gough and Bill Tunmer proposed as the Simple View of Reading.

When presented with a passage of text, how do you extract meaning from it? According to the Simple View, you need to do two fundamental things:

1. Convert written words into speech (decoding)
2. Understand that speech (decoding language comprehension)

Decoding

The Simple View points out that when children first learn to read, they already understand a lot of spoken language. But written words and letters are as strange to them as:

If you can’t decode the symbols in a sentence,you can’t read it—even if you know the language in which it’s written.

The best way to help students begin to read for themselves is to get them started on decoding, so it’s important to teach them that words are made up of sounds (phonemes), and then teach them what sounds the letters stand for. Unfortunately, the English system of writing does not make this easy. With at least six possible sounds for the letter “e,” kids can’t just learn that “e” makes the /e/ sound — though that’s a good start. They have to learn each specific pattern.

We know everyone is born with the language part of the brain — the speech and meaning parts.

Additionally, everyone is born with the visual part of their brain. We easily recognize shapes, objects, places, and faces. However, no one is born with the connections between vision and speech, and these are the connections that enable reading. Instead, you have to build the visual word form area of your brain one connection at a time. For example, to learn that “sh“ stands for the /sh/ sound at the start of “ship,” a tiny part of your brain gets rewired. Scientists have recently begun to understand how that works, and it turns out it’s a lot like building a muscle. This muscle is called the visual word form area, and it’s the seat of reading.

What does this all mean for teaching and learning to read?

On average, it takes a child two to three years to learn to decode English. It is the toughest alphabetic writing system in the world.

But, like a muscle, you can grow your brain with practice. Heikki Lyytinen, a Scandinavian neuroscientist, showed that the visual word form area begins to appear in the brain scans of non-readers after as little as five hours of training in decoding. Teachers need to help students practice deliberately, focusing on their weakest skills and working hard to improve them.

Math Teacher Lounge episode: Howie Hua on making math viral

K—12 math instruction has come a long way from having students memorize times tables. Thanks to innovative instructors like Howie Hua, it’s gone all the way to TikTok. And it’s gone viral. 

Bethany Lockhart Johnson and Dan Meyer recently talked to Howie Hua on Math Teacher Lounge—now a podcast!

Meet Howie Hua

Howie Hua is a lecturer at Fresno State. He teaches math to future elementary math teachers. That’s a good thing, because he doesn’t just make math “come alive.” He makes it go viral. 

He has more than 32,000 followers on TikTok (@howie_hua), where his brief, punchy math explainer videos have garnered nearly 500,000 likes. 

That’s why Bethany Lockhart Johnson was so excited to talk to him on the podcast, she says. “He is inviting us to think about how we ask questions in mathematics in ways that get people buzzing. His ideas and thoughts have gone viral and people are in conversation in a way that we long for them to be, out in the streets shouting about mathematics.”

(Fun fact: Hua can also throw a rifle 15 feet in the air, do a back flip, and catch it. Don’t believe us? Check out his TikTok.)

Questions are as important as answers

“I think people don’t want to watch a 20-minute YouTube video on something math-related. Maybe they just want a short one-minute explainer,” says Hua. 

Even in one minute, Hua shines new light on math functions and concepts—and more. 

“People want to understand what’s actually happening,” says Hua. “For example, I got so many nice comments when I explained the long division algorithm. I said, ‘Let’s visualize it.’ It’s not just connecting the permutation and the combination formulas. People want to know what’s happening rather than just ‘Use this formula to get an answer.’”

Dan Meyer shares a couple of Hua’s most popular TikToks: 

  • Test Talk: Reduce test anxiety by having students talk in a group about a test for five minutes before putting pencil to paper. 
  • How do you calculate … ? In his Mental Math Mondays series, Hua asks viewers to tell him exactly how they solve a given arithmetic problem. “One of my favorite hobbies is to listen to how people think about math,” says Hua. “So if you want to make my day, comment or stitch this video with how you would calculate 17 plus 18 in your head.”

Hua says that to ask “Hey, how would you think about this?” does more than give him insight. Asking questions helps build community, and shows people that there are many ways to arrive at an answer. 

Says Hua: “It really goes to show that math is a creative subject. ‘Hey, can we find another way? What’s another way that we can do this?’ I tell my students, the beauty is in us, not the final answer.” 

Join the challenge

Here’s Hua’s Math Teacher Lounge challenge for this episode: 

  1. Walk around and find something that you can count, take a picture, and then ask around: “Hey, how would you count these?”  See if their way is the same as yours—or if it blows your mind.
  2. Share your pictures and thoughts by tagging us (@MTLShow) and Howie (@Howie_Hua) on Twitter, and sharing them in the Math Teacher Lounge Facebook group as well. 

Bonus: Did you do the daily Wordle before you read this post? You might have learned something about teaching math—listen to the podcast to find out why (and to hear why on earth Dan Meyer would start his guesses with “PYGMY”)

The Math Teacher Lounge podcast is available on all major streaming platforms and on mathteacherlounge.com. Math Teacher Lounge is presented by Amplify and Desmos. Visit Amplify’s website to find out more about Amplify Math. 

Science or literacy instruction? You don’t have to choose!

We often think of literacy and science as academic opposites. (“Physics for Poets,” anyone?)

But scientists can’t do their jobs without reading, writing, listening, and communicating. 

That’s why thoughtful science instruction is literacy-rich science instruction.

Language and literacy in science education: why it makes sense

All scientists use literacy skills in order to obtain, evaluate, and communicate information about the natural world. They use oral and written explanations and arguments to share their ideas. Scientists rely on claims, evidence, and reasoning—just like anyone who needs to communicate or convince.

“Science needs literacy, and literacy needs content. So these two subjects are a natural fit,” says Rebecca Abbott, professional learning lead for the Learning Design Group at UC Berkeley’s Lawrence Hall of Science.

They’re a natural fit—and when they converge, they enhance each other. 

Science and literacy integration helps students:

  • Understand that reading and communicating are crucial to science.
  • Develop ways of thinking that support the scientific approach. 
  • Refine sense-making skills that are key to both disciplines.
  • Find a great reason to read—that is, to keep up with the latest scientific studies and discoveries!

Look ahead at the standards that guide instruction in grades 6–8. You’ll see that in several ways and places, literacy and science are integrated. That is, certain Common Core ELA standards intersect with the Next Generation Science Standards (NGSS). 

To cite just a few examples, the Common Core requires students to be able to:

  • Cite text evidence to support analysis of science/technical texts. (RST6-8.1)
  • Follow a multistep procedure. (as in an experiment) (RST6-8.3)
  • Integrate quantitative information expressed both in words and visually. (RST6-8.7)

But we can start earlier than that. And we should. So what about science and literacy in the elementary classroom? Grades K–5 provide the opportunity to lay the groundwork for those skills—even for teachers not fully grounded in science instruction. 

Integrating literacy and science: Challenges and solutions

How to integrate science and literacy? 

Abbott acknowledges that science and literacy integration can seem challenging for educators. She notes that many elementary schools understandably prioritize ELA and require substantial literacy blocks. The common mindset: “If I teach literacy, I don’t have much time for science.” 

The solution? A mindset shift from “either/or” to “both/and.” 

What does that look like? Well, what if we were simply to combine literacy and science? What if, for example, we dedicate some of those literacy blocks to reading science-related texts? 

Unfortunately, that approach—while a fine activity—doesn’t meet the larger goals. It’s incidental, so it doesn’t get students engaged in deep knowledge- and vocabulary-building over time. And it doesn’t get students deeply involved in figuring out a scientific phenomenon. 

A “both/and” approach doesn’t just connect science and literacy—it prioritizes them both at the same time, so that they reinforce each other. 

A literacy-rich science classroom 

In an ideal scenario, a school or system could make a top-down change so that literacy is infused into subjects across the school day.

But there are other ways to “use literacy in the service of science,” says Abbott. For example, students in an elementary science classroom could explore why it’s daytime where they are but night somewhere else. As they build explanations, they can consider the word “because” and its relationship to the concept of cause and effect. 

Similarly, elementary students can learn new vocabulary in service of scientific concepts. In this video, you’ll see kids using Amplify Science learn the word “disperse” as they learn how seeds travel.

And all along, they’re communicating, using evidence-based argumentation, and building background knowledge through text. 

For the teacher, it’s less about delivering scientific information and more about helping students use and develop literacy skills to figure science out. 

Amplify Science is designed to deliver exactly that experience. Read this brochure to find out more about literacy-rich science instruction.

Language comprehension: Building mental models

©Alexander Huth / The Regents of the University of California

Throughout this five-part series, we will cover the main components of the Science of Reading (SoR) and provide additional resources and research to guide your exploration and implementation of this important movement.

Say you’re given a passage of text to read. This particular paragraph describes half an inning of a made-up baseball game.

After you read the passage, you are asked to reenact the scene.

Which is more likely to aid your success?

A. Your ability to read

B. Your knowledge of baseball

C. It makes no difference

Would you be surprised to know the answer is actually B?

In part one of our series, “What is the Science of Reading anyway?,” we discussed the two main components of the Science of Reading: decoding (converting written words into speech) and language comprehension (understanding that speech). We also provided in-depth coverage of both learning and teaching how to decode the symbols of the English alphabet and strengthen the reading muscle.

LANGUAGE COMPREHENSION

In 1988, two young researchers and 64 students took part in an experiment that has forever changed how we think about reading and comprehension. One by one, the students were handed the same story covering half an inning of a made-up baseball game and asked to reenact it.

To the researchers’ surprise, they found that reading ability had little impact on how well kids understood the story—but knowledge of baseball did. In fact, students who were weak readers did as well as strong readers if they had knowledge of baseball.

Teaching knowledge explicitly improves reading comprehension. As Willingham has said, “Reading tests are knowledge tests in disguise.”

Researchers at the Haskins Lab at Yale tested this theory and found an extraordinarily high correlation between how well a 7-to-9-year-old child can recognize words and how well they comprehend text.

Common teaching mistake — Strategy instruction

So if reading comprehension is driven by a student’s vocabulary and knowledge, are widely taught strategies like finding the main idea equally critical?

Many strategies make intuitive sense: Stopping and re-reading when comprehension breaks down, for instance, is helpful for many children. But teaching the main idea strategy over and over is less helpful.

It is hard to find the main idea of a piece of writing if you don’t really understand any of the ideas in it. And even if you know a strategy — like re-reading when stuck — you also need to be well-versed in when to apply the strategy. You need to notice that you didn’t understand the text.

Often, strategy instruction neglects to offer students practice with identifying the situations in which they should use the strategy.

In the 1940s, a skills shift began to take place in education systems throughout the world. Its effects can be traced in the U.K., Sweden, Germany, and, most recently, France. This shift brought an emphasis on reading and math, squeezing out the broader knowledge taught in the sciences and social sciences. Some have linked the decline in standardized test scores—the SAT in the U.S. and the DEPP national exam in France—to this shift.

The National Survey of Science and Mathematics Education reported that today, classes in grades K–3 spend just 19 minutes per day on science and 16 minutes per day on social science.

To counter this loss of broader knowledge in our students, research suggests that we teach comprehension strategies in moderation and use the freed-up time to build knowledge (and vocabulary).

But simply exposing students to everyday speech doesn’t build a strong vocabulary. In a typical conversation, there are around 20 unusual words—such as dismayed or zeal—per 1000 words. Newspapers and books contain more than twice as many. Rich vocabulary, then, is gained not solely through speech, but through reading. Rich vocabulary, then, is gained not solely through speech, but through reading—especially when reading a variety of text types.

Mental models

Some readers with good word recognition, vocabulary, and knowledge are still weak comprehenders. Why might this be the case?

After students read a passage, they aren’t likely to recall the precise wording, but they will probably remember the ideas. Researchers use the term mental model to describe the structure you create in your mind to perform this feat of comprehension. Think of the process of building a mental model as a sort of micro-comprehension. Weak comprehenders build poor models. Hence, when asked prediction or mapping character development questions, they answer poorly.

There are four critical skills students need to improve their mental modeling:

  1. Decoding the usage of anaphoras (she, they, him). Some early readers can’t reliably figure out who the pronoun is referring to, especially in ambiguous text.
  2. Understanding the use of markers to signal ways that the text fits together — connectives, (like so, though, whenever) structure cues, and directions. Inexperienced readers may not know that but, though, yet, and however signal that something opposite follows.
  3. Writers make assumptions about what can be left unstated. For instance, when they read “Carla forgot her umbrella and got very wet today,” good readers will use their prior knowledge to conclude that it rained. Weaker readers who fail to make these gap-filling inferences wind up with gaps in their mental model.
  4. When something doesn’t make sense, you stop, re-read, and try to figure it out. Weaker readers just keep going—not because they’ve failed to figure it out, but because they’ve failed to notice that they don’t understand. They need explicit instruction in monitoring comprehension as they read.

Overview

Think of reading as a suitcase that you need two keys to open. The first key is word-level decoding, a skill that becomes automatic and fluent. The second key is language, vocabulary, and domain-specific knowledge. The more words you can decode, the more new words — and their meanings — you can learn. Similarly, the more knowledge you have on a topic, the more you can soak up on the same topic — and on related topics.

These two keys make up the Science of Reading. When schools focus heavily on one key or the other, the suitcase doesn’t open. So now the greater task of applying this knowledge in the classroom awaits us.

For more in-depth examples, brain scans, and information about the Science of Reading, download our free primer:

Science of Reading – Make the Shift Today

Learning mathematics through problem solving: Part 1

Productive struggle as a path to success

Many of us grew up with word problems as a part of math instruction, but we now know that students learn better when problems are more than just a part of learning. In fact, research shows that learning based on problem solving sets math students up for long-term success. 

Why problem-based learning matters 

What’s the problem with word problems? So-called “show-and-tell” pedagogies often rely on teachers demonstrating how to solve math problems, which doesn’t produce the kind of sticky learning that puts students on a path to long-term success. 

As a result, too few students are prepared for Algebra I. Even fewer go on to succeed in the high school math courses that are prerequisites for college and for careers that require quantitative skills.

Research published in Frank Lester’s 2003 book Research and Issues in Teaching Mathematics Through Problem Solving shows that instruction is more effective when the students themselves grapple actively with the math problems, working in groups or individually. This productive-struggle approach is often called problem-based learning. 

What problem-based learning looks like 

In a problem-based lesson, students are introduced to a handful of interesting and often real-world problems or tasks that can be understood and/or solved by referencing background knowledge, previously learned content, and newly provided information. 

These problems are designed to get students thinking about solutions they can then discuss with their peers. According to 2019 research conducted by Jack Dieckmann and Renae Skarin, this fosters both understanding of the content and math language development.

Over the course of the problem-based lesson, the teacher monitors student work, selects examples of that work to discuss with the class, and asks questions that propel the conversation and learning forward (as described by Margaret Schwan Smith and Mary Kay Stein in their 2011 book Five Practices for Orchestrating Productive Mathematics Discussions.

This synthesis incorporates students’ new insights and conceptions into their bigger-picture understanding of mathematics.

Problem-based math programs 

There are already high-quality curricula that call for this kind of pedagogy, but this approach can be hard to implement because it requires both a shift in practice for many teachers and more active engagement from students.

That’s why the highest-quality problem-based lessons embody all eight of the National Council of Teachers of Mathematics (NCTM) Teaching Practices. Amplify Math is one of them. 

How can your community get involved in the science classroom?

In a recent episode of Science Connections: The Podcast, veteran middle school science teacher Ryan Renee Rudkin sat down with host Eric Cross to discuss ways educators can get community members involved in the science classroom.

You can access the full episode here, but we’ve pulled out Ryan’s top three teacher takeaways for you to use in your classroom today! 

1. Ask your community to get involved.

Ryan’s creative instructional approach extends beyond the walls of her classroom. She finds value in enlisting the support of community members as featured classroom guest speakers. These valued guest speakers share their real-world experiences to help students relate to science content.

Some examples of Ryan’s community partnerships:

  • A local meteorologist’s hometown celebrity status helped students transfer the knowledge learned during a sixth-grade weather unit.
  • A cardiac nurse practitioner led an actual heart dissection with Ryan’s students. 
  • A nutritionist joined as a guest speaker during the metabolism unit.  

When Eric asked how Ryan was able to identify so many willing community members and parents to come speak to her students, she said, “People want to come and talk to kids. It doesn’t hurt to ask.” Ryan utilizes social media, PTA groups, and family surveys. “You just have to get creative. Look in your community and see what you have.” 

2. Increase caregiver engagement.

Ryan understands there are various barriers that may affect her students’ attendance and classroom engagement. Because of this understanding, she extends grace to her students and prioritizes making them feel valued. This is exemplified by Ryan calling students’ caregivers every Friday. Students are able to listen to the positive conversations and look forward to them every Friday. These positive touchpoints establish a strong caregiver-teacher relationship and open the door for dialogue between students and families as they celebrate student success.

3. Get students excited about showcasing their knowledge of science content.

One of Ryan’s top goals in her classroom is to create an enjoyable learning environment and to do so, she encourages educators to be resourceful. “Don’t reinvent the wheel,” she says. “There are so many things out there that you can borrow and make it your own.”

To keep students excited about science content, Ryan implements activities like Science Olympiad, an in-person or remote science competition that provides standards-based challenges; and March Mammal Madness, an annual tournament of simulated combat competition among animals that utilize scientific information to educate students about inter-species interactions.

With over a decade of experience in the classroom, Ryan exemplifies how creativity, resourcefulness, and passion for learning can positively affect student engagement in the classroom. 

For a more in-depth look, listen to the full episode to hear Eric and Ryan discussing the importance of connecting with students and caregivers in the science classroom:

Science Connections: The Podcast featuring veteran middle school teacher Ryan Renee

Personalized learning grounded in the Science of Reading

Surveying the landscape

Recent data shows that far fewer young students are on target for reading proficiency than in previous years. In fall 2020, kindergarteners were 6 percent less likely to be on track in reading than they were in the 2019–20 school year.

How do we reverse these trends? A personalized learning program steeped in research-based literacy practices can be your first step. In this blog, we introduce personalized learning programs for early literacy, discuss why they should be aligned with the Science of Reading, and outline the key features that all effective personalized learning programs should have to support ALL students.

What is personalized learning?

“Personalized learning in literacy education is an approach in which teaching and other learning experiences build on each student’s strengths, address each student’s needs, spur student motivation and agency, and help all students meet grade-level standards and, ultimately, achieve college and career readiness.” 

— Student Achievement Partners

Achieve the Core outlines a set of key components every personalized program should include to accelerate literacy:

— Achieve the Core, 2020

How can I bring the Science of Reading into personalized learning?

Not all personalized learning programs should be treated equally. Programs should provide explicit, systematic foundational skills, continue to build background knowledge, and support core Science of Reading instruction. Focusing on the things we do while we’re reading that allow us to make sense of text — also known as comprehension processes — is a key component of supporting beginning readers.

How will I know if a personalized learning program is based on research about how children learn to read?

We’ve provided a checklist of key features to look for when selecting a personalized learning program grounded in the Science of Reading.

1) Look for a program that complements your Science of Reading instructional practices.

The content of a personalized program should support your core Science of Reading instruction.

Look for research-based instruction aligned to Scarborough’s Reading Rope, a focus on comprehension processes and language structures in addition to foundational skills, and personalization that adapts based on student needs.

2) Look for a program that employs a whole-child approach.

A whole-child approach focuses on students’ individual strengths and needs.

Look for targeting of skill practice at the just-right level in ALL areas, a focus on students’ individual strengths as well as their needs, and more opportunities for success, all of which build student confidence.

3) Look for a program that uses an adaptive scope and sequence.

In an adaptive model, students progress along a unique pathway through a learning map that adapts based on their performance.

Look for full adaptivity — where students progress along a pathway that adapts on multiple dimensions, not just one. The program should offer data to place students into personalized pathways and continue to analyze student performance data to determine the skills they practice and when.

4) Look for a program that acts as a digital tutor to save teachers time.

A program that aims to save you time provides students with differentiated instruction and pathways when they’re really struggling.

Look for a program that provides scaffolding and differentiated pathways to students when they’re struggling, and offers precursor and ancillary skill development and advancement opportunities before revisiting challenging content. Programs should alert teachers with targeted resources to support students and keep them moving.

5) Look for a program that motivates students intrinsically.

Programs that focus on intrinsic motivation leverage a growth mindset theory to ensure that students have fun while they learn.

Look for a program that rewards persistence as much as performance and ensures students have fun while they learn.

Personalized learning supplemental tool: Amplify Reading

Amplify Reading is a personalized learning program powered by the Science of Reading. The program blends compelling storytelling with research-based instructional practices to offer:

  • Personalized instruction across 13 different critical skill areas that adapt to each student’s needs while building on their strengths.
  • Explicit practice in comprehension processes, phonics, and vocabulary.
  • Extra support and scaffolds for struggling readers and English learners.
  • An immersive game-play design that motivates students and makes learning to read fun.

To learn how this program can accelerate reading growth in your district, request a personalized walkthrough below.

Request a walkthrough

Amplify Reading – Amplify Reading

Proven to boost critical reading skills and captivate students Based on the science of reading, Amplify Reading…readingsuccess.amplify.com

Work cited

Liben, Meredith, et al. “What Principles Must Underlie Successful Personalized Learning?” Peers and Pedagogy, 27 Oct. 2020

Learning disabilities and their emotional impact

Welcome back to Science of Reading: The Podcast! How can we as educators better understand what the process of being diagnosed with a learning disability looks and feels like for children? Beyond that, what does it feel like to go through school undiagnosed and how does that impact how students relate to themselves, their peers, and school in general?

Find your child’s interests, or your student’s strengths … pursue those and give them opportunities to let those feed their soul.

Dr. Sheila Clonan, Psychologist and founding Board Member of The Reading League

This episode features Dr. Sheila Clonan discussing her work with identifying learning disabilities (particularly dyslexia) in children. Dr. Clonan also explores the mental and emotional effects of learning to read with dyslexia and how it impacts behavior and self-concept, providing two insightful analogies that illustrate what it feels like for students who aren’t given explicit instruction but are still expected to know how to read. She then ends the episode with practical advice for educators and parents on how to support and encourage children.

Listen below!

For more wisdom and research on the best ways to teach reading, subscribe to Science of Reading: The Podcast.

Learning mathematics through problem solving: Part 2

Problem-based learning can put students on the path to math success. In this post, we’ll dig a little deeper into what it is, what it’s not, and teachers’ role in putting it into action. 

You can read the first post in this series here.

Tackling real-world questions

In our previous post, we established that a problem-based math curriculum sets math students up for long-term success. We showed that lessons in a problem-based learning model introduce students to interesting and often real-world problems or tasks that require them to draw on background knowledge, previously learned content, and/or new information. 

Problem-based learning vs. teaching as presenting

With traditional show-and-tell pedagogy, the teacher describes the procedures and formulas to answer problems and then gives students an opportunity to practice what they’ve been shown. This model is very common—most middle school and high school math teachers report using it as their primary mode of instruction.

With this approach, instruction is focused on getting answers through isolated skills and processes, so many students fail to develop the conceptual foundations required for the math to make sense. This often means students don’t know when a piece of knowledge is useful to a new, novel problem.

While teachers may be able to make a given lesson fun (for example, by turning it into a game), the math in the lesson is often uninspiring. Students may remember the game, but forget the math.

The limits of telling students how to do things

The occasional use of direct instruction is not always a bad option for teachers. Not all concepts and skills require substantial inquiry in order to stick or make sense.

But there are limits to deploying direct instruction as the primary mode of teaching. They include the following:

  1. For routine algorithmic problems such as calculating the sum of two multi-digit numbers, teaching has to involve a certain amount of telling—but just telling students how do something doesn’t set them up for success. Students remember algorithms better over the long term when those procedures are grounded in conceptual understanding. If students forget a procedure, conceptual understanding can help them recover it.
  2. Not every problem is routine or has an algorithm. Word problems are a big part of math, and word problems aren’t routine. No algorithm can make solving them a mechanical process. Instead, students have to comprehend the situation and create equations or models that reflect the relationships presented in the problem.
  3. In middle school math, algorithms become even less prevalent. As soon as rational numbers enter the scene, even a numerical calculation like -1(-1 – 1) has elements of strategy. 

Algebra often presents a student with choices, as when solving an equation like 3(x + 1) = 6. Will they begin by using the distributive property to rewrite the equation as 3x + 3 = 6? Or should they begin by dividing both sides of the original equation by 3 to obtain x + 1 = 2?

With problem-based pedagogy, choices about how to solve a word problem or which calculation strategy to pick can become learning moments. If some students do it one way while other students do it another way, both groups can learn by discussing how the two methods relate. 

How Amplify Math can help 

Amplify Math lessons help teachers cultivate and structure these student conversations. The program includes easy-to-follow instructional supports that make implementing a problem-based program more effective and enjoyable for both teachers and students. The lessons are designed to elicit creative thinking and get students collaborating. 

By working on problems that are intriguing, engaging, and relevant, students see how the math they are learning in class connects to their everyday lives. Students are placed into situations where they need to reason, collaborate, revise their thinking, and apply what they’ve learned.

Empowering multilingual learners

Welcome back to Science of Reading: The Podcast!

For most teachers, it’s no longer a question of if you’ll have a multilingual learner in your classroom, but rather a question of how many, and what languages they bring with them. While the Science of Reading can help all learners, its insights should be applied differently when students are learning a home language as well. The more we’re able to read, the more we’re able to learn.

—Dr. Elsa Cárdenas-Hagan

In this episode, Susan Lambert is joined by Dr. Elsa Cárdenas-Hagan to discuss the unique challenges and opportunities presented when teaching multilingual learners how to read. Dr. Cárdenas-Hagan is a bilingual speech-language pathologist and certified academic language therapist who serves as director of Valley Speech Language and Learning Center in Brownsville, Texas. In this episode, she discusses how teachers can make connections between students’ home languages and English in order to celebrate their language and give them new tools to better understand English. She also stresses the importance of teachers educating themselves on their students’ home languages so they can spot orthographic and phonological similarities and differences. She also highlights the importance of educator collaboration for student success.

Listen now!

For more wisdom and research on the best ways to teach reading, subscribe to Science of Reading: The Podcast.

Supporting science students with a creative twist

In this episode of Science Connections: The Podcast, Kentucky Science Teacher of the Year Shad Lacefield sat down with host Eric Cross to discuss ways to create memorable learning experiences for students.

You can access the full episode here, but we’ve pulled out Shad’s top three teacher takeaways for you to use in your classroom today!

1. Go above and beyond for your class.

During remote learning, Shad was having a tough time connecting with students and keeping them engaged virtually, so he started something called “Vader Visits.” Shad would dress up as Darth Vader and show up at students’ houses as an incentive to get them to turn in their work on time and stay interested in what he was teaching in science class at the time. It was a commitment for Shad, as he had to fit that into his teaching (and life) schedule, but he was able to keep his students interested in science class, and learned more about each student he went to visit. The practice was so successful, he extended it beyond remote learning.

I still try to dress up at least once every week, if not once every other week just to make whatever we’re doing fun.

– Shad Lacefield

2. Get to know your students in creative ways.

As part of his Vader Visits, Shad was able to get students to open up and share more of their interests with him, which helped him build better connections with each student. As a way to connect with students less interested in Star Wars, Shad asked them about their other interests and found new costumes. For some students, he would show up dressed up as Harry Potter. For others, he would dress up as Mario from Mario Brothers.

I went [on] over 50 visits and it was cool to see kids in their home and talk to them and meet their parents. It was a great opportunity for me to engage with parents as well, [to ask,] ‘how is online learning going? What can I do to support you? Do you have any questions?’

– Shad Lacefield

3. Be open to new ways to reach students.

Shad has creatively expanded his teaching to include outlets that he knows kids are interested in outside of school. He makes TikTok videos. He weaves Minecraft references into his lessons. He uses YouTube. He even creates new characters to keep things fresh. By speaking a “language” that was familiar to students, Shad was able to create more meaningful connections with his students as both learners and people. And it helped him stay positive as an educator.

I just go back to, ‘why did I do this to begin with?’ And it gets me excited to be like, ‘I did it for the kids, and it’s about the kids.’ I get joy when they’re laughing and smiling.

– Shad Lacefield

For a more in-depth look, listen to the full episode to hear Eric and Shad discussing ways to create memorable learning experiences for students.

Science Connections: The Podcast featuring Kentucky Science Teacher of the Year Shad Lacefield.

Dyslexia and developmental trajectories

Welcome back to Science of Reading: The Podcast!

As educators, we’re often reminded of the importance of early intervention, but hear little about the science behind it. What happens when students aren’t identified as at-risk for reading difficulty early enough? What about when they are and receive intervention? And importantly, how does this all connect to dyslexia?

We want to make sure that we find everyone who is struggling with learning to read and make sure that everyone gets to experience the joy of learning to read.

 — Dr. Nadine Gaab

In this episode, Susan Lambert joins Dr. Nadine Gaab to discuss dyslexia and the developmental progression of the brain, and the behavior of students as they learn to read. Dr. Gaab, an Associate Professor of Education at the Harvard Graduate School of Education, focuses on both typical and atypical learning trajectories from infancy to adulthood, with a special emphasis on language and reading development and the role of the environment in shaping these trajectories. Dr. Gaab provides further insight into these developmental trajectories in this episode, especially as they relate to early intervention for at-risk students. She differentiates between early diagnosis of dyslexia versus early identification of at-risk students, adding nuance and complexity to the discussion of dyslexia by emphasizing the ways educators can ensure that all students experience the joy of learning to read.

Tune In Below!

For more wisdom and research on the best ways to teach reading, subscribe to Science of Reading: The Podcast.

The 5 patterns we found in schools with improved reading

After a decade of tracking students’ pathways in early reading, we’ve been able to identify the schools getting outsized results—so we called them to ask what they’re doing! And so far, we’ve identified five consistent patterns.

1. Start early.

Schools that deliver the strongest results work hard to get kids on track — and often ahead — in kindergarten. Why? Those who get through the decoding stage by age eight begin building vocabulary and background knowledge through reading itself. These schools reason that it’s easier to get students ahead from the start than to try to catch them up later.

2. Surround kids with books.

Reading at the right level improves decoding, vocabulary, knowledge, and stamina. In a recent study, 11 students who read an extra seven minutes per day in class had substantially higher reading rates than other students. Those minutes add up to 160,020 additional words read each school year, and reading volume is important in building knowledge—even more so than cognitive ability.

3. Measure.

All schools collect data; the best ones think of it as measurement. For instance, they measure whether an intervention is having the expected impact. If not, they introduce new, temporary measures for attendance, perhaps, or fidelity of implementation. They are constantly tinkering and learning. They describe themselves as never satisfied.

4. Create a support team.

One of the most effective practices we found is ensuring that students get extra support when they need it. Classroom teachers can have a hard time reaching everyone, even with the best intentions. A cross-classroom team can base its decisions on careful data analysis and do whatever it takes to ensure extra resources are found and allocated where they’re needed most.

5. Beat summer.

Summer is brutal. Students often lose as much as half of their hard-won gains from the school year over the summer weeks, and the loss is especially steep for students from lower-income households. But even a few minutes a week of reminder exercises can reverse these losses, just as using a muscle prevents atrophy.

Reading at a college-entry level is a virtuoso performance. Even reading on level by third grade requires a constellation of successes — from mastering the sound-spelling patterns of English, to the painstaking accumulation of vocabulary and knowledge necessary to make sense of sentences. The simple verb to read hardly feels adequate to describe what students are doing when they make sense of the text. Ensuring the effortless enjoyment of reading for all is one of the great social undertakings of our time. We’re so happy to be working toward this noble goal with you.

Learning mathematics through problem solving: Part 3

Tackling real-world questions as a path to math success

In previous posts, we’ve established that problem-based learning sets students up for long-term success. We’ve shown that problem-based lessons introduce students to interesting and often real-world problems or tasks, and described the key role teachers play in putting problem-based learning into action. 

In this post, we’ll look more closely at how teachers can support students engaging in problem-based learning, even when the students do much of their work together in groups. 

You can read the first post in this series here and the second post here. 

Teachers transfer learning responsibility to students

In a problem-based lesson, students are introduced to a handful of interesting and often real-world problems or tasks that can be worked out by referencing background knowledge, previously learned content, and newly provided information. 

With problem-based learning, teachers transfer the responsibility of the actual learning to students. Teachers set up the activities and lessons, then students are given the right information and scaffolds to make sense of math concepts and opportunities to practice and apply their learning. 

These problems are designed to get students thinking—and talking together—about solutions. This way, students begin to grapple with math content and grasp math language development.  

During class, the teacher’s role is to observe students, ask questions, select and share student work, and help students synthesize their learning at the end of the lesson. That’s where teachers help students apply new insights and conceptions to their bigger-picture understanding of the math at hand.

When students do need to be taught a process directly, teachers can shift from conceptual to procedural instruction. (For example, after making sense of adding signed rational numbers, students practice to gain fluency.) In these moments, the problem-based structure is focused more directly on producing answers and debugging procedures than on new sense-making.

Problem-based math teaching aligns with NCTM practices

The highest quality problem-based lessons embody all eight of the NCTM Teaching Practices. These are: 

  1. Establish mathematics goals to focus student learning.
  2. Implement tasks that promote reasoning and problem solving.
  1. Use and connect mathematical representations.
  2. Facilitate meaningful mathematical discourse.
  3. Pose purposeful questions.
  4. Build procedural fluency from conceptual understanding.
  5. Support productive struggle in learning mathematics.
  6. Elicit and use evidence of student thinking.

​​How Amplify Math can help teachers

We started with a world-class problem-based curriculum (Illustrative Mathematics’® IM K–12 Math™) and made changes to help educators implement engaging problem-based core curriculum for students. Amplify Math helps shift to planning and teaching problem-based lessons, tracking student progress, and differentiating instruction based on real-time data. We’ve made the math problems more exciting and relevant for all students, thus making it easier for all students to become active participants in their learning.

How can teachers find new energy in the science classroom?

Hear from our Science Connections: The Podcast guest and science PD expert Jessica Kesler

In the final episode of the latest season of Science Connections: The Podcast, host Eric Cross sits down with Jessica Kesler, professional development facilitator for science teachers. 

During the episode, Kesler describes her passion for sharing high-impact teaching strategies for science teachers and her experiences teaching in Philadelphia, and discusses how teachers’ roles often involve more than just delivering content.

Read on for a peek at the episode, and to learn more about science professional development for teachers. 

Meet Jessica Kesler

“I wanted to be a surgeon,” says Kesler. But learning about science ultimately inspired her to help others learn it, too. Her passion is to empower educators to create engaging and effective classrooms that will foster future leaders, work she is able to do in her role as a professional development facilitator at TGR Foundation, a Tiger Woods charity. This position enables her to develop and implement professional learning experiences focused on STEM-based, student-centered learning practices.

Before joining the TGR Foundation, she taught in Philadelphia schools as a chemistry and science teacher for grades 4–12, which was a bit of a culture shock. Kesler had gone from teaching near-adults who could drive themselves to school to teaching young children who often related to teachers as parent figures. The experience taught her a lot about “patience and breaking information down even smaller,” she says.

I had to figure out new and inventive ways to teach science and bring it down so far that students would be able to grab onto it and achieve it. It was a challenge,” she continues.  “But in the end it paid off. We hit our goals out of the park.

Teachers are the multipliers we need

Kesler and her team at the TGR Foundation designed their goals around a challenge issued by Tiger Woods himself: Reach millions of kids. 

They knew that reaching one student at a time would make it hard to reach their goals. 

The key? Focus on teachers, who can reach hundreds of students at a time. “They can have this multiplicative effect that can help us reach those millions of kids and help prepare them for careers,” she says.

Here are just a few of the teaching strategies and pieces of advice they offer science educators: 

  • Develop your inquiry environment. This means thinking not just about your physical space, but also your intellectual space. Kesler asks: “What are the things that you can embed into your physical space and develop in a student’s intellectual space that will help you create a holistic and growing environment?”
  • Be the entrepreneur of your classroom. Kesler and her team like to ask how a teacher can use entrepreneurial techniques to tackle issues in their schools, districts, and spheres of influence.

“Teachers are eager, but tired,” says Kesler. She notes that while school may be back in session, educators are still managing the effects of the pandemic and trying to get kids excited (and keep them excited) about science.

While teachers want to learn and do more, they are more concerned than ever about having enough time, funding, and energy to do so. 

Says Kesler: “I know you don’t have enough time to try to do 29 extra things. My advice is always: Do one thing at a time. Start with something small. Asking your students a few questions rather than lecturing to them doesn’t take a whole lot of extra time, but it gives you so much extra insight. So let’s not work harder. Let’s work smarter.” 

She continues: “It’s not Thanksgiving, where you just keep piling on a plate. It’s a time where you organize your inquiry to restructure your plates so that everything has a place and a time.”

Listen to the whole episode and to the rest of the podcast.

About Amplify’s Science Connections: The Podcast

Science is changing before our eyes, now more than ever. So how do we help kids figure that out? How are we preparing students to be the next generation of 21st-century scientists?

Join host Eric Cross as he sits down with educators, scientists, and knowledge experts to discuss how we can best support students in science classrooms. Listen to hear how you can inspire kids across the country to love learning science, and bring that magic into your classroom for your students.

Amplifying Your District Award winner

This Amplifying Your District Award honored two district leaders who are driving change using the Science of Reading in 2021. Motivated by low literacy rates in her school district, Alli Rice dug into the research behind the Science of Reading because she was determined to increase equity. Through various events and Knowledge Builders for the teachers in her care, she then effectively led the shift to a research-based curriculum in her district. Read on for our conversation with Alli about her work with the Science of Reading!

What does the Science of Reading mean to you?

For me, it’s really about equity. Thousands of kids are already a step behind because of their skin color, their neighborhood, or their zip code,  all of these things that really shouldn’t define their academic ability or their opportunity in life. I’ve looked at statistics around prison populations and illiteracy rates. Some, so many adults are functionally illiterate and they can’t fully understand. They can’t even read their prescriptions.

I also work for a district where most of our kids are on the lower end for socioeconomic status. We have a very high ELL population and 63 home languages spoken in my district. And we are the urban center of our area. Historically, we have been a balanced literacy district, but we have watched our test scores decline.

Since discovering the Science of Reading and this completely different approach to teaching literacy, I feel like I have unlocked Pandora’s box of potential. By addressing our core and aligning our teaching practices, our students can feel success and our teachers will, too. My teachers here have the biggest hearts of any educators I have ever worked with, and they work tirelessly day in and day out to support our students. We try to provide as many enrichment opportunities to all of our kids and to expose them to the greatest and the best. The ability to read, to me, is the greatest civil right. If we’re not providing them that, I can’t sleep at night.

What news, materials, or information do you consume to help you teach?

We use Amplify CKLA and Amplify Reading and those programs are just wonderful. I am also an avid listener of Science of Reading: The Podcast. We arranged for Natalie Wexler and Susan Lambert to do a live professional development session in our district, which was so fantastic, especially for our most reluctant coaches and administrators. Our district-wide LETRS training has also been life-changing. We currently have 800 people who are completing the training, which has helped to align the district and put us all on this path to success.

One particularly impactful thing, and that I rely heavily on for support, is my teacher cadre. Each cadre is about 14 teachers in the district and they represent all of our clusters. We’ve partnered up with our Diversity, Equity, and Inclusion department to do text bias reviews on materials, which has been important for our adaptations for cultural responsiveness. Our selection cadre came from that as well, when we landed on Amplify CKLA for K–3. The teacher input and camaraderie I get from my cadre is so instrumental and I am so grateful for them.

What advice do you have for teachers starting out with the Science of Reading?

Find your people, find your community. I remember Margaret Goldberg’s presentation during last spring’s Science of Reading symposium, and how she said you need to find your dots,  you need to seek out like-minded people and go where they are. Find those people who are ready to make the change like you are, or perhaps have already done it, and can be that positive support system you need to make a difference. Don’t be afraid to message people on Twitter or Facebook or LinkedIn, ask about their experiences, and build that community around you. Find the ones who are going to partner with you, who will lead you the right way, who will take your calls. And read all the books!

Watch the Science of Reading awards show!

Building resilience through routine, relationships, and regulation

Welcome back to Science of Reading: The Podcast!

In the classroom, we’re continually looking out for our students and looking for ways to support their well-being and academic growth. But how often do we look at what we’re doing to take care of ourselves? And what does that look like for students and educators, having lived the past year and a half in a global period of stress during the pandemic?

Books have been some of my most meaningful companions … there’s a form of attachment that can occur between a reader and a story or a book that can actually be a safe space of refuge.

 — Ricky Robertson

In this episode, we join Susan Lambert as she talks to Ricky Robertson about building systems of support for students impacted by Adverse Childhood Experiences (ACEs) and the educators who work with them. Ricky is an educator, author, and consultant who has worked with alternative and traditional schools. The episode focuses first on how teachers can prioritize their own self-care and why it is essential in order to care for students. Ricky then goes into explaining what ACEs are and the ways that fight, flight, freeze, and fawn responses can manifest in the classroom. Lastly, they go into explaining resilience and how routine and relationships help build a foundation for resilience — ending on a note of encouragement to educators that their investment is never wasted.

Listen Below!

For more research and wisdom on the best ways to teach reading, subscribe to Science of Reading: The Podcast.

Save your spot at our webinar series to discover how the Science of Reading is for everyone!

Making the most of your stimulus funding

There are literally billions of dollars left in ESSER stimulus funds—and regardless of the role you serve in K–12 education, some of those dollars can help you and your students. Though you have until Sept. 30, 2024, to assign these funds, it’s never too early to ensure that you and your colleagues are taking advantage of what’s available to you to invest in your students and classrooms. 

While 20% of your district’s funding must target instructional loss caused by the pandemic, you can direct the rest toward your specific needs—whether you need print instructional materials, dual language supports, or personalized learning to help your students catch up.

We’re happy to guide you through the current funding landscape and offer some tips for claiming your funding and helping get your students back on track.

Overview of the stimulus funding landscape

We’ve reached historic levels of federal investment to support the recovery of K–12 education. The American Rescue Plan (ARP) has supplied our nation’s schools with three buckets of ESSER stimulus funds:

  • $13 billion under the CARES Act in March 2020 (ESSER I)
  • $54 billion under the CRSA in December 2020 (ESSER II)
  • $122 billion under the ARP in March 2021 (ESSER III)

This brings the total funds to $189 billion—a staggering amount available to help you, your students, and your colleagues. ESSER III funds must be assigned by Sept. 30, 2024, but this doesn’t mean the programs and services you purchase will expire. Your state can request an 18-month extension to liquidate the funds, and the changes needed to transform student performance and other school needs aren’t bound by this date.

As you consider how to spend your funding, keep in mind that there are 16 types of allowable expenses, including learning software; summer learning and after-school programs for at-risk students; and activities that support federal requirements, such as ESEA and Titles I, II, III, and IV.

Spending priorities across states

Within the boundaries of allowable expenses, many states have already begun deciding how they want to target the specific needs of their districts.

Stimulus investments must reflect your district’s needs while taking into account the unique skills and gaps of individual students.

At the state level, Georgia is prioritizing student mental health and wellbeing, while Massachusetts is taking on that issue in addition to figuring out how to measure learning loss and helping districts reopen safely. 

New York is emphasizing early childhood education, staff training, maintaining operations, and education technology. Kansas has similar goals with learning software, in addition to a focus on continuing operations, providing sanitation supplies, and catering to remote students’ needs.

One report tracking stimulus funding in 1,040 school districts across 35 states found patterns among school needs. More than half the districts studied set aside funds for summer learning, a third plan to pay for transportation, and a quarter will invest in online platforms.

Amplify programs fit the bill

All Amplify programs and services meet the funding criteria, including our literacy, dual language, and STEM suites.

Our literacy suite is made up of high-quality instructional materials that are based on evidence, which is one of the purchasing requirements in the American Rescue Plan. These programs provide students with personalized instruction—whether it’s at the core, supplemental, or intervention levels.

For more detailed information about using stimulus funding to get your students back on track in reading, watch our recent webinar to learn more about Amplify Reading, our personalized reading program for grades K–5, and mCLASSⓇ, our early foundational literacy assessment.

Want to learn more about ESSER and how to use these funds thoughtfully? Visit our stimulus funding webpage where you’ll have access to a tracking tool that allows you to search by state and district to see approximately how much money is headed your way. As you explore ways to use the funds available to you, be mindful about the long-term impacts of the choices you’re making, and listen to your teachers, students, and overall school community. Creating or expanding upon an instructional system that includes core curriculum, a reliable assessment tool, and personalized and supplemental learning is a great way to set your teachers and students up for success now and in the future.

The importance of risk-taking in the science classroom

Hear from science educator Valeria Rodriguez on our Science Connections podcast

In this episode of Science Connections: The Podcast, host Eric Cross sits down with Valeria Rodriguez, a Miami-based science educator, instructional technologist, and illustrator.

During the episode, Rodriguez describes how she uses real-world projects to make lessons more meaningful, and why teaching students to sketchnote—a way of creating visual summaries of ideas—helps them take risks they can learn from and increases their conceptual understanding in science. 

Read on for a peek at the episode, where you’ll learn more about the role of creativity in science and the importance of risk-taking in the classroom. 

Risk aversion among students today

Valeria is a science educator, instructional technologist, and illustrator (not to mention former college athlete and Peace Corps member). She also combines her science and art expertise to work as a graphic facilitator, which is her role on a STEAM team teaching third through fifth graders in Miami, FL. 

One thing Valeria has noticed in her classrooms is that her students often seem wary of taking risks and getting things wrong. How does she try to challenge and change this? Art. 

Valeria works with her students to use drawing as a form of note-taking. In the process, she says, “I mess up all the time. I scratch things out because my students in general are risk-averse. They don’t want to make mistakes. And drawing is one of those things that taught me that it’s okay to make mistakes.” 

Eric Cross says he sees the same risk aversion with his 7th graders. “When I ask them to give me a hypothesis about a phenomenon that I’m going to teach, I say, ‘It’s okay to be wrong’—but I see them drift to the Chromebook and want to Google it.”

Creativity in science versus “getting it right” 

Sometimes risks lead to mistakes. But mistakes are not dead ends, these educators say. Mistakes are opportunities. They present opportunities not only for academic learning, but also for personal growth.  

Of course, taking a risk may still deliver an expected or intended result. But even when it doesn’t, that result can be valuable. 

Eric describes an activity where his students walk around the school campus swabbing various items to see what would grow in Petri dishes. “Some things grew and some things didn’t.  Some of the experiments didn’t yield the cool results,” he says. 

But that is exactly what gave the class the chance to speculate and learn about what factors—temperature, a pathogen, the swabbing technique—might have prevented growth. 

Risk-taking also supports students’ personal growth, often in ways that prepare them to learn even more. 

For one thing, taking risks helps students practice tolerating uncertainty. 

“Sometimes my kids are frustrated because I don’t have yes or no answers,” says Valeria, citing the example of an activity with a weather balloon. “We don’t know how high it’s gonna go. Is the GPS tracker gonna work? We don’t know, but we have to do all the steps and find out. I have to say, ‘It’s okay to be frustrated.’” 

Taking risks can also lead to results that are less measurable, but equally valuable. When she does art and sketchnoting with her students, “Some people will say they ‘messed up’ the drawing,” Valeria says. “But you know what? They gave it character.”

How teachers can model risk-taking

“Part of our job is also taking risks,” says Valeria, describing the time her class wound up having to do a tethered weather balloon launch because they couldn’t get approval in time to launch the balloon in their location near an airport.  

“A parent said, ‘Oh, you’re not releasing the balloon,’” she recalls. “I was like, ‘Well, this is a lot of work, too, and I went back to my class and I was like, “You know what? I took a risk to do this project. I could have played it safe with a handout of a weather balloon,” she laughs, “or, you know, a YouTube video. But we are continuing to push.” 

She adds: “I want to thank the teachers who keep trying to do the hard things that aren’t tried and tested.” 

Eric agrees. “There aren’t a lot of opportunities for students to see adults in positions of authority or that they respect or admire model failure,” he says. 

Teachers can model risk-taking and “failure” outside of what they’re teaching—by just being who they are. “I cycle and I have scars everywhere. The image in my head is ‘I’m a cyclist,’ not ‘I’m banged up,’” she says. “They give me character and I keep riding.” 

Listen to the whole podcast episode here and subscribe to Science Connections: The Podcast here. 

About Amplify’s Science Connections: The Podcast

Science is changing before our eyes, now more than ever. So how do we help kids figure that out? How are we preparing students to be the next generation of 21st-century scientists?

Join host Eric Cross as he sits down with educators, scientists, and knowledge experts to discuss how we can best support students in science classrooms. Listen to hear how you can inspire kids across the country to love learning science, and bring that magic into your classroom for your students.

Aligning MTSS to the Science of Reading: Five critical elements of a research-based system

How science and data can help us deliver the instruction and interventions that help all kids read

Watching kids learn to read? Magic. Learning how kids learn to read? Science. 

As you likely know, the Science of Reading encompasses the pedagogy and practices proven by extensive research to effectively teach children how to read. The growing body of evidence around the Science of Reading tells us that with explicit, systematic instruction, all students can learn to read at or near grade level. 

So as educators, we can think of it as the science of teaching reading. 

In this post, we’ll look closer at that science in the classroom and explore how it delivers literacy skills in a way that meets the needs of all students. We’ll describe the critical elements of a complete Science of Reading system—including, but not limited to, a Science of Reading curriculum—and explore how it aligns with a Multi-Tiered System of Supports (MTSS) framework. 

We’ll also underscore the importance of data in informing instructional decisions—but in a way that might surprise you. 

The five critical elements of a Science of Reading system

Strong core instruction grounded in Science of Reading principles is crucial. But in isolation, even that’s not enough. To be powerful and effective, a literacy system needs to bring together assessment, curriculum, intervention, personalized learning, and ongoing professional development.

An effective early literacy system aligns the following five key components with the principles of the Science of Reading. This way, each component shares a research-based foundation and works to meet the needs of all students. 

  1. Universal and dyslexia screening. Assessment should include universal screening, dyslexia screening, and progress monitoring to identify at-risk students with actionable data and align instruction to areas of greatest need.
  2. Core instruction. A high-quality core program includes explicit, systematic instruction in foundational skills and a coherent approach to building background knowledge and vocabulary.
  3. Personalized learning. Effective personalized learning programs support both remediation and acceleration. They can reinforce core instruction or serve as a supplement to provide teachers with a taste of what research-based instructional tools can do. 
  4. Intervention. Intervention should be staff-led and data-driven, with students’ needs clearly identified and frequently monitored. 
  5. Science of Reading professional development. Districts across the country are making the shift to the Science of Reading. As you evaluate where to start, begin by sharing and cultivating a learning community among colleagues. The more knowledge you gain, the easier it will be to identify which areas to prioritize. 

How MTSS aligns with the Science of Reading

The approach described above can integrate powerfully with MTSS.

For a thoughtful discussion of this kind of integration with examples from real classrooms, listen to this recent episode of Amplify’s Science of Reading: The Podcast, with guest Dr. Brittney Bills, curriculum coordinator at Grand Island Public Schools. 

In this episode, Dr. Bills described the difference between reading interventions grounded in a MTSS framework, and Response to Intervention (RTI). By definition, RTI reading is a response and solution to an identified problem. Though RTI is necessary and effective, MTSS can help prevent struggles in the first place. 

Dr. Bills also shared one core idea that might surprise you: When it comes to differentiating instruction, small groups are not always the most effective approach. Instead, she introduces the concept (included in the MTSS model) of a class-wide intervention. 

In Dr. Bills’s experience, grouping can take time away from instruction. “You might have a group of kids getting this five-minute intervention three times a week, and that group of kids getting that ten-minute intervention two times a week … we piecemeal that out,” she says. 

But data can lead us to different decisions: “If 60% or more of your students are demonstrating a need for, say, oral reading fluency, then you would implement a class-wide intervention,” says Dr. Bills. “The reality is that we have more kids than not who have the same difficulties.” 

Paraphrasing reading expert Dr. Steven Dykstra, Bills says, “We don’t need more individualized instruction. We need better cookie cutters.”

Of course, we still need data to guide us, Bills notes. “We want to leverage data to make decisions that are going to help us arrive at our outcomes or our goals in the most efficient and effective means possible.”

How Amplify can help 

Amplify’s been turning that science into great literacy instruction for two decades. And through our Science of Reading podcast and free professional development events, we’re constantly working with the best experts in the field to make our programs even better—and to share the latest insights with teachers, because we believe the Science of Reading is for everyone. 

Amplify’s early literacy suite is based on 20 years of experience with the Science of Reading. The assessment and intervention power of mCLASS®, the core instruction of Amplify CKLA®, and the personalized learning of Amplify Reading come together in a complete system that saves you time and aligns your literacy practices.

The suite comprises a family of programs that are all built on the Science of Reading and connect with one another. What makes it powerful?

  • It’s a cohesive literacy solution to support MTSS and RTI. 
  • Aligned resources do away with the need for piecemealing.
  • Data drives next steps for whole-group, small-group, and individual student instruction.

Learning to read digitally vs. in print

Welcome back to Science of Reading: The Podcast!

We often assume children are digital natives, but research shows that many are not being taught to use technology even when they’re surrounded by it. And though some students prefer to read digitally, research has demonstrated that this doesn’t necessarily mean they’re reading more effectively. How can we, as educators, best utilize the strengths of both technology and print to build strong foundational skills in reading?

As we saw in this pandemic, reading digitally is not going anywhere … and, in fact, is what made learning even a possibility the past year and a half.

—Dr. Lauren Trakhman, Professor, University of Maryland, College Park

In this episode, Susan Lambert sits down with Lauren Trakhman and Patricia Alexander, professors from the Department of Human Development and Quantitative Methodology within the College of Education at the University of Maryland, College Park, to discuss their research on the effectiveness of teaching reading in print vs. digitally.

Their conversation explores the ways in which teaching reading in print remains vital even in a digital world. Trakhman and Alexander also explain why it’s important to avoid making assumptions about students’ abilities to use technology and how that can be a detriment to reading success. Lastly, they discuss strategies for using technology to boost children’s foundational skills.

Listen below!

For more wisdom, research, and practices on the best ways to teach reading, subscribe to Science of Reading: The Podcast.

Dyslexia toolkit for teachers

What do students at risk for dyslexia struggle with?

  • Delay in learning tasks such as tying shoes, telling time
  • Difficulty expressing self
  • Inattentiveness, distractibility
  • Inability to follow directions
  • Left-right confusion
  • Difficulty learning alphabet, times tables, words of songs
  • Difficulty learning rhymes
  • Poor playground skills
  • Difficulty learning to read
  • Mixing order of letters or numbers when writing
  • Reversing letters or numbers

Supporting students with dyslexia: What can you do?

According to the International Dyslexia Association official publication of Perspectives on Language and Literacy, Vol. 44, 2018, here are six steps to help your struggling students:

1. Screen for dyslexia

  • Become involved in implementing or improving universal screening programs for dyslexia by reminding administrators about specific laws.
  • If you suspect your student has dyslexia, request that common reading and writing skills associated with dyslexia are assessed (e.g., basic reading skills [phonics and sight word identification], spelling, reading rate).

2. Dyslexia training for teachers and reading specialists

  • Advocate for the appointment of a specific person in charge of dyslexia training.
  • Request specific teacher training that includes structured literacy programs (e.g., explicit, systematic reading instruction, phonics instruction, etc.). Request dyslexia awareness training for all K–12 teachers.

3. Eligibility for accommodations and services for students with dyslexia

  • Become involved in the Response to Intervention, Multi-tiered system of support, or a similar system at your school. Ensure that the accommodations and services that are provided are appropriate for students with dyslexia.
  • Collaborate with colleagues to evaluate the effectiveness of accommodations and services being provided to students with dyslexia.

4. Classroom instruction for students with dyslexia

  • Become familiar with differentiated instruction strategies (e.g., use of centers during instruction).
  • Learn and help colleagues learn about specific reading programs designed to help students with dyslexia (e.g., structured literacy programs).

5. Dyslexia handbook

  • Request that your state or district develop a dyslexia handbook to guide teachers and offer other states’ handbooks as a reference.

6. Dyslexia awareness

  • Consult with fellow educational professionals in your school(s) to hold events and encourage discussions about dyslexia during October (National Dyslexia Month).

DIBELS® 8th Edition is validated for the following measures:

DIBELS 8th Edition Subtest Alignment with Dyslexia Screening Areas

Rapid Naming AbilityPhonological AwarenessAlphabetic PrincipleWord Reading
Letter Naming Fluency
Phonemic Segmentation Fluency
Nonsense Word Fluency
Word Reading Fluency
Oral Reading Fluency

How mCLASS can help you identify and support at-risk students

mCLASS® with DIBELS® 8th Edition’s free dyslexia screening measures provide additional screening for risk of dyslexia in students in grades K–3 through subtests that help identify early warning signs of reading difficulty. Measures include:

  • Vocabulary
  • Encoding
  • Rapid Automatized Naming (RAN)
  • Word Reading Fluency (WRF)
  • Letter Naming Fluency (LNF)
  • Phonemic Segmentation Fluency (PSF)

4 ways to weather educational change

The landscape of education is constantly shifting. That’s always been true, because the world is constantly changing. But at no time in recent memory has the landscape of education been forced to change in as many ways as it has over the past few years.

How can teachers navigate the seismic changes in the education system in their day-to-day lives?

In this recent episode of Science Connections: The Podcast, host Eric Cross talks about managing educational change with veteran educator and former Miami-Dade County Public Schools (M-DCPS) Middle School Science Teacher of the Year Marilyn Dieppa.

Below, we’ve outlined four tips for weathering shifts. The bottom line? It’s important for teachers to be able to change with the times, while remaining a steady, solid presence for students.

1. Embrace change—it’s good for kids, too.

“I always change my labs. I don’t like to do the same thing over and over again,” says Dieppa. And when she tries something new, she tells her students she’s experimenting. (After all, it’s science!)

“They’re afraid of trying something new and failing,” Dieppa says—so she tries to model taking on the unknown, learning, and adjusting as needed. This is part of cultivating a growth mindset for kids. “It’s for them not to be fearful. That gives kids a foundation they need.”

2. Have an open-door policy.

The pandemic has exacerbated challenges in kids’ lives that can make it tough for them to learn. Some even say we’re in a youth mental health crisis. Now more than ever, it’s important that “you become more than just a science teacher,” says Cross. “You’re a mentor. You’re an encourager. Sometimes you’re a counselor.”

It’s impossible to be everything to every student, but it’s important to let them know you see them.

“I always say, I’m not there to really be your friend, but I’m there to help you,’” says Dieppa. “And you gotta tell ’em, you know, ‘if you need to talk, come talk to me’. Because so much of what we’re doing is like life coaching in addition, and that connects to their success in the classroom.”

3. Measure wins in lots of ways.

What keeps Dieppa going? “Whether [students] have struggled all year and they’ve had that one piece of success, or they come back and tell you they didn’t realize what they got out of middle school science until they got to high school, those are my moments of success.”

4. Remember—you’re still learning, too.

Yes, you’re the teacher, but “you don’t have to be the expert in everything,” says Cross. “Teachers tend to be more risk-taking and innovative when they’re willing to say, ‘I don’t have to know everything in order to do something.’”

Whenever it feels like you can’t do something or don’t know something, remember: You can’t do it yet. You don’t know it yet. Growth mindset phrases for students apply to your growth, too.

Listen to the whole podcast episode here and subscribe to Science Connections: The Podcast here. 

About Amplify’s Science Connections: The Podcast

Science is changing before our eyes, now more than ever. So how do we help kids figure that out? How are we preparing students to be the next generation of 21st-century scientists?

Join host Eric Cross as he sits down with educators, scientists, and knowledge experts to discuss how we can best support students in science classrooms. Listen to hear how you can inspire kids across the country to love learning science, and bring that magic into your classroom for your students.

Science of Reading dos and don’ts

For classrooms and districts making the shift, understanding what a true Science of Reading curriculum looks like can be challenging. How do you know which instructional practices to adopt, which to avoid, and which ones are the real deal?

We’ve outlined five practices to start implementing today.

1. Use decodable readers.

Early readers need regular practice with grade-level text . Learning to read is not innate and must be taught through explicit, systemic instruction. Early readers need regular practice with grade-level text, especially text that’s connected to each day’s phonics instruction to helps students apply what they’ve learned.

Move away from level readers and curricula that have:

  • A focus on predictable text or below-grade-level text.
  • Decodable readers that don’t follow a clear phonics scope and sequence aligned to instruction.

2. Provide all students with dedicated phonics instruction.

Learning to read is not an innate skill. It must be taught through explicit, systematic instruction. An effective approach to phonics instruction provides enough time for teaching, application, and practice.

Shift from mini-lessons and curricula that have: 

  • Phonics instruction given only on an as-needed basis. When phonics is on an as-needed basis, students don’t get what they need to prevent reading difficulty.
  • Students alternating between limited phonics, guided reading, writing, and vocabulary practice in a mini-lesson.

3. Help students with phonics-based scaffolds.

Learning to decode builds neural pathways that are critical to automatic reading. Students need practice sounding out words, not doing guesswork.

Transition away from three-cueing or word guessing and curricula that have:

  • Prompts that encourage students to guess through three-cueing (e.g., “What word would make sense,” “what’s in this picture”).
  • Predictable books that enable pattern memorization.

4. Teach content.

Language comprehension is as important as decoding. The more background knowledge students receive, the more prior knowledge and vocabulary they can bring to texts.

Limit use of isolated comprehension strategies and curricula that have:

  • Limited time spent on each topic, or isolated topics introduced without connection to each other.
  • Comprehension skill practice without a strong content foundation (e.g., asking students to “find the main idea” or “determine the author’s purpose” in disconnected texts).

5. Follow a clear instructional path.

Clear instructional paths offer explicit guidance and cohesive structure, the most beneficial—yet overlooked—elements of teaching reading effectively. A definitive instructional path (rather than a patchwork) enables components to build upon each other. This gets students the support they need right away, so they don’t have to wait for intervention.

Withdraw from “choose your own adventure” models and curricula that have:

  • A model that provides multiple instructional pathways, which often lead to inconsistencies.
  • So many pieces to their programs that it’s unclear how to implement each effectively.

Why knowledge matters in early literacy

Part of the magic of reading is that it opens up endless knowledge.

This seems to suggest a logic of first learning to read, then reading to learn.

But experts in education and the Science of Reading have actually turned that logic on its head. They say that knowledge matters first.

That’s why our elementary literacy curriculum Amplify Core Knowledge Language Arts (CKLA) delivers literacy skills grounded in knowledge. In fact, it’s one of only a few such programs recently recognized by the Knowledge Matters Campaign for excelling at building knowledge.

Background knowledge is essential to literacy

Reading depends on both decoding and comprehension. Many years of classroom observation and received wisdom have supported the supposition that comprehension must be taught as a discrete set of skills, while decoding arises more naturally.

But an established body of cognitive science research now shows that early literacy skills are best built deliberately, on a foundation of knowledge. In fact, knowledge-building is not a result of reading and comprehension; it’s a vital prerequisite and a fundamental part of the process. In other words: The more you know, the faster you learn.

But typically, literacy instruction focuses on decontextualized skills—finding the main idea, making inferences—rather than the content of texts and resources that students engage with.

Teachers often put the skills and strategies in the foreground, like a skill of the week, then they bring in texts that they find well suited for demonstrating the skill or strategy. So instead of harnessing skills and strategies to content, they’ve got the cart before the horse,

Natalie Wexler, author of The Knowledge Gap told host Susan Lambert on Amplify’s Science of Reading: The Podcast. “What we’re doing in elementary school can plant the seeds of failure in high school.”

When students lack access to the same sources of knowledge, they also lack equal access to reading success. That’s what experts call the knowledge gap, and it needs to be narrowed, or even eliminated, in order to achieve equality.

Wexler adds that a skills-first approach may also—despite educators’ best intentions—challenge kids’ self-esteem. “We are telling kids, ‘Just do this and you’ll become a better reader and better student.’ They do it diligently, but then if it doesn’t seem to work, they may blame themselves.”

A closer look at the knowledge gap theory

Let’s say you’re handed a passage of text describing part of a baseball game. You read the text, and then you’re asked to reenact that part of the game. Which is most likely to help you do so?

  1. Your ability to read
  2. Your knowledge of baseball
  3. It makes no difference

If you answered “2,” you’re batting 1,000. This example summarizes an influential 1988 study that concluded that the strongest predictor of comprehension was knowledge of baseball. Even the weak readers did as well as strong readers—as long as they had knowledge of baseball.

Not all students arrive at school with the same prior knowledge.

If a student who’s never heard the word “yacht” is asked to read and analyze a text passage about the Henley Royal Regatta, it’s a good bet that they won’t do as well as a student who has. Not all students visit museums, have a library of books at home, or travel outside the country or even city where they live.

Wexler cites cognitive psychologist Daniel Willingham in her powerful Atlantic article “Why American Students Haven’t Gotten Better at Reading in 20 Years.” He says,

“The failure to build children’s knowledge in elementary school helps explain the gap between the reading scores of students from wealthier families and those of their lower-income peers…a gap that has been expanding—[w]ealthy children are far more likely to acquire knowledge outside of school. Poorer kids with less-educated parents tend to rely on school to acquire the kind of knowledge that is needed to succeed academically—and because their schools often focus exclusively on reading and math, in an effort to raise low test scores, they’re less likely to acquire it there.” 

How we can support teachers

Change can be challenging, says Wexler: “When you’ve been doing something for years in the belief that you’re helping kids, it can be difficult when somebody comes along and says, actually, you may be holding them back.”

We can support educators by increasing awareness of the Science of Reading, the role of knowledge in literacy, and access to tools that support educators in delivering knowledge with literacy. We can also show them what learning looks like in classrooms where all students acquire knowledge and literacy regardless of background.

We can, for example:

  • Challenge the assumption (which predates Google) that when kids encounter an unfamiliar word or topic, they can just look it up. Doing so can impose a cognitive load that can actually interfere with learning.
  • Seek out high-quality products and programs that intertwine literacy and knowledge.
  • Remind educators and decision-makers that—as Wexler puts it—”the students who blossom the most with a knowledge-building curriculum are the students who, in a skills-focused system, would be the kids in the lowest reading group. They are able to offer valuable insights and feel like full members of a classroom community.”

About Science of Reading: The Podcast

Science of Reading: The Podcast delivers insights from researchers and practitioners in early reading. Each episode takes a conversational approach and explores a timely topic related to the Science of Reading.

Linguistic variation and dialects: difference, not error

Teachers need to know about the language variety that their students are speaking.

—Dr. Julie Washington

In this episode, Susan Lambert is joined by Dr. Julie Washington to discuss linguistic variety and dialects as difference, not error, and how to best support all students as they learn to read.

Dr. Washington—professor in the School of Education at the University of California, Irvine (UCI)and a speech-language pathologist—offers practical advice for educators teaching reading to children who don’t use general American English, and discusses how to do so in a way that respects students’ community languages and dialects. She reminds educators that students rise or fall to the expectations set for them, and encourages educators to remember that if they embrace language variety as something that needs to be understood and incorporated into developing successful readers, they will develop successful readers.

Daily math routines that spark student curiosity

It’s the educator’s eternal question: How do I keep students engaged?

When designing daily math practice, teachers are always working to make real-world math problems fresh and relevant, find new entrance points for concepts, or simply come up with surprises. All of these approaches can be very effective.

And though it may seem counter-intuitive, so can routines.

The power of instructional routine

The word routine can connote a sense of doing something mechanically, even without thinking. But teachers know that well-placed classroom routines can open opportunities for creative thought.

Routines provide a way for you and your students to build and maintain a sense of familiarity and structure throughout the school year. They also free up time teachers would otherwise spend giving directions. When students know exactly how a certain activity should run, and understand all instructions and expectations, everything goes more smoothly.

That’s why a core set of shared routines can be a powerful, practical force for establishing an effective classroom learning community..

Bringing math routine into the classroom

We know routines can be effective in any classroom. Now, we also have research offering direct evidence that certain routines are particularly effective in math classrooms.

Think-pair-share

Do you want your students to have more time to think before solving and sharing about a problem? 

GOAL: Provides opportunities to identify, compare, and contrast multiple strategies

TIP: During partnered discussion, consider displaying sentence frames such as, “ First they… Next they…” “Their strategy was to…” or “I see a/an… in both strategies.”.

How to do it:

  • Invite students to solve a problem that can be solved with multiple strategies. Then, display two or more different responses representing different strategies.
  • Give students time to analyze the strategies on their own and then invite them to discuss them with a partner.
  • Facilitate a class discussion to describe, compare, contrast, and connect the different strategies. Utilize open-ended questions like, “Why did different strategies lead to the same outcome?” or, “What was helpful about each strategy?”

Where to learn more

We worked with our curriculum team to develop routine cards for math teachers, so you can implement routines that are part of our math program in your classroom. Most of the routines you’ll find throughout Amplify Desmos Math have been specifically proven effective in math classrooms. All of them have been adapted from established teaching practices.

We invite you to access a sample set of some of our most popular routines and decide which ones to try out in your classroom!

Resources

Download free math instructional routine cards.

Explore Desmos Classroom.

Learn more about Amplify Desmos Math.

MTSS vs. RTI in literacy instruction: What’s the difference?

MTSS, RTI, SoR—it seems that teaching students to read requires educators to be literate in an ever-growing number of frameworks, approaches, systems, and types of developmental reading assessment and educational intervention.

It’s understandable, then, that not all educators know the differences and nuances among these terms, or that they may use them interchangeably or to mean one thing, when they actually mean another.

So, what is MTSS? What is RTI? What is MTSS vs. RTI? That is: What is the difference between an MTSS framework and RTI? What roles do they play in structured literacy? How are they informed by the Science of Reading (SoR)?

We’re here to help you sort it all out.

First, the core definitions

Science of Reading: As we described in an earlier post, the Science of Reading refers to the pedagogy and practices that extensive research has found to be most effective for teaching children to read.

And it’s not just optimism—it’s science. With explicit, systematic instruction, all students can learn to read at or near grade level.

When implemented in a classroom, the Science of Reading is part of a system—one that aligns with a Multi-Tiered System of Supports (MTSS).

MTSS (Multi-Tiered System of Supports): The Center on Multi-Tiered System of Supports offers this go-to definition: “A multi-tiered system of supports is a proactive and preventative framework that integrates data and instruction to maximize student achievement and support students’ social, emotional, and behavior needs from a strengths-based perspective.”

Its four defining components are as follows:

  1. Screening
  2. Progress monitoring
  3. Establishing a multi-level prevention system
  4. Making data-based decisions

RTI (Response to Intervention): The very name of RTI shows that it’s a response to an identified problem. Actually, it’s a process and series of academic responses that use data to pinpoint and address the specific challenges of struggling students.

MTSS and RTI are similar in that “they are both problem-solving models,” notes Dr. Brittney Bills, curriculum coordinator at Grand Island Public Schools, speaking with host Susan Lambert on a recent episode of Amplify’s Science of Reading: The Podcast.

Now, the fundamental differences

MTSS and RTI are similar, and can be related—even intertwined. But they are not interchangeable.

  1. RTI is part of an MTSS framework—not the other way around. “MTSS is that broader umbrella,” says Nancy Nelson, assistant professor of special education at Boston University, in our webinar Data-driven Instruction Within an MTSS Framework: The key to implementing the Science of Reading.
  2. MTSS starts with all students. “With the MTSS model, the thought is that the universal tier is the first intervention for all students,” says Dr. Bills, referring to the curriculum, instruction, and assessments provided to all students at a given grade level. We can ask: “What does our data demonstrate that our students need within that universal tier? And how can we apply evidence-based practices, as they relate to the Science of Reading, to beef up opportunities for our students there first? Then it’s a layering-on of supports and problem-solving at those other layers, the targeted and intensive tiers, after that.”
  3. MTSS supports prevention. This distinction goes hand in hand with those already mentioned. We start universal, then identify issues. Though RTI is necessary and effective, MTSS has the aim, and the capacity, to both get at-risk readers back on track and prevent the need for intervention down the line. “It’s proactive and preventative,” says Dr. Bills.

Putting it all together

Amplify’s early literacy suite aligns instruction using the Science of Reading. Blending instruction and knowledge-building (Amplify CKLA and Boost Reading, formerly Amplify Reading) with assessment and intervention as needed (mCLASS®), the system works with both MTSS and RTI models.

Where you can learn more

Amplify’s Science of Reading: The Podcast’s MTSS playlist

Webinars:

Inquiry-based learning: 3 tips for science teachers

Which practice is at the top of the eight NGSS Science and Engineering Practices? Good question! It’s asking questions and defining problems.

And why is asking questions so important? (Also a good question.) 

Because science isn’t just facts. Science is a process of finding answers—a process that starts with questions. That’s why students learn like scientists best in a science classroom defined by phenomena-based learning, also known as inquiry-based learning.  

How can science educators bring this approach into the classroom? 

That’s one question host Eric Cross and science educator and professional development facilitator Jessica Kesler address in the latest episode of Amplify’s Science Connections: The Podcast.

The power of questions

Kesler’s mission at TGR Foundation, a Tiger Woods charity, is to empower educators to create engaging classrooms that foster future leaders.

“We train teachers on STEM competencies and the pedagogical tools and strategies to implement the STEM we’re doing in our learning labs,” she says. “Then they can implement it in the classroom and have this multiplicative effect that can help us reach millions of kids and prepare them for careers.”

Those pedagogical approaches include student-centered learning practices. Using those practices, teachers spend less time delivering facts and more time asking questions, while developing students’ ability to do the same.

That’s how we shift science from, as the NGSS frames it, “learning about” to “figuring out.”

Per the NGSS: “The point of using phenomena to drive instruction is to help students engage in practices to develop the knowledge necessary to explain or predict the phenomena. Therefore, the focus is not just on the phenomenon itself. It is the phenomenon plus the student-generated questions about the phenomenon that guides the learning and teaching. The practice of asking questions or identifying problems becomes a critical part of trying to figure something out.”

Inquiry-based learning examples and approaches

Kesler recognizes that a shift to inquiry-based learning can’t be made overnight, or all at once. “We never suggest overhauling your classroom…add a little bit here and there and see how it impacts your students.”

Here are some strategies Kesler suggests for empowering educators to deliver inquiry-based science learning.

  1. Cultivate an inquiry mindset. We live in a world where answers to pretty much everything are right on our phones, right in our pockets. That ease and accessibility can dampen student curiosity. But when teachers start shifting focus from asking students for answers to asking them to develop smart questions, students can grow that mental inquiry muscle.
  2. Make inquiry visible. No need to be sneaky—you can be explicit with students about what you’re doing, and what you’re inviting them to do. Think: “What are tools and strategies you can use so that students can illuminate their thinking for themselves and for you and their peers?” Kesler says. “So the students get to see their own thinking as they progress, and you get to tell the story of how their minds have evolved.” Paying attention to student questions also enables you to observe where students are making mistakes, where misconceptions come up, and where you should target your next lesson, Kesler adds. “So it makes you more responsive in the moment.”
  3. Build an inquiry environment. Asks Kesler: “What are the things that you can embed into your physical space and develop in a student’s intellectual space that will help you create a holistic inquiry environment?” There’s no one right answer, but a shift in environment can support a shift in intellectual approach. (Consider the opposite: “If you take someone out of an old habit or space and tell them, ‘We are gonna change your minds and teach inquiry,’ but put them back in the same environment, they’re going to be conflicted,” Kesler says. You could create displays that present questions rather than facts, or arrange the room to support conversation rather than lecture—whatever makes sense for your space.

Definitely test, explore, experiment—even take risks—and ask your own questions. After all, the inquiry mindset is for you, too!

Learn more

Explore how Amplify Science supports inquiry-based learning.

Listen to all of Season 1, Episode 10, Empowering the science educator: Jessica Kesler, and find more episodes and strategies from Amplify’s Science Connections: The Podcast.

Meet Amplifying Your District Award Winner Brittney Bills

Brittney’s passion for reading development shines through her commitment to early literacy. Under a four-year plan she devised, Brittney’s district adopted a new curriculum and system of professional development that embraced the Science of Reading and celebrated its impact on their students.

What does the Science of Reading mean to you?

I believe the Science of Reading is about hope. Knowing 95% of students are cognitively able to read at grade level with the right explicit instruction was empowering for me and the teachers I support. Every child should know the joy and success of reading.

What tools/curriculum do you use to implement the Science of Reading? How did Amplify help?

We are an Amplify district and super proud to be an Amplify district. Last year, we started with Amplify CKLA Skills adoption because that’s where we had the biggest gap in terms of our instructional resources and supporting our students. Then we added on Knowledge for K–2 this year, integrated it for grades 3–5, and started using Amplify Reading.

We started using mCLASS® with DIBELS® 8th Edition with all of our K–3 students. After last year, fourth- and fifth-grade teachers caught wind of these awesome things that the lower elementary teachers had access to that they didn’t, so we expanded mCLASS with DIBELS 8th Edition to K–5 this year. We love the high-quality resources and programs that Amplify has to offer and we have seen some tremendous results early on and had some wonderful success. They’re supporting us in our vision, which is wonderful.

What advice do you have for teachers starting with the Science of Reading?

Just get started. Don’t feel overwhelmed by what you don’t know. We have seen tremendous success and tremendous results, but there’s still a lot of work left for us to do. I would say decide the thing that you want to focus on, pick something that you want to understand better, that you want to learn more about, and commit yourself. In the education world, we are almost paralyzed by the sheer amount of things that need to be done. There’s this sense of immediacy and urgency, that you have to balance with your reality.

Make sure that teachers feel supported because teachers go through a grieving process once they learn more. They feel guilt and sadness about some of the students they have taught in the past. Stay committed to growing and developing because science is going to change and you have to evolve and move with the science.

Watch the Science of Reading Star Awards!

The Science of Reading Star Awards are back!

If you’re reading this, someone taught you to read! You might remember learning your letters with a standout teacher, or simply curling up with a loved one to point out pictures and sound out words.

No matter who stands out to you, it takes a constellation of people to help children learn to read—both inside classrooms and beyond, and from district leadership to student families.

It also takes science: specifically, the science of teaching reading.

And we want to celebrate Science of Reading stars!

That’s why we created the Science of Reading Star Awards. Read on for more information about them, including how to nominate someone for the  2023 Awards. (If you’re already ready to nominate a star in your community, go right ahead!)

Reading educator awards for teachers who shine.

We launched this awards program in 2021—a year when schools, educators, and students were still working to bounce back from pandemic challenges and into a new normal. Even then, educators drove change, leading their school communities on a journey to the Science of Reading.

Our inaugural award program honored educators who championed and advocated for the Science of Reading in their classrooms, schools, or districts.

They generated buy-in. They inspired their peers and students. They successfully brought research-based instruction, phonics instruction, and foundational literacy skills into their approaches—and had remarkable gains to show for it.

Our 2021 awards, both finalists and winners, celebrated:

  • Teachers who directly impacted their students and served as role models for their colleagues by applying the Science of Reading.

Winner: Anila Nayak, instructional coach and reading intervention teacher, Los Angeles Unified School District, California.

She says: “The Science of Reading is becoming my North Star because it’s guiding me to give the best that research has shown for my students.”

  • Principals who have supervised the successful shift to the Science of Reading in many classrooms across several grades.

Winner: Cathy Dorbish, principal, Austintown Elementary School, Ohio

She says: “We know our kids come from all different backgrounds, different opportunities, and parents who read or don’t. By teaching them in this manner, we’re leveling the playing field. Those kids who may be economically disadvantaged, [but] they’re going to be readers just like the kids whose parents bought them 100,000 books.”

  • District leaders who have driven or are driving change using the Science of Reading.

Winner: Alli Rice, elementary ELA lead, Kansas City, Kansas Public Schools

She says: “Teachers are saying things like ‘I never really thought my kids could have a discussion about the Renaissance during language arts class, but they are doing it.’”

Winner: Brittney Bills, curriculum coordinator, Grand Island Public Schools, Nebraska

She says: “I believe the Science of Reading is about hope. Knowing 95% of students are cognitively able to read at grade level with the right explicit instruction was empowering for me and the teachers I support.”

Nominate a Science of Reading star!

Inspired? Now think of the educators in your world—especially those devoted to literacy. Do you know someone who has transformed their classroom and empowered their students with the Science of Reading? What about someone who’s gone above and beyond core instruction based in the Science of Reading to apply these evidence-based practices in less traditional ways in areas like assessment, intervention, biliteracy, and beyond? (And yes, this person might be you!) We also have new categories this year, to honor both the traditional, and less traditional, Science of Reading champions!

Submit your nomination for the 2023 Science of Reading Star Awards by February 28!

All award winners will receive:

  • A free professional development session with Susan Lambert, host of Science of Reading: The Podcast.
  • A library of Science of Reading books to guide their journey.
  • A subscription to The Reading League Journal.
  • A spotlight on an episode of Science of Reading: The Podcast.

The Grand Prize winner will receive full conference registration and associated travel costs to Big Sky Literacy Summit in Big Sky, Montana, Sept. 2023 (dates forthcoming).

Learn more

To hear more from the 2021 winners, you can watch our Amplify Science of Reading Star Award Winners panel, now available as an on-demand webinar, or tune into Science of Reading: The Podcast to hear their conversations with host Susan Lambert.

Their stories and perspectives may help you discover how you can drive change in your classroom, school, and district with the Science of Reading!

New professional development series for science educators

New year’s resolutions generally don’t work—unless, experts say, they’re specific, measurable, and backed by science (like … getting more sleep so you feel more rested). So if you’ve resolved (or at least planned) to do more science professional development this year, we got you.

Our new, free, on-demand professional development webinars are ready to be added to your calendar. Designed for the era of NGSS, they offer research-based ways for you to engage your students deeply in science this year. (But we hope you’ll find a way to get more sleep, too!)

Phenomena-based science learning for next-level engagement

The Next Generation Science Standards (NGSS) are designed to deliver this key shift: Students go from learning about to figuring out. Instead of delivering information, teachers invite students to explore the power of phenomena-based learning in science. By focusing first on real-life scenarios and thoughtful questions over abstract correct answers, this approach cultivates students’ voices and curiosity. It gets them to the right answers—but in a way that helps them think, read, write, and argue like real scientists and engineers.

The NGSS also deliver three-dimensional science instruction. This means that each standard includes the following three dimensions:

  1. Science and Engineering Practices: the actual behaviors that scientists and engineers engage in as they investigate and create.
  2. Cross-cutting Concepts: concepts that appear across and link various domains of science. They include: Patterns, similarity, and diversity; cause and effect; scale, proportion, and quantity; systems and system models; energy and matter; structure and function; and stability and change.
  3. Disciplinary Core Ideas: The fundamental scientific ideas that make up the core content of the NGSS.

A look at our webinars

Featuring curriculum experts from UC Berkeley’s Lawrence Hall of Science, our webinars will  show you what these approaches look like in real classrooms.

COURSE 1

Establishing a Culture of Figuring Out in Your Next Generation Science Classroom

Explore ways to cultivate curiosity and value student voices while utilizing the structures and content from phenomena-based, literacy-rich science curricula designed for the Next Generation Science Standards.

COURSE 2

Lead with Phenomena and the Three Dimensions Will Follow

Reframe your K–8 science instruction by focusing on phenomena. Learn about the shift in science teaching and classroom practices toward one where students are figuring out, not learning about.

COURSE 3

Leveraging Science to Accelerate Learning

Learn about an approach to teaching and learning science that not only meets state science standards, but can also be used to support accelerated student learning across all subject areas.

Learn more and sign up. You will also earn a certificate for each course you complete.

Also:

Tune into Science Connections:The Podcast.
Learn more about the NGSS.
Explore more Amplify webinars.
Have a phenomenal 2023 in science!

Found in translation–the power of cross-linguistic transfer

¿Verdadero o falso? You must be bilingual to support emergent bilingual students in their literacy development.

¡Falso!

An essential component of supporting emergent bilinguals in developing literacy is understanding cross-linguistic transfer (CLT): when emergent bilinguals use knowledge of one language to support learning another.

Educators do not need to be fluent in both languages to identify—and teach—which elements of one transfer to the other.

“Teachers should not feel discouraged in supporting their students who are Spanish-speaking, because there are ways that they can still support cross-linguistic transfer without actually speaking the language,” says Amplify senior PD strategist in biliteracy Lauren Birner.

But CLT doesn’t just happen—it requires explicit instruction. So we do need to ensure that this takes place if we want to support equity in education, especially in early childhood education.

How can educators bring the power of CLT into instruction? And support equity and excellence in education?

Making connections: The impact of CLT

Our recent webinar Making Connections: The Importance of Cross-Linguistic Transfer in Biliteracy Instruction—led by Lauren Birner and Amplify’s Kajal Patel Below—explored answers to these questions.

In the webinar, Birner and Patel Below describe similarities and differences between English and Spanish, discuss how those similarities and differences can impact instruction, and explain why CLT helps English learners leverage skills from both languages to build their biliteracy.

They also underscore why it matters—namely, that it’s about supporting equity in early childhood education and beyond.

More than 15% of our K–3 students in this country are emergent bilinguals, and we have a responsibility to help them cultivate and expand that superpower.

—Kajal Patel

The Simple View of Reading and biliteracy

The idea behind the Simple View of Reading is that the combination of language comprehension and word recognition is what leads students to gain meaning from text. If either language comprehension skills or word recognition skills are lacking, students cannot become skilled readers, and this is true in both English and Spanish.

“Research shows that when teachers explicitly teach students what transfers from one language to the other,” says Patel Below, “students are able to devote more cognitive processing time toward the more complex orthography and morphology systems of English that require more time than the more transparent systems of Spanish.”

Birner had this to add: “While components of these domains might overlap, it can be helpful to think of them individually, and how they’ll impact language and literacy development.”

So let’s take a look at the areas of language where we can leverage cross-linguistic transfer.

  1. Phonetics and phonology: 92% of all of the sounds in English and Spanish have a direct correlation. That means that teachers can focus explicit instruction only on the remaining 8% of sounds—such as the rolled r in Spanish. Meanwhile, we can also encourage them to be language detectives and recognize where the languages do connect and how they can use their skills in one to understand the other. That approach, says Birner, “will not only save valuable time and energy, but it’ll also help [educators] recognize bilingualism as an asset for all of our students.”
  2. Morphology: Students can explore cognates like hospital/hospital and celebration/celebración, while also exploring similarities and differences in pronunciation. “Whether or not they are Spanish-speaking, teachers can look to cross-linguistic transfer guidance and start to recognize things, the prefixes and suffixes that are similar across the two languages,” says Birner.
  3. Syntax and grammar: Spanish and English do have rules and structures that differ from each other, in the areas of word order, gender, conjugation, and possession. As students progress in learning these distinctions, teachers can seize opportunities for explicit instruction. For example, let’s say a student constructs the sentence: “The flower of Ana is pretty.” This is not an error, but an approximation “to be celebrated.” Birner says. “It’s a comprehensible sentence in English that just needs a minor adjustment. We can use this type of sentence as an opportunity to provide explicit instruction on possessives.”
  4. Semantics: Semantics is the study of word meaning and is critical for language learners. Exploring idioms, homonyms and homophones, and other nuances of usage across language can give students the chance to build from similarities and identify differences. “You might do something like hang a chart of idiomatic phrases in each language,” says Birner. “Looking at both languages side by side is a really great way to support your students in learning a second language.”
  5. Pragmatics: Pragmatics encompass the ways people communicate that are nuanced or unsaid. They’re often rooted in cultural norms, which include both physical norms (looking someone in the eye when speaking) and social norms (using euphemisms). “Providing students with explicit instruction on how communicating may differ from culture to culture and situation to situation can help avoid misunderstandings,” says Birner. “It’s also a great way to allow students to see the world in perspective.”

More to explore

Amplify’s biliteracy programs, rooted in the Science of Reading, can help all educators engage with multilingual learners and make the most of cross-linguistic transfer and dual language education. Here are some additional resources for you:

Biliteracy principles, as shared by biliteracy experts (students!)

Our biliteracy video playlist

”The Importance of Dual Language Assessment in Early Literacy” (white paper)

The Importance of Dual Language Assessment in Early Literacy (infographic)

Principles of Biliteracy + the Science of Reading

The Science of Reading

Bringing joy to learning in the science classroom

As we prepare for an exciting new season of Science Connections: The Podcast, we’re looking back at past seasons and sharing some of the amazing conversations we’ve had so far.

We’re so grateful to our 15 guests whose insight, expertise, and generosity have made our podcast (if we may!) one of the best science podcasts out there.

If you’re new here, welcome! In Amplify’s Science Connections: The Podcast, host Eric Cross talks to educators, scientists, and subject matter experts about ways to best support and inspire the next generation of 21st-century scientists.

Get ready for season 3, with all-new topics and speakers, premiering in March!

Our first featured throwback episode, Bringing community and joy to the learning process in K–8 science instruction, features physicist Dr. Desiré Whitmore!

First, meet Dr. Whitmore

Dr. Whitmore has nicknamed herself “Laserchick.” It’s a reference to the focus of her postdoc work at UC Berkeley, where she designed and built attosecond lasers. (These laser pulses, which emit x-ray light, are the fastest ever measured).

She later became a professor of laser and photonics technology at Irvine Valley College, as well as a science curriculum specialist for Amplify. She’s now senior physics educator in the Teacher Institute at the ExplOratorium in San Francisco.

There, she works to support middle and high school science teachers in teaching through inquiry. On a given day, she says, her role may include “making fudge or blowing darts with marshmallows across the room.”

But it all began with bubbles—the ones she’d blow as a child with her beloved great-grandmother. She was also the kind of kid who would do experiments in the microwave or take apart the vacuum cleaner. “I was always asking questions,” she says.

“Everything we do is science”—and more.

Here are some key takeaways from Dr. Whitmore’s conversation with Eric Cross.

  • Let students do their thing. Whitmore and Cross talked about students who didn’t hew to the letter of the assignment—and actually went beyond. That’s more than okay.

I think it’s amazing when we can realize as teachers that no, our job is not to just enforce rules on our students. Our job is to help students achieve more learning.

—Dr. Desiré Whitmore
  • Representation truly matters. Dr. Whitmore, who is Black, recalls a chemistry teacher she had in high school who was also Black. “He looked like me and spoke the way I spoke,” she says. He also recognized that she knew a lot about chemistry, and half-jokingly encouraged her to teach the class sometimes. In Whitmore’s experience, representation like that can supersede content knowledge.
  • Science is everything and everywhere. “Science is something that everyone in the world should and does do,” says Whitmore. She sees part of her job as “helping people understand that everything we do is science.”
  • Show scientists as real people. Whitmore recalls a time when an eighth-grader she’d known growing up was thrilled to recognize her in an Amplify Science video. The student knew her as a “regular human” who likes “Star Trek” and “Star Wars,” but now also sees her as a scientist. “That really brought home for me the importance of my work,” she says.
  • Put teachers in students’ shoes. As part of professional development, Cross and Whitmore agree that it’s important for teachers to remember how it feels to have a question—to not know. “That helps me be in the position of my students emotionally,” says Cross.

Perhaps that’s the most powerful way for teachers to connect with their future scientists: “To experience science as a learner,” says Whitmore.

Additional resources

Inquiry-based learning: 3 tips for science teachers
New professional development series for science educators
Celebrate student scientists with classroom posters, activities, and a special giveaway!

National Reading Month: Making reading in elementary schools fun

Happy National Reading Month!

Of course, every month is reading month—and every day is reading day!

But March makes National Reading Month official, and we’d like to help you celebrate.

  • “Brain Builders” is an animated video series you can share with your students to help them understand what the brain does in order to read—placing reading science in the hands (and brains!) of students.

Your kids will join Minh on his journey as his babysitter, Tamara, helps him cultivate a love for reading—while also learning a bit of cognitive science. The series includes 13 episodes that you won’t want to miss!

  • ”Reading Buddies” makes learning to read fun (with the help of a talking dog, of course). Created by a pair of performers during the COVID-19 quarantine, the show became a smash hit when The Reading League came on to help it grow.

The series is based on the Science of Reading—but that’s not why students like it! They get to follow and practice along with Dusty the Dog as his person, Dott, teaches him to read. All the while, the kids are learning the underlying components of skillful word reading such as phonological awareness, letter names/sounds, and blending sounds.

And for a little good old-fashioned coloring, we’ve also created this literary reference sheet for your students to bring alive with their own imaginations.

We hope you enjoy celebrating your kids’ brains and creativity!

More to read and learn

From Amplify’s Science of Reading: The Podcast:

Find out how “Reading Buddies” came to be (and managed to outpace “Sesame Street”)!

Meet Margaret Goldberg, co-founder of The Right to Read Project, to get her take on Brain Builders and the importance of the comprehension strand of the Science of Reading.

Request a free sample of CKLA.

Celebrating three years of Science of Reading: The Podcast

And three million downloads, too!

If there’s one thing we’ve all needed the past few years, it’s been each other. That’s why we’re so grateful for everyone who’s come together since we launched Science of Reading: The Podcast.

Our guests—educators, advocates, lawmakers, psychologists, and more—have shared their time and expertise on all things Science of Reading. Some led us deep into data, others into education policy and classroom culture. Together we’ve built and evolved our understanding of quality Science of Reading curriculum; strategies for reading comprehension, fluency, and intervention; and so much more.

Now more than ever, we believe all educators should have access to the essential conversations happening around research, legislation, and resources affecting how students become skilled readers.

We extend our thanks to our three years of guests on Science of Reading: The Podcast—not to mention our Facebook community of more than 90,000 committed and passionate educators. All of you helped make sure those conversations happened, and continue to happen.

How Science of Reading: The Podcast is transforming education

We care about this podcast because we care about the Science of Reading. And we care about the Science of Reading because we care about kids and their future. We know you do, too, so we’d like to talk a bit more about our shared vision and values for reading educators. These include the following:

  • It’s important to bridge the gap between research and practice. That’s how educators get the tools and resources they need to make informed choices about how best to teach reading.
  • Educators should be up to speed—with information from leading experts—on topics such as phonemic awareness, fluency, comprehension, and more.
  • Connection and community are crucial. Educators truly benefit from insight into the challenges and successes of their peers. They use this knowledge to inform their own teaching practices.

With Science of Reading: The Podcast, we strive to provide that forum and platform for educators. Our hope is to not only deliver the latest expert knowledge, but also to provide a community in which educators can connect and learn from each other. With these three million downloads (and the next three million!), we know we can revolutionize the future of reading.

Listen to the podcast now

More to read and learn

Check out all our podcasts.

Learn more about the Science of Reading.

Integrating literacy in the science classroom

What do science classrooms and ELA classrooms have in common?

Literacy.

As science students build their scientific literacy, they also build their literacy literacy—as in,their capacity to read, write, and think across all disciplines. In a sense, all teachers are teachers of literacy, as students read to learn in essentially every subject.

An ELA teacher can help students learn to read and interpret certain types of non-fiction and science-related texts, while a science teacher is uniquely positioned to integrate a science curriculum with a focus on literacy goals. ELA teachers are the experts on what the average person considers literacy; however, science teachers are the true experts on science literacy.

In this post, we’ll take a look at what it means for science teachers to support literacy growth in their students.

Scientific literacy vs. literacy in science

First, let’s define our terms.

Scientific literacy refers to a student’s understanding of scientific concepts, inside and outside the classroom.

Literacy in science refers to the literacy skills that students use to acquire and share scientific knowledge. These skills include reading, writing, speaking, and listening.

Developing students’ literacy in science helps them develop scientific literacy. Science literacy allows students to become critical thinkers, problem solvers, and strategic questioners.

 Insights on integrating science and literacy

Integrating literacy into science is more than making sure students read articles and write lab reports—but the two are still a natural fit.

The standards that guide instruction in grades 6–8 make this integration concrete. Certain Common Core ELA standards intersect with the Next Generation Science Standards (NGSS).

To cite just a few examples, the Common Core requires students to be able to:

  • Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.1
  • Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. RST.6-8.2
  • Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. RST.6-8.3
  • Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). RST.6-8.7
  • Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. RST.6-8.8

What’s required of students is what’s often called disciplinary literacy. That means literacy through the lens of inquiry in a given field. Science has its own set of vocabulary and reading/writing styles students need to learn to understand, decode, and write in.

And when they do, the academic benefits go both ways.

 Integrating literacy into science encourages both science and ELA growth

The scientific method requires students to ask questions, listen to explanations, and present conclusions. And when science teachers use targeted literacy teaching strategies, they can help students understand challenging scientific vocabulary. For example, they can learn the difference between the two meanings of the word “culture.” Those are the same approaches students will use when analyzing with and communicating about texts in ELA.

Also, reading in science can be more than just reading a science textbook or science-related article—teachers can help students learn to read through a scientific lens by encouraging even the youngest students to articulate their questions about a text and understand where they might find answers.

And then there’s writing: “Science and writing standards are really in service of each other,” writes educator Gina Flynn in Literacy Today. “When we present authentic writing opportunities in science, we are not only developing students’ understanding of science concepts but also providing an authentic context for developing writing skills.”

Integrating science into ELA also encourages both science and ELA growth. When students grapple with science-related texts in ELA, they can develop ways of thinking and communicating that support the scientific approach, refine sense-making skills that are key to both disciplines, and get inspired to keep up with the latest scientific discoveries—yet another great reason to read.

More to explore

Science and literacy: You don’t have to choose

Amplify K–5 integrated literacy and science instruction

6–8 literacy elements in Amplify Science

5 ways to shift from balanced literacy to the Science of Reading

The Science of Reading is a big deal. We’re serious when we say that literacy instruction based on the Science of Reading can change lives, and we’re not the only ones.

Our friends at the Reading League say that instruction based on the Science of Reading “will elevate and transform every community, every nation, through the power of literacy.”

So it stands to reason that shifting to a Science of Reading curriculum is a pretty big deal, too. It’s not a light lift or a quick fix, and that makes total sense.

That’s why we want to help you make the shift. And actually, shifts.

Any big change is best done gradually. That’s why we’ve identified five key shifts in reading instruction that will set you on the path to transforming your classroom(s)—and your students’ futures.

The science of teaching reading

But first, a quick refresher.

As you likely know, the Science of Reading refers to the pedagogy and practices proven by extensive research to effectively teach children how to read. Learning to read is not innate and must be taught—and evidence from numerous studies tells us how.

This is where a Science of Reading-based approach differs fundamentally from a balanced literacy approach.

Balanced literacy can have several meanings, but generally it refers to instruction that focuses on a combination of shared reading, guided reading, and independent reading, with foundational skills typically not emphasized and rarely taught systematically.

While researchers are always learning new things and updating their understanding about literacy instruction, we do now know more than ever about how the brain learns to read and what methods are most effective in teaching reading. The conclusion? With explicit, systematic instruction, the vast majority of students can learn to read at or near grade level. That instruction must include phonics, phonemic awareness, fluency, vocabulary, and comprehension, with an emphasis on background knowledge. There is a lot of information to learn. What’s the best way to funnel it into daily classroom instruction? The answer is gradually.

Five incremental shifts from balanced literacy to the Science of Reading

Let’s explore the changes you can make today as you explore and implement true Science of Reading instruction.

  1. Use decodable readers, not leveled readers. Decodable readers—simple books that focus on the letter-sound correspondences that students have learned—support students in developing their phonics knowledge, rather than guessing or using picture cues. They support the systematic approach to instruction aligned with the Science of Reading, and they can even replace a workshop model with guided reading and leveled readers or predictable text.
  2. Provide all students with dedicated, systematic phonics instruction, not mini-lessons or isolated phonics instruction. Effective phonics instruction—for every student—takes time and is deliberately sequenced. (At least 60 minutes a day is required for solid, systematic foundational skills development.) Phonics instruction should also be part of a comprehensive Science of Reading approach to literacy instruction (as part of your core curriculum) versus taught as part of a disconnected program.
  3. Help students with phonics-based scaffolds, not three-cueing or word guessing. This is the part where learning to decode actually rewires students’ brains for reading. It requires that you provide scaffolds and ask students to practice sounding it out rather than responding to context clues. Spend your time on this approach, rather than on reading predictable books that make it easy for kids to spot and memorize patterns.
  4. To build comprehension skills, develop students’ knowledge. The Science of Reading shows that literacy skills grow best on a foundation of knowledge. In other words, the more you know, the easier and faster you can understand texts you encounter in the world. Spend two or three weeks on focused literary, social studies, and science topics. The topics should build on each other and deepen understanding and vocabulary. This approach can replace studying disconnected topics and practicing comprehension skills (exercises where students find the main idea or determine the author’s purpose) without attention to background knowledge.
  5. Follow a clear instructional path, not a choose-your-own-adventure model. The Science of Reading supports a path over patchwork approach. A cohesive curriculum with explicit guidance is the most beneficial—yet overlooked—element of teaching reading effectively. It can replace an approach with multiple instructional pathways and moving parts, and it gives every student the support they need now without waiting for intervention.
Listen to the podcast now

Learn more

Landing page for ebook

Science of Reading webinars 

Science of Reading microsite

Science of Reading: The Podcast

Is this literacy program true to the Science of Reading?

We’ll show you how to tell.

We know how children learn to read. We know how to teach children to read. That’s all thanks to the Science of Reading.

As you likely know, the Science of Reading refers to the pedagogy and practices proven by extensive research to effectively teach children how to read. Learning to read is not innate, but it can be taught—and science tells us how.

That’s why it’s so important to use literacy programs that are truly grounded in the Science of Reading.

But how can you tell which ones are and which ones are not? It can be confusing. Some programs may be partially aligned with the Science of Reading, or use bits and pieces of pedagogy based on it.

But true Science of Reading programs have it in their DNA. And we can show you how to find them.

Explicit and systematic structure

One of the research-based frameworks used in the Science of Reading is the Simple View of Reading.

According to the Simple View, two cognitive capacities are needed for proficient reading: (1) understanding the language (comprehension) and (2) recognizing words in print (decoding).

A true Science of Reading program is built from the start for students to develop these skills. And it’s built to do so in a developmentally appropriate way. That is, program structure matters, too.

Some programs may add supplemental Science of Reading activities to address these needs. Some have been modified to do the same. But that’s not the same as a comprehensive program designed to develop them, explicitly and systematically. That kind of program is truly rooted in the Science of Reading.

The importance of knowledge building

Again, reading depends on both decoding and comprehension. For many years, classroom observation and received wisdom suggested that comprehension should be taught as its own set of skills, while allowing decoding to develop more naturally.

But cognitive science research now shows that early literacy skills are best built deliberately—on a foundation of knowledge. In fact, knowledge-building is not a result of reading and comprehension, but a prerequisite for it. The more you know, the faster you learn.

Some programs rely on the strategy of activating students’ prior knowledge. But not all kids have the same prior knowledge. Diverse backgrounds and experiences mean that not all kids will come to school with the same information about, let’s say, baseball, or the beach.

So a true Science of Reading program will expose students to a diverse array of new topics spanning history, science, and literature. Those topics will be organized in an intentional sequence that builds knowledge coherently within and across grades. And they will make reading accessible to all students.

The foundational skills readers need

Some programs focus on phonemic awareness and phonics. Those are foundational skills, but they’re not all of the foundational skills. The Science of Reading shows that five components are fundamental to reading: phonics, phonemic awareness, vocabulary, fluency, and comprehension.

Students require instruction in all five in order to learn to recognize words and use that knowledge for reading and writing.

As students develop these foundational skills, they develop automaticity. With practice, they are able to recognize words more and more quickly and move from decoding to comprehension.

A true Science of Reading program will include all foundational skills and will deliver the regular practice students need to become automatic decoders.

How Amplify CKLA is built on the Science of Reading

The Science of Reading is in Amplify CKLA‘s DNA. The program was built from the ground up:

  • On the Simple View of Reading.
  • To deliver knowledge on an even playing field for all students.
  • With texts that develop all five foundational literacy skills.

With CKLA, students build knowledge through diverse and enriching content domains. They refine foundational skills through explicit, systematic, phonics-focused instruction. And they do it all in one program, with a detailed road map that guides teachers on every step of the reading journey.

Listen to the podcast now

Additional resources

5 ways to shift from balanced literacy to the Science of Reading

MTSS vs. RTI in literacy instruction: What’s the difference?

Identifying math anxiety

Can you do long division in your head and calculate tips in your sleep? Or does the mere thought of arithmetic keep you up at night?

If you fall into the latter camp, you’re not alone.

Math anxiety is real—and an established body of research proves it. In fact, data shows that math anxiety affects at least 20% of students.

And its effects can be damaging in both the immediate and long term. It can bring down student performance both in and beyond math, and in and outside the classroom.

Fortunately, we’re also learning how teachers can help students manage math anxiety—and succeed wherever it’s holding them back.

We explored this topic on a recent episode of Math Teacher Lounge, our biweekly podcast created specifically for K–12 math educators. This season is all about recognizing and reducing math anxiety in students, with each episode featuring experts and educators who share their insights and strategies around this critical subject.

Dr. Gerardo Ramirez, associate professor of educational psychology at Ball State University, has been studying math anxiety for more than a decade. He joined podcast hosts Bethany Lockhart Johnson and Dan Meyer to share his insights.

So let’s take a look at what math anxiety is—and is not. We’ll also explore what impact it has on learning, and what we can do about it.

What is math anxiety?

Math anxiety is more than just finding math challenging, or feeling like you’re “not a math person.” Dr. Ramirez offers this definition: “[Math anxiety] is a fear or apprehension in situations that might involve math or situations that you perceive as involving math. Anything from tests to homework to paying a tip at a restaurant.”

Math anxiety may cause sweating, rapid heartbeat, shortness of breath, and other physical symptoms of anxiety.

But while math anxiety has some similarities with other forms of anxiety, it’s exclusive to math-related tasks, and comes with a unique set of characteristics and influences.

Math anxiety can lead sufferers to deliberately avoid math. And this avoidance can not only result in a student not learning math, but also limiting their academic success, career options, and even  social experiences and connections. This can look like anything from getting poor grades in math class, to tension with family members over doing math homework.

Parents and teachers can suffer from math anxiety, too. In fact, some research suggests that when teachers have math anxiety, it’s more likely that some of their students will, too.

What causes math anxiety?

It’s not correlated to high or low skill or performance in math. Students who generally don’t do well in math can experience math anxiety because they assume they’ll do poorly every time. Students who have been pressured to be high-achieving experience math anxiety because they’re worried they won’t meet expectations.

Other triggers may include:

  • Pressure. Pressure from parents or peers to do well in math can create anxiety, especially if the person feels that their worth or future success is tied to their math abilities.
  • Negative past experiences. Someone who has struggled with math or gotten negative feedback about their math skills might develop math anxiety. They may start to avoid or fear math, making it even harder to approach and improve.
  • Learning style. Different people have different learning styles. When someone’s learning style doesn’t match the way math is taught in their class or school, they may struggle and develop anxiety.
  • Cultural factors. When students hear things like, “Boys are better at math,” it can increase math anxiety in girls who may absorb the notion that they are already destined to underachieve.

Math anxiety and working memory

Dr. Ramirez has researched the important relationship between math anxiety and working memory.

Working memory refers to the ability to hold and manipulate information in short-term memory. People with math anxiety often have poorer working memory capacity when it comes to math-related tasks. This is thought to be due to the cognitive load created by anxiety, which can interfere with the ability to manage information in working memory.

The result? A negative feedback loop. Poor working memory can lead to further math anxiety, and increased anxiety can further impair working memory.

However, it’s important to note that not all individuals with math anxiety experience a decline in working memory capacity. Some may have average or above-average working memory capacity but still experience math anxiety. In such cases, the anxiety may be related to negative beliefs about one’s ability to perform math tasks, rather than an actual cognitive deficit.

What we can do about math anxiety

Even though math anxiety is a distinct type of anxiety, interventions such as cognitive behavioral therapy, exposure therapy, and mindfulness approaches have been shown to be effective in reducing it.

It starts, says Dr. Ramirez, with normalizing the anxiety.

“If you’re a student and you’re struggling with math and I tell you, ‘Yeah, it’s hard, it’s OK to struggle with math,’ that makes you feel seen. And that’s gonna lead you to want to ask me more for help, because I’m someone who understands you,” says Dr. Ramirez. “And that’s a great opportunity.”

Learn more

Start your 30-day free trial of Desmos Math 6–A1.

The power of phenomena in the science classroom

In conversation, something “phenomenal” is something exceptional, extraordinary.
But in science, an event does not have to be “phenomenal” for it to be a phenomenon.
In fact, a phenomenon in science can be as ordinary and predictable as gravity.
To qualify as a scientific phenomenon, an event simply has to be observable.
That is, a scientific phenomenon is an observable event that occurs in the universe. It’s something we can use our science knowledge to explain or predict. Examples of science phenomena include the erosion of dunes or soil, or the formation of bubbles or ice.
And you know what else is observable? The positive impact of phenomena-based learning on the science classroom. That’s why phenomena-based learning is baked into the Next Generation Science Standards (NGSS).

Let’s take a look at why the power of science phenomena to deliver engagement and learning is, dare we say, extraordinary!

The power of phenomena-based learning in science

Many of us learned science a different way, by starting with a general or abstract principle then applying it in the real world.

But when you start with phenomena in science, you start with the observable real-world event. You ask questions: Why is brown water coming out of the pipes built for drinking water? Where did all the monarch butterflies go? You help students see why science is relevant, right from the outset of the inquiry.

Even everyday phenomena—like sunburns, or vision loss—can generate real learning opportunities. Explaining phenomena and designing solutions helps students learn in context, leading to deeper and more transferable knowledge.

The challenge of predicting or explaining the phenomenon becomes the motivation for learning. And it has the added benefit of being how real scientists proceed with their work!

The power of phenomena science lies in its capacity to bring real life into the classroom. A phenomena-based science curriculum engages students by starting with the real and relatable rather than the abstract. It also trains students to be inquisitive, expansive, critical thinkers.

When you shift to a phenomena-based approach, you help students shift from learning about to figuring out.

How the NGSS support phenomena-based learning

The NGSS help students make sense of phenomena in the natural world and in human-designed machines and products.

Learning to explain phenomena and solve problems is the main way that students engage in the three dimensions of the NGSS—they use Science and Engineering Practices (SEPs) to develop and apply Disciplinary Core Ideas (DCIs) and Crosscutting Concepts (CCCs).

Phenomena-centered classrooms also help teachers monitor student progress. As students work toward explaining phenomena, three-dimensional formative assessment is easily embedded throughout instruction.

How to bring phenomena into the science classroom

The power of phenomena-based learning lies in real-world relevance. Also, phenomena don’t generate learning all by themselves—student questions about phenomena guide teaching and learning.

That’s why it’s helpful to make sure students can connect to the phenomenon at hand. The following are a few steps you can take to integrate this approach into your classroom:

  • Ask students what they’re curious about. Why do leaves change color? What is lightning? Why do ice cubes stick to my finger?
  • Connect iterations of a given phenomenon to students’ lives. When discussing how sunlight warms the earth, a teacher might use examples of the sun heating sand, or asphalt depending on where students live.
  • Use one broad anchor phenomenon for the focus of a unit, and investigate related phenomena that relate to students’ interests and experiences. For example, exploring what we see in the sky will lead to different investigations depending on whether students live in an urban area or far from city lights.

Note that an engaging phenomenon does not have to be flashy or unexpected. Even if students think they already know why it rains, they may discover that they actually can’t explain it. Pushing students to inquire more will help them go beyond repeating things they’ve read, and go from learning facts to asking questions that reveal more about the world around them.

How Amplify Science can help

Amplify Science employs phenomena-based learning throughout the curriculum, which is itself phenomena-based and designed around the NGSS.

In one example, 6th graders take on the role of medical students in a hospital, working to diagnose a patient and analyze the metabolism of world-class athletes. In another, 8th graders work to explain Australia’s high skin cancer rates by investigating how light works and interacts with the world it shines on.

And what’s more, Amplify Science for grades 6–8 received an all-green rating from EdReports!

Learn more.

Integrating writing skills into science instruction

Teaching students to write like scientists

People tend to think of themselves as either a “science person” or an “arts person.” But for science students today, it doesn’t have to be that way.

Writing and communicating are essential parts of being a scientist, which is why they’re also essential parts of a science curriculum.

A science teacher is uniquely qualified to expose students to science writing skills, which can in turn improve their writing skills overall. It’s a win-win! And even though writing styles may vary across the two disciplines, we bet ELA teachers will notice the improvement in students’ writing abilities.

Integrating science and writing skills

The science classroom and the ELA classroom are partners in developing student literacy. The following five principles can help teachers make the most of that partnership.

  1. Science writing is more than fill-in-the-blank. Science writing involves critical thinking, analysis, and the ability to communicate complex ideas effectively—in research, proposals, and more. To develop those skills, teachers can ask students to create presentations and lab reports, and to read journals and each other’s work.
  2. Technical writing goes beyond the technical. It’s important for students to learn to vary their writing styles for different audiences and purposes. Practicing technical writing (even instructions for making a sandwich) can help students learn to write—in all disciplines—with clarity and precision.
  3. Writing takes phenomena-based learning to the next level. Writing about a phenomenon encourages students to communicate hypotheses, arguments, and opinions. They need to provide detailed evidence for their assertions and explain why they matter—just as they would in an essay for ELA.
  4. The Next Generation Science Standards (NGSS) are designed to support science instruction that’s rich in writing. Here are just a few places where the NGSS connect to common core writing standards: grades K–2 storyline PDF, grades 3–5 storyline PDF, middle school storyline PDF, and high school storyline PDF.
  5. Integrating writing into science encourages science and ELA growth. The more students practice writing out their thoughts, arguments, and opinions, the more adept they will be at forming arguments both in and out of the science classroom. When science and ELA teachers use similar strategies, they’ll reinforce the learning across classrooms and create even stronger writers.

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Introducing our 2023 Science of Reading Star Award finalists!

Roll out the red carpet and shine those spotlights—it’s time to meet the 25 finalists for our 2023 Science of Reading Star Awards!

These educators and leaders help light the way for the next generation. They’ve implemented Science of Reading principles and guided their students toward lifelong literacy. They’ve demonstrated expert change management and professional development. Get ready to meet some of the brightest minds in education as we celebrate their achievements and see what makes them truly stellar!

Join our virtual event and awards program on May 23.

But first…meet our 2023 finalists! Below, you’ll hear from the nominees themselves, as well as the colleagues who nominated them, about what makes them stars.

The Changemaker Award

For exemplary leadership in guiding a district through a shift to the Science of Reading.

And the finalists are…

Heather Campbell
Learning Coach, Sunset Elementary, Washington County District, UT
Why she’s a star: “Heather’s philosophy that all students can learn to read if given proper instruction has changed the data. Our school made the change and the data is showing our students are thriving.” —Shelli Campbell, Learning Coach

Javonna Mack
Lead Content Teacher, Caddo Parish School, LA
Why she’s a star: “Whether working with students or teachers, Mrs. Mack keeps best practices grounded in the Science of Reading at the forefront. She constantly strives to build teachers’ expertise in teaching students to read through content-rich professional learning communities, often on Saturdays or after the workday has ended.” —Shannon Southwell, Lead Content Teacher

Aaron Jura
Reading Interventionist, Bloomingdale, IL School District
Why he’s a star: “Aaron has been the catalyst for our entire district embracing this shift to the Science of Reading, and we are just at the beginning of this amazing journey.” —Nicole Gabany, Reading Interventionist

Nicole Peterson
Director of PreK–8 Education, Sampson County Schools, NC
Why she’s a star: “She has created, initiated, implemented, monitored, evaluated, and adjusted processes and systems to ensure that teachers have access to resources, training, materials, and professional development to ensure that all students gain equitable access to high-quality, evidence-based instruction.” —Matthew McLean, Director, PreK–8th Grade Education

Virginia Quinn-Mooney
Teacher, Northville Elementary School, CT
Why she’s a star: “Virginia has gone from one person with a personal commitment to advancing her literacy knowledge. She has now impacted countless educators, parents, etc., with her tenacity and learning journey.” —Nicole Gregory, Teacher

The Data Dynamo Award

For commendable use of data to align a literacy system and maximize student achievement

Shennoy Barnett
Kindergarten Teacher, South Smithfield Elementary, NC
Why she’s a star: “My objective is to help as many children as I can become fluent readers and critical thinkers. As a literacy specialist here for just four months, I made great strides with literacy with my students.” —Shennoy Barnett, Kindergarten Teacher

Anne Elizabeth Carter
Kindergarten Teacher, Wake County District, NC
Why she’s a star: “Through systematic and explicit phonics instruction as well as targeted language comprehension instruction—using texts that incorporate science and social studies content as well as build knowledge systematically—my kiddos were TRULY learning how to read accurately and fluently.” —David Gaudet, Principal

Bethani Ploegstra
Kindergarten Teacher, Union Colony Elementary, CO
Why she’s a star: “She takes data from mCLASS® DIBELS®, Lexia, and SchoolPace (part of our reading curriculum), as well as formative feedback from what she hears and sees students doing daily in the classroom, to immediately adjust what she presents next to students, whether individually, in small groups, or whole class.” —Mandy Bailey, Assistant Principal

The Knowledge Builder Award

For showing the world that the Science of Reading is more than just phonics, and empowers students with knowledge from elementary to middle school

Corey Beil
Instructional Interventionist, Quakertown Community School District, PA
Why he’s a star: “He incorporated literacy into his daily math instruction by providing our students with opportunities to understand and connect with the content more deeply. Our students were exposed to practicing literacy concepts while expanding their mathematical knowledge and foundational understanding.” —Julianne Pennabaker, Teacher

Kim Smaw
Principal, Rosalyn Yalow Charter School, NY
Why she’s a star: “She was able to persuade the learning community to adopt the Science of Reading, firmly convincing them that this curriculum could empower students to gain rich learning experiences.” —Deirdre Frost, Reading Intervention Specialist

Angie Dutton
Instructional Coach, Onslow County Schools, NC
Why she’s a star: “Her positive attitude about the Science of Reading is contagious and is most likely why other educators feel comfortable reaching out to her for questions and guidance.” —Stacey Horne, Instructional Coach

Nicole Brodie
ELA Grade 7 Teacher, Long Middle School, GA
Why she’s a star: “She encourages her students to use their [voices] for change and impact and supports them in their learning process academically, [socially, and emotionally].”
—Renee Dawson, Grade 7 English Language Arts Teacher

The Intervention Innovator Award

For admirable use of intervention strategies to get at-risk readers back on track

Suzanne Maddox
RTI Teacher, Robertson County Schools, TN
Why she’s a star: “Mrs. Maddox reviewed individual student data, worked with teachers, and began using CKLA Skills and the intervention materials provided with this curriculum to continue a sounds-first approach to meeting the individual needs of students.” —Brooke Callis, RTI Teacher

Sara Thornton
Reading Interventionist, Senior Team Lead, Schmitt Elementary, CO
Why she’s a star: “Sara’s enthusiasm for and dedication to her work has been an inspiration to all involved and has resulted in a successful transition to the Science of Reading—as evidenced by our students’ amazing academic growth!” —Hayley Gunter, Reading Interventionist, Senior Team Lead

Markaya Aga
Reading Interventionist, Merit Academy, CO
Why she’s a star: “Since she has come on board at our school, the mindset around literacy and the growth of our programming [has improved] ten-fold. We need more educators like Markaya!” —Allison Hanson, Reading Interventionist

The Language Luminary Award

For outstanding success in developing the skills and strengths of emergent bilingual students

Wanda Ramirez
Grade 2 Teacher, El Sol Science and Arts Academy, CA
Why she’s a star: “We used to emphasize to students that what they know in one language cannot be used in the other language. Now, as a dual-immersion educator, I have the opportunity to change that mindset, teach my students to embrace their native [language], and empower them to use their entire linguistic ability. It’s a very powerful thing to be able to do.” —Wanda Ramirez, Grade 2 Teacher

Esmeralda Martinez
Kindergarten Teacher, Compass Community Schools, TN
Why she’s a star: “She has consistently worked on improving her teaching methods, tried new ways to engage the class, and worked diligently to support all of our students.” —Rachel, Marinari, Teacher

Christine Black
ESL Teacher, North Dover Elementary School, NJ
Why she’s a star: “We have a rapidly expanding ESL population, and Mrs. Black works tirelessly to ensure that her students are expanding their ELA skills in accordance with the major tenets of the Science of Reading.” —Dawn Gawalis, ESL Teacher

Rookie of the Year Award

For showing the world that the Science of Reading is more than just phonics, and empowers students with knowledge from elementary to middle school

Caitlyn Cockram
Teacher, Patrick County Schools, VA
Why she’s a star: “We have offered professional development in vocabulary and implementing SOR strategies, and Caitlyn is always one of the first teachers to sign up. She is dedicated to improving student achievement through research and evidence-based practices.” —Callie Wheeler, Teacher

Andrea Mason
Academic Interventionist, County Line Elementary School, GA
Why she’s a star: “Making the shift from balanced literacy to the Science of Reading hasn’t always been easy. But I continue to research and implement these best practices with my students because I can see that they are now on a path to becoming strong readers.” —Jennifer Ezell, Academic Interventionist

Mallory Pendergast
Phonics Teacher, Literacy Interventionist, Circle City Prep, IN
Why she’s a star: “As a kindergarten teacher, she led 100% of her scholars to be reading on grade level in the first quarter and maintained that momentum through the first semester.” —Sami Hyde, Senior Instructional Coach

ESSER Ace Award

For notable and innovative use of stimulus funds to help kids rediscover the joy of reading

Stephanie Hurst
District Literacy Specialist, Maple Avenue Elementary, NH
Why she’s a star: “She is also a voice on the utilization of [the] ESSER Fund—using the distribution of funds per federal protocol to ensure that the district’s lowest-performing schools have access to quality instructional materials and professional development all grounded in the Science of Reading.” —Mark Blount, K–12 Literacy Specialist

Callie Wheeler and Sara Vernon
Instructional Coaches, Patrick County Schools, VA
Why Callie’s a star: “Mrs. Wheeler played a key role in creating a culture of literacy within our schools, where the Science of Reading is central to the education of our students.” —Sara Vernon, Instructional Coach
Why Sara’s a star: “Sara has worked tirelessly to make the shift from the vision that was grounded in balanced literacy to one that is now making waves in Southwest Virginia with its Know Better, Do Better, Be Better approach to reading instruction.” —Callie Wheeler, Instructional Coach

Edie Bostic
Literacy Coach, Gallia Local, OH
“As a teacher, district Title I coordinator, elementary principal, and now district literacy coach, she continually champions the students under her care and is passionate about those students receiving the highest levels of instruction.” —Leslie Henry, Principal

Inspired? We are! Register to join our May 23 Science of Reading Star Awards virtual ceremony!

More to explore

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Math strategies that build community in your classroom

It’s tough to do math without sets, sums, and multipliers, so it stands to reason that it’d be tough to learn math solo, outside of a group.

Indeed, research shows that math is best learned in a community. In this post, we’ll explain why that is, what it looks like in a classroom, and how you can create a community for your math students.

What math community means: Creative classroom ideas

There are many types of math communities: online interest groups, professional organizations, the Mathletes.

In the context of a math classroom, a math community refers to the collaborative environment a teacher can create using both math strategies and social strategies (and by involving students’ parents and guardians). In a robust math community, all students feel comfortable sharing ideas, asking questions, and engaging in mathematical conversations.

In other words, math communities are student-centered. Rather than delivering information, teachers guide students. They encourage students to explore math concepts, make connections to the real world, and ask questions—of each other, and the teacher.

And in a math community, wrong answers aren’t dismissed—in fact, they’re an essential part of the learning process. In our webinar What Amazing K–12 Math Looks Like, educator and director of research at Desmos, Dan Meyer underlines the importance of students understanding “the value in their thinking—which means the value in their wrong answers.”

Benefits of math community: Equity in schools and more

A community-oriented math classroom can help each student learn, and all students learn. Here’s how.

  1. Increased engagement. When students feel a sense of belonging and connection in their math class, they’re more likely to be engaged and motivated. By promoting open discussions, group activities, and cooperative problem-solving, teachers can help students—even those who don’t think they’re “math people”—develop a genuine interest in math.
  2. Reduced math anxiety. Math anxiety affects at least 20% of students. It can hinder their growth in math and beyond. But in a supportive math community—where different styles and wrong answers are considered part of the process—those students can thrive. Embracing and working from incorrect answers encourages students to focus on the “how” of math, and to participate without fear of getting it wrong. They feel more comfortable asking questions, taking risks, and making mistakes as well as learning from them.
  3. Improved communication skills. In a math community, all students get the chance to communicate their mathematical thinking and reasoning. Explaining their ideas to others and listening to their classmates enhances their speaking and writing skills—in math, and across other subjects, too.
  4. Learning from diverse perspectives. A supportive math classroom community allows students from different backgrounds and with varying abilities to contribute to class and feel valued. Encouraging—and observing—the sharing of diverse perspectives fosters critical thinking, creativity, and problem-solving skills.
  5. Positive reinforcement. A strong math community creates an environment where students feel valued, respected, included, and supported. It’s fertile ground for a growth mindset, one in which students believe they actually can do math regardless of challenges or errors. A math community encourages risk-taking, resilience, and perseverance—in math, and beyond.

How to engage students in math lessons that build community

Want to know how to make math fun and build community? Here are some ways to get started.

  1. Encourage collaboration. Promote a culture of cooperation and teamwork by incorporating group activities, peer support, and class discussions into your lessons.
  2. Celebrate brilliance. Recognize a variety of efforts, insights, and accomplishments among students—including taking risks, and making mistakes. This will motivate all students to appreciate different ways of learning and the value of both process and product.
  3. Personalize support. Offering individualized help to students who need it shows commitment to their success and builds a supportive environment for everyone.
  4. Develop a growth mindset. Create a culture where mistakes are inevitable, even welcomed, as part of the learning process. Encourage perseverance and persistence.
  5. Choose meaningful tasks. Assign problems with real-world relevance. Working together to solve them helps students see  the “why” of math—and connect with each other in the process.
  6.  Play. Game-ifying problems and introducing friendly competition builds camaraderie and helps students find shared joy in math—a win-win!

More to explore

Instructional strategies for integrating literacy into your science classroom

Do you ever feel like science is the underdog in your school or district? You’re not alone.

But it doesn’t have to be that way. In fact, we know that science can overdeliver. That’s especially true when educators successfully integrate it with other subjects.

You can dive into the power of integrating science and literacy with the latest season of Science Connections. Here’s a sneak peek at what we explore in the first few episodes of Season 3 of our podcast.

Rooting for the underdog

In what sense is science seen as an underdog? Just ask Eric Banilower and Courtney Plumley of Horizon Research, a consulting firm that supports educational improvement and policy development. Host Eric Cross interviews them in Season 3, Episode 1.

As you know, an underdog is generally a weaker or less favored person or entity. Banilower and Plumley find that science instruction often fits that mold.

One thing they found: elementary school teachers’ schedules allow for less instruction of science than math and ELA. They also note that when there’s a break in routine—a special assembly or early dismissal—science is often “the first thing to go,” says Plumley.

They also note that instructors (like many others) are often expected to design their own curriculum.

The conversation offers some solutions for shifting these practices, as well as supporting science instructors in general.

“You don’t ask doctors to develop new treatments and tests. Their job is to get to know their patient, assess what’s going on, and then use research-based methods to develop a plan of action. That analogy [suggests] a scalable approach for raising…the quality of science education,” Banilower says.

What is that approach? According to Banilower, “Giving teachers research-based, high-quality instructional materials that they can use to meet the needs of their students would allow them to focus on getting to know their students, seeing their strengths, [finding areas where they have] room for growth, and…help[ing] those students progress.”

The power of integrating science and literacy into the science classroom

Science does not need to stay in a silo. As we illuminate in Episodes 2 and 3, bringing literacy work into the science classroom can supercharge students’ work in both. (We also explore the topic in this blog post.)

“We know we need to dramatically improve literacy rates in this country, and as we’ll show in the coming episodes, science can be a key ally in that goal,” says our host, Eric Cross.

It goes the other way, too. Language development and literacy instruction can support science. “Win-win, folks,” says Cross.

In Episode 2, senior science educator Dr. Susan Gomez Zwiep described how bilingual and multilingual students in her school accelerated their English speaking and learning when they were excited to discuss science phenomena.

Indeed, she notes, the NGSS provides rich linguistic opportunities for students. We used to talk about language in science as all technical, but that’s changed. “Language is now developed through the science learning experiences,” says Gomez Zwiep.

Two key approaches you can use:

  • Think of science lessons as a narrative. Gomez Zwiep suggests you ask yourself, “What’s the story arc of my science lesson? How are the science ideas building over time?”
  • Welcome language that’s comfortable and conversational for your students.  “This expansion of language, including non-standard dialects and even home language, is really important for letting students bring their whole selves into the classroom,” she says.

More ways to enhance literacy in science 

Don’t worry—you don’t need to take a second job. “It’s not that you have to become a reading specialist to integrate literacy into science,” says Douglas Fisher, Ph.D., professor and chair of educational leadership at San Diego State University. “It’s how our brains work.”

It’s also how science works. “Science teachers and scientists do a lot of reading, writing, speaking, and listening and viewing. They use the five literacy processes all the time,” says Fisher, our guest on Episode 3.

Some strategies Fisher offers:

  • Invite multiple aspects of literacy. Think: What role do speaking, listening, reading, writing, and viewing, play in your class? Provide opportunities for students to do those things each time you meet with them.
  • Read challenging texts. “Science is an ideal place to get students reading things that are hard for them. Doses of struggle are good for our brains,” Fisher says. “Complex texts that don’t give up their meanings easily allow students to reread the text, mark it, talk to peers about it, and answer questions with their groups.”
  • Get them writing, even in short bursts. “Writing is thinking,” he says. “While you are writing, your brain cannot do anything else.” So if your students understand a given concept, have them write about it.

And that’s just the beginning. Tune in—and stay tuned—for more strategies for encouraging literacy integration in a science classroom.

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