RF.1.3.G: Recognize and Read Grade-Appropriate (First Grade) Irregularly Spelled Words

Explore the Science of Writing

Discover the captivating journey of writing with our new guide, Science of Writing: A Primer. Explore the history of writing to understand the crucial link between reading and writing instruction—and why handwriting still matters in today’s digital world.

Download the presentation

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A graphic titled "Science of Reading: The Podcast snapshots" features illustrated books and photos of three people below the title, capturing highlights from leading science of reading training discussions.

A year’s professional learning from Science of Reading: The Podcast

Looking for ways to bring Science of Reading: The Podcast into your professional learning communities? Here’s one starting place: Share a presentation of top takeaways to jump-start your discussions.

Science of Reading professional development on your own schedule

Science of Reading: Learning Lab offers unparalleled research-backed instruction crafted to the standards of the International Dyslexia Association. Explore enriching activities, curated resources, and guidance from Susan Lambert, Chief Academic Officer of Literacy and Host of Science of Reading: The Podcast.

Explore the courses

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K–5 Core Knowledge Language Arts Program – K–5 Literacy Curriculum | Amplify

Supporting multilingual learners—by supporting their families

Woman smiling in front of a brick wall, surrounded by colorful illustrations of a turtle, toucan, book, and nature, with the word "¡Hola!" at the top left—celebrating technology in the math classroom and boosting the performance of students.

Teachers know that multilingual/English learners (ML/ELs) are an important and fast-growing population in today’s classrooms. In 2021, more than 10% of students enrolled in public schools across the U.S. were identified as English language learners, with some projections suggesting this number could reach 40% by 2030.

But when it comes to partnering with the families of ML/ELs for student success, we’re just beginning to tap into what’s possible.

I’m an ML/EL teacher and former homeroom teacher at a school serving many ML/ELs.

Here’s what I’ve learned about best practices for bridging the school-to-home communication gap and partnering with families (all families!) to ensure their child’s success.

Recognizing the communication gap: Common challenges with multilingual families

In my experience, three common barriers can stand in the way of strong family engagement and student success:

Cultural expectations around parent-teacher communication: In many cultures, school is considered the teacher’s domain. Reaching out may be seen as crossing a line—or simply not expected at all.
Logistical challenges: Unpredictable schedules may lead to missed messages, delayed responses, or inconsistent availability.
Language barriers: If a message isn’t in a language a caregiver understands, it’s unlikely they’ll respond—not because they don’t care, but because they can’t fully engage.

Supporting multilingual learners starts with recognizing these barriers not as signs of disconnection, but as invitations to shift our approach. There are best practices we can adopt to help bridge the gap—and build the trust and relationships our students need to thrive.

Tools and strategies for better parent-teacher communication

If you want to communicate with families who speak a variety of different languages, the first step is finding the method of contact that works best for each of them. My school uses an auto-translating app called ParentSquare for home communications—but not all families I’ve worked with respond to ParentSquare messages. So if a family isn’t responsive to one mode of communication, try another!

It’s a good idea to ask families on Back-to-School Night—or whenever your students first arrive—if they have a preferred mode of communication. I’ve found I get the best response rate by creating a Google Voice number and communicating via text, first translating through an app if needed.

Keep a log of this information so you have it on hand when you need it. In the long run, this will be easier for both you and your students’ caregivers than you chasing them down to get them to download, log into, or check a specific app.

The important thing is to consider making contact essential, and to keep trying until you find the mode that works for both you and the parents of your ML/EL students.

Setting the tone for strong family engagement

If you want to forge a strong family-school partnership (and you should!), you also need to set the tone. When families have a different cultural understanding of school engagement than what you’re used to, I’ve found that it helps to explicitly solicit parent input, explaining how a partnership between caregiver and teacher will help support their child’s success.

Let them know how and why they should get in touch with you, and make it easy by reaching out proactively with brief, positive updates.

What multilingual families really want to know

Perhaps most importantly, ask families what they want to know! I’ve attended many parent-teacher conferences—both for my own students and as an interpreter—and I’m frequently struck by how many multilingual families respond when I ask what questions they have. Many families who haven’t previously reached out are suddenly overflowing with questions.

The most common one I get is how they can support their child’s academic journey at home. Parents also frequently request updates about behavior. Understand that just because a family isn’t asking these questions proactively doesn’t mean they don’t care. When I explicitly ask parents what they need, their responses make it abundantly clear that they are deeply invested in their child’s schooling and success.

I’ve also learned that many families—especially those who speak a language other than English at home—may not know that there are many ways to support their child’s growth, even if classroom instruction is not in their home language.

Think about what tips and resources you can most easily provide: Do your students’ parents know that reading or reciting poems, songs, or chants in their home language helps literacy growth? Could you send home simple board games from the classroom to reinforce key skills? Would signing up for a library card give them access to resources they didn’t know were available? Many caregivers of ML/EL students have told me they lack the tools to get involved—but are eager to engage once given tangible strategies.

How teachers can go the extra mile

In order to give our students and their families the support they need, it’s critical that we challenge our internal biases and assumptions. If we assume parents are uninterested or uninvolved, we avoid an opportunity to think creatively about how to bridge communication gaps and facilitate family involvement. We also cut off a world of possibility for our students and limit their access to the academic success that comes from parent involvement.

Working with the families of ML/ELs may bring added responsibilities—but it’s also a unique privilege, full of new opportunities. In teaching ML/ELs, I’ve found that I get to be a cultural bridge—one of the people providing warmth, stability, and welcome to families navigating a new culture. School can be overwhelming in a new country or different language—but a teacher who goes the extra mile can ensure success for both students and families.

Additional resources

Let’s keep the conversation going! Join the discussion in our Amplify learning communities.
Discover a suite of Spanish literacy curriculum and assessment programs designed to build confident readers with Amplify’s biliteracy suite.
Read how you can use the Science of Reading to boost your biliteracy instruction in this blog post.

How differentiation drives success

A collage features a blue-toned figure holding a mask, silhouettes of people, butterflies, and abstract shapes against a colorful background—evoking scenes from an American classroom helping struggling readers learn by teaching phonemes.

I’d like to share a favorite success story from my ELA class that brings home the true power of differentiation.

There was one boy—let’s call him Dipper. (It’s not his real name; I just really like the show “Gravity Falls.”) Dipper was the sweetest, kindest, most wholesome eighth grader I have ever met. He was absolutely precious.

Dipper also suffered from fairly severe academic struggles. He was well below his middle school reading level, struggled to express ideas in writing, and took longer than other students to break down basic concepts. When Dipper first came to me, he couldn’t start or complete a written sentence. He was easily frustrated and often overwhelmed to the point of tears.

Spoiler: By the end of the school year, Dipper was writing multiple paragraphs and starting to connect them with transition sentences.

Here’s how he got that much closer to grade level.

Using sentence starters and scaffolds to build success

My school district had recently adopted Amplify ELA (6–8). At the outset, I placed Dipper at the differentiation level with the most support. When we talked about how a character reacted to a moment in the story, Dipper had corresponding smiley, frowny, and disgusted faces to identify feelings. He had his own lesson plan with example quotes, shortened readings, alternative questions to spark thinking, and sentence starters to help him focus on comprehension instead of getting stuck at the start.

All of these supports helped him comprehend, share his responses, and contribute to discussions.

So far, so good.

But putting those thoughts to paper—or text box—was a completely different hurdle.

Facing academic struggles with patience and persistence

I can’t talk about Dipper without talking about his one-to-one aide. Let’s call her Ms. Mabel. (Again, “Gravity Falls.” I’m telling you, check it out.)

Ms. Mabel had sat beside Dipper during every ELA class since sixth grade. She helped him stay focused and generate ideas, and she even transcribed his answers when needed. Ms. Mabel’s devotion to Dipper’s success was profound and inspirational.

And it made all the difference when it came to Writing Prompts. At first, the prompts were met with tears and tantrums, panic and disdain, all the joyful wholesomeness ripped from Dipper.

Ms. Mabel would console him and redirect his passions to the work. She would point out the sentence starters, help him copy and paste them to the text box, and have him fill in the blanks. Again and again.

And then, little by little: Less panic. Fewer tears. Sentence starters, fill in the blank. Progress.
Sentence starters, fill in the blank. Success.

Day by day, Dipper, stacking wins like pancakes at an all-you-can-eat breakfast buffet, found confidence in himself, his reading, and his writing. He went from barely being able to complete a sentence to writing multiple paragraphs with evidence to support his ideas.

We had seen Dipper grow from a tiny sixth grader into a less tiny eighth grader and had watched his initial tenacity meet with stagnation, frustration, and defeat—until this year. This year with Amplify was different.

Why it takes more than just an awesome teacher

Obviously, you can’t pin success on one factor. Dipper had many supports in place: two blocks in the resource room, a dedicated aide, supportive peers and family, and—above all—a fierce drive and work ethic.

But if you asked Ms. Mabel, she would tell you that Amplify helped, too. She found that the way the questions were broken down allowed her to teach Dipper what he misunderstood better than she had been able to in previous years. We discovered very quickly how much autonomy was built in. It wasn’t rigid. It gave us structure and trust. It made differentiation easier, clearer, and more meaningful.

Sure, maybe Dipper was also maturing. Maybe I’m just an awesome teacher. Or maybe, just maybe, we need every little bit of help we can get to do the hard work in life. Maybe we need someone to push us in the right direction. Maybe we need those guardrails to keep us on course. Some of us can start our own engines, but we all need to be able to race.

Sometimes, we need someone who can help us start our sentences so we can learn how to be the ones to finish them.

More to explore

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.

An Aussie teaching American phonemes

A woman smiles in a portrait overlaid on an illustrated open book with a ladybug, web, and green landscape, reflecting an interactive teaching style; a speech bubble shows "/u/".

Ever heard of bidialectalism? It means the ability to fluently switch between two dialects.
It was a new word for me when I first started teaching in the U.S.—but I figured it out fast, just by opening my mouth in the classroom.

Bringing my own Australian dialect to teaching six-year-olds deepened my capacity to help struggling readers and multilingual readers. It has also strengthened our classroom community and provided surprising, even amusing opportunities to learn—for all of us.

“What if they get an Australian accent?”

When I first entered an American classroom, I was nervous about teaching phonemes to kids. I kept wondering, “What if they get an Australian accent?” (That never happened.)

I remember my first year teaching Amplify CKLA, standing in front of my students and trying to figure out why the word “from” seemed tricky. For me, it sounded exactly how it was spelled. I kept saying “from,” but my students said: “/f/ /r/ /u/ /m/.”

That was the first of many times I realized how different my dialect really was.

The next one came during our Animals and Habitats unit. We were deep into the lesson when I casually said what sounded like “Pythin,” and a student turned and said, “Don’t you mean PythOn?”

Then came the r-controlled vowels. (R-controlled vowels, also called r-influenced vowels, are vowels that change their sound when followed by an “r” in the same syllable. Instead of sounding short or long, the vowel is “controlled” by the “r”—like in “car,” “bird,” “corn,” “turn,” and “her.”)

Because of my accent, when I said those sounds, they almost always came out as “uh.” (I think that’s why I’ve been told Aussies were responsible for the schwa!) While that got a good laugh—and gave students lots of chances to mimic my accent—it drove home the real importance of phonological awareness.

Learning together: Teaching phonemes and pronunciation

I spent the rest of that first year going over the phoneme videos on the Amplify resources hub, practicing my r-controlled vowels. I did my best to learn to switch between the Australian and American dialects. I even started challenging my students to correct me more often. (“Wait, did I say that right?”)

That led to more intentional practice when teaching grade-level spelling patterns for those individual sounds. I started adding silly actions to go with each one. For example, we’d say, “‘e’ and ‘r’ are friends and together they go ‘errrrr,’” and we’d pretend to turn a key into either side of our cheeks.

Those small quirks helped my students remember the sounds—and they helped me just as much.

Don’t dread it—use it!

So, to any teacher who’s dreading teaching phonemes or teaching kids to read because of their speech or dialect—don’t!

Learning with your students, blending Amplify’s tools with your own quirks and personality, builds classroom memories and creates powerful literacy instruction.

You don’t have to erase your accent to be effective. In fact, embracing your uniqueness might just make you a better teacher.

From one teacher to another: Don’t be afraid of the greatness you already have.

To close out, here’s my favorite use of what I believe is the greatest phoneme/diphthong of all time: Aussie! Aussie! Aussie! Oi! Oi! Oi!

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.

STEM Forum on Equity and Inclusion – Math

Once you submit this form, it will take a few days to generate and send your personalized certificate. That email will come directly from support@credential.net

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Get your certificate

Welcome, New Mexico state reviewers!

Thank you for taking the time to review Amplify’s K–8 science programs for New Mexico. This site provides resources to aid in your review so you can experience all that our high-quality instructional materials have to offer. Simply click a grade level band below to get started.

Amplify Science K–5 Amplify Science 6–8

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The one-stop solution for New Jersey’s literacy mandates

New Jersey now requires universal literacy screening and parent notifications. To meet these mandates, NJDOE’s Student Literacy Working Group fully recommends mCLASS^Ⓡ DIBELS^Ⓡ 8th Edition as the trusted solution to help schools.

Some of the requirements of the New Jersey Department of Education’s Senate Bill 2644 include:

Mandatory screenings: Schools must conduct literacy screenings for all K–3 students at least twice annually to assess reading proficiency levels.
Parental notification: Within 30 days of the screening period’s end, schools are required to inform parents or guardians of the results, including comparisons to grade-level norms and available intervention supports.

mCLASS offers New Jersey all of the following, plus many more additional features to support students and teachers:

Universal screening
Dyslexia screening
Instant data analysis and reporting
Parental notification letter

Request a demo from your dedicated New Jersey team!

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What is mCLASS?

mCLASS, the only digital provider of DIBELS 8th edition assessments, provides universal screening, dyslexia screening, and progress monitoring to assess your students’ reading proficiency levels and determine what skills they need to develop.

You’ll observe students as they form sounds or read words and text. Then, mCLASS instantly scores and analyzes student response patterns to provide you with diagnostic data and instructional focus for each student and group.

With mCLASS, you’ll have everything you need to support every type of learner in your classroom, including advanced learners, multilingual learners, and students with signs of dyslexia.

Learn more about mCLASS.

Table displaying student reading assessment data by skill area and benchmark status, based on universal screening, with percentages and student counts for each category across the year.

About the program

mCLASS offers teacher-administered assessment, intervention, and personalized instruction for grades K–6. Know exactly how to monitor and support every student in your classroom with features like:

Precise one-minute measures based on over three decades of predictive data.
Universal screening and dyslexia screening in one tool.
Instruction that highlights observed patterns and recommends activities.
Robust reports for teachers, specialists, administrators, and parents.

Learn more about mCLASS.

Support for your Spanish-speaking students.

By combining mCLASS Lectura and mCLASS^® DIBELS 8th Edition, you’ll be able to understand where your Spanish-speaking students are in their English and Spanish literacy paths.

Learn more about mCLASS Lectura.

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NEW! mCLASS Math

Expect more from your assessments with mCLASS Math, a brand-new benchmarking and progress-monitoring assessment system.

Explore mCLASS^® Math.

A tablet screen displays a mCLASS Math dashboard showing kindergarten students’ names with colored status dots under BOY, MOY, and EOY columns.

Looking for high-quality instructional materials for literacy?

Amplify CKLA 3rd edition is built on a decade of research focusing on background knowledge, foundational skills, and writing. Pair CKLA with mCLASS to align for a powerful early literacy suite.

Learn more about CKLA 3rd edition.

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Request a demo

If you’d like a demo, complete this form and your dedicated New Jersey team will be in touch.

Five years out from the pandemic, young readers have made much progress—but the pace has slowed.

The latest end-of-year data show improvement in early literacy across grades K–2. Overall, insights suggest:

More young learners are above benchmark, and fewer are behind.
Year over year improvements have slowed.
Outcomes vary for boys and girls.

An adult helps a child read a book at a table. The child is writing, and the adult is smiling. The setting resembles a classroom, with windows in the background.

Explore Amplify’s end-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%.

More young learners are above benchmark, fewer are behind.

68 percent of K–2 students are on track to learn to read. While progress was less dramatic than in recent years, students are more likely to end the year on track in the earliest grades (K–1).

Table showing change in scores for Kindergarten to Grade 2 from 2020–21 (-6 to -18 pts) and 2023–24 (-1 pt for all). Grades K–2 overall: -12 pts (2020–21), -1 pt (2023–24).

Year-over-year improvements have slowed, despite overall gains.

Despite overall gains, year-over-year improvements in reading readiness have slowed. Since the 2023–24 school year, the percentage of students on track has improved by only 1–2 points in each grade.

Bar chart showing percent of male and female students on track for learning to read in 2024–25; females score higher than males both at start (72% vs 68%) and end of year (71% vs 66%).

Gender disparities are complex, with varying outcomes for boys and girls.

Across grades K–2, boys score the same or better than girls in reading readiness at the beginning of the year. But girls show more improvement than boys during the school year, narrowing gaps by end-of-year.

October 2024

BOY: Summer instructional loss highlights the importance of quality core instruction for the youngest grades.

Read the brief

February 2025

MOY: Early literacy gains offer hope for COVID recovery, though broader literacy challenges persist nationwide.

Read the brief

July 2025

EOY: Reading scores rise overall; gender disparities present a complex picture.

Read the brief

Welcome, NYC reviewers!

A digital experience exclusively for Amplify CKLA 2nd Edition

Amplify Core Knowledge Language Arts (CKLA) 2nd Edition’s top-rated content is available with a digital experience that enhances instruction and saves time. With everything you need in one place, this platform makes it easier and more engaging to plan lessons, present digital content, and review student work.

Information on this page relates to Amplify CKLA 2nd Edition. Access Amplify CKLA 3rd Edition here.

A teacher presenting a slide titled "introducing the read-aloud" for a lesson on "the aztec: the legend of the eagle and the serpent," featuring colorful graphics on a computer screen.

Simplify planning and instruction

With the digital experience, teachers have access to ready-to-use and customizable lesson presentation slides, complete with all the prompts from the print Teacher Guide embedded in the teacher view. As teachers deliver each lesson, students can engage with the content in one cohesive experience—through these CKLA resources: Activity Books, slides, digital components, videos, Student Readers, and more.

Get real-time insights into your students’ work

The innovative live review tool found in the digital experience enables you to keep an eye on all of your students as they work on drawing, recording audio, uploading and capturing images, and typing or writing in pre-placed textboxes in their Activity Pages. This dynamic tool provides countless classroom management benefits, enabling you to spot and correct common mistakes as they’re happening, praise your students for thoughtful work, and identify students who are not engaged in the task at hand. Simply put, it will give you those valuable “eyes in the back of your head” you’ve warned your students about!

Learning Management System integrations

The digital experience integrates with various LMSs, allowing you and your students to access Amplify CKLA with the software you’re already comfortable using.

Engage your students with one easy-to-use access point

In the Amplify CKLA student digital experience, your students have one intuitive access point to fully engage with classroom instruction. Through the Student Home, students can easily access digital lessons with slides, Activity Pages, ebooks, videos, and other interactives from one simple dashboard. Students can draw, record audio, upload and capture images, and type or write in pre-placed text boxes in their Activity Pages.

Prepare for Amplify professional development

When you grow, your students grow.

Whether you are implementing Amplify programs for the first time or strengthening instructional practices, our goal is to support your professional growth and help all students succeed.

Feel prepared and ready to grow with us.

This site provides session preparation guidance, the agenda and objectives for all Prepare, Begin and Practice sessions. The Prepare sessions are denoted as such. The Begin and Practice sessions are listed by product type – core, assessment and supplemental. All state-specific training is found in its own section.

A four-step process diagram labeled Prepare, Begin, Practice, and Advance, each with icons and brief descriptions of stages for implementing an educational program.

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Onsite session preparation

Do you have an upcoming onsite PD session? Do you need to know what your participants should bring to their session or what should be provided in the training space? Click ‘learn more’ below for detailed information on how to prepare for your onsite session.

Remote session preparation

Do you have an upcoming remote PD session? Do you need to know what your participants should have at their session or how to set up a remote session? Click ‘learn more’ below for detailed information on how to prepare for your remote session.

Access transcripts, resources, and learn more about the guest here

Prepare session agendas

Launch

Build your Knowledge of Math Problem-Based Learning (90 min)

K–5

Deepen your Knowledge of Math Problem-Based Learning (3 hour)

K–5

Launch

Build your Knowledge of Science of Reading (90 min)

K–5

Deepen your Knowledge of Science of Reading (3 hour)

K–5

Multiliterate learners

Build your knowledge of multiliterate learners (90 min) K–5
Deepen your knowledge of multiliterate learners (3 hour) K–5

Core: Launch and Strengthen session agendas

Select your program to preview a session agenda and any other session specific preparation steps for participants.

Launch

Initial training (6 hours)

Initial training for teachers K–2 3–5
Skills Strand initial training for teachers K–2
Knowledge Strand initial training for teachers K–2

Program overview (3 hours)

Program overview for teachers K–2 3–5
Skills Strand program overview for teachers K–2
Knowledge Strand program overview for teachers K–2
Program overview for leaders K–5

Strengthen

Strengthen (3 hours)

Enhancing planning for teachers K–2 3–5
Enhancing practice for teachers K–2 3–5
Writing K–2 3–5
- Note: teachers should bring a recent class set of student writing samples from the Amplify curriculum to this session.

Focus (1 hour)

Student engagement K–5
Supporting all learners K–5
Pacing K–5

Launch

Initial training (6 hours)

Initial training for teachers PreK K–2 3–5
Skills Strand initial training for teachers K–2
Knowledge Strand initial training for teachers K–2

Program overview (3 hours)

Program overview for teachers PreK K–2 3–5
Skills Strand program overview for teachers K–2
Knowledge Strand program overview for teachers K–2
Program overview for leaders PreK–5

CKLA Writing Studio (3 hours)

Writing Studio companion training for teachers K–5

CKLA Language Studio (3 hours)

Language Studio companion training for teachers K–2 3–5

CKLA 2nd Edition to 3rd Edition Transition Training (1 hour)

Transition Training for Teachers K–2 3–5
Skills Strand Transition Training for Teachers K–2
Knowledge Strand Transition Training for Teachers K–2

Grade 3 Skills (1 hour)

Supplemental training for teachers

Strengthen

Strengthen (3 hours)

Enhancing planning for teachers PreK K–2 3–5
Enhancing practice for teachers K–2 3–5
Maximizing impact: Data-informed remediation with the ARG K–2
- Note: teachers should bring a recent set of graded class data from an Amplify benchmark or end-of-unit assessment to this session.
Maximizing impact: Data-informed remediation with the ARG/DERG 3–5
Writing K–2 3–5
- Note: teachers should bring a recent class set of student writing samples from the Amplify curriculum to this session.
Enhancing observations for leaders K–5

Focus (1 hour)

Student engagement K–5
Supporting all learners K–5
Pacing K–5

Launch

Initial training (6 hours)

Initial training for teachers K–2 3–5
Skills Strand initial training for teachers K–2
Knowledge Strand initial training for teachers K–2

Program overview (3 hours)

Program overview for teachers K–2 3–5
Skills Strand program overview for teachers K–2
Knowledge Strand program overview for teachers K–2
Program overview for leaders K–5

CKLA 2nd Edition to 3rd Edition Transition Training (1 hour)

Transition Training for Teachers K–2 3–5
Skills Strand Transition Training for Teachers K–2
Knowledge Strand Transition Training for Teachers K–2

Grade 3 Skills (1 hour)

Supplemental training for teachers

Launch

Initial training (6 hours)

Initial training for teachers K–2 3–5
Skills Strand initial training for teachers K–2
Knowledge Strand initial training for teachers K–2

Program overview (3 hours)

Program overview for leaders PreK–5

Strengthen

Strengthen (3 hours)

Enhancing planning for teachers K–2 3–5
Enhancing practice for teachers K–2 3–5
Writing for teachers K–2 3–5

Focus (1 hour)

Student engagement K–5
Supporting all learners K–5
Pacing K–5

Launch

Initial training (6 hours)

Initial training for teachers 6–8

Program overview (3 hours)

Program overview for teachers 6–8
Program overview for leaders 6–8

Strengthen

Strengthen (3 hours)

Enhancing planning for teachers 6–8
Enhancing practice for teachers 6–8
Writing: Improving through feedback 6–8
Supporting all learners 6–8
Data-informed instruction 6–8
Enhancing observations for leaders 6–8

Focus (1 hour)

Teaching with print and digital 6–8
Lesson planning 6–8
Pacing 6–8
Increasing student engagement 6–8
Grading and assessment 6–8

Launch

Initial training (6 hours)

Initial training for teachers G6–Alg1 Geo–Alg2

Program Overview (3 hours)

Program overview for teachers G6–Alg1 Geo–Alg2
Program overview for leaders G6–Alg1 Geo–Alg2

Strengthen

Strengthen (3 hours)

Focus (1 hour)

Launch

Initial training (6 hours)

Initial training for teachers K–5 6–A1

Program overview (3 hours)

Program overview for teachers K–5 6–A1
Program overview for leaders K–5 6–A1 High School

Transition training (1 hour)

Desmos Math to Amplify Desmos Math transition training for teachers 6–A1

Strengthen

Strengthen (3 hours)

Enhancing planning for teachers K–5 6–A1
Enhancing practice for teachers K–5 6–A1

Focus (1 hour)

The Teacher Dashboard 6–A1
Teaching a digital lesson K–5

Launch

Initial training (6 hours)

Initial training for teachers K–5 6–8

Program overview (3 hours)

Program overview for teachers TK K–5 6–8
Program overview for leaders K–5 6–8

Strengthen

Strengthen (3 hours)

Enhancing planning for teachers K–5 6–8
Enhancing practice for teachers K–5 6–8
Supporting all learners with complex texts K–5 6–8
Supporting English learners K–5 6–8
Writing in science K–5 6–8
Engineering internship 6 – MET 7 – PM 8 – FAM
Science Seminar 6–8
Enhancing observations for leaders K–5 6–8
Assessment system K–5 6–8

Focus (1 hour)

Enhancing the digital experience K–5
Planning with the Coherence Flowchart K–8
Planning an Amplify Science lesson K–8
Supporting diverse learners: exploring the resources K–8
Supporting diverse learners: teacher modeling and student discourse K–8
Supporting diverse learners: multimodal instruction K–8
Analyzing student work K–8
- Note: teachers should bring a recent set of student work samples from an Amplify Science assessment to this session.

Unit kit materials and prep K–8
Grading with Amplify Science K–8

Core: Coaching options

Select your program to view options for building a coaching session and coaching PLC or grade-level meeting topic menus.

Coaching session agenda options

Use this resource as a reference for building a coaching session agenda.

Coach PLC session topic menu

Use this resource as a menu of possible topics to choose from for a PLC or grade level meeting.

Note: this resource will only be needed if your coaching session agenda includes a PLC or grade level meeting.

Coaching session agenda options

Use this resource as a reference for building a coaching session agenda.

Coach PLC session topic menu

Use this resource as a menu of possible topics to choose from for a PLC or grade level meeting.

Note: this resource will only be needed if your coaching session agenda includes a PLC or grade level meeting.

Coaching session agenda options

Use this resource as a reference for building a coaching session agenda.

Coach PLC session topic menu

Use this resource as a menu of possible topics to choose from for a PLC or grade level meeting.

Note: this resource will only be needed if your coaching session agenda includes a PLC or grade level meeting.

Coaching session agenda options

Use this resource as a reference for building a coaching session agenda.

Coach PLC session topic menu

Use this resource as a menu of possible topics to choose from for a PLC or grade level meeting.

Note: this resource will only be needed if your coaching session agenda includes a PLC or grade level meeting.

Coaching session agenda options

Use this resource as a reference for building a coaching session agenda.

Coach PLC session topic menu

Use this resource as a menu of possible topics to choose from for a PLC or grade level meeting.

Note: this resource will only be needed if your coaching session agenda includes a PLC or grade level meeting.

Coaching session agenda options

Use this resource as a reference for building a coaching session agenda.

Coach PLC session topic menu

Use this resource as a menu of possible topics to choose from for a PLC or grade level meeting.

Note: this resource will only be needed if your coaching session agenda includes a PLC or grade level meeting.

Coaching session agenda options

Use this resource as a reference for building a coaching session agenda.

Coach PLC session topic menu

Use this resource as a menu of possible topics to choose from for a PLC or grade level meeting.

Note: this resource will only be needed if your coaching session agenda includes a PLC or grade level meeting.

Assessment and intervention: Launch and Strengthen session agendas

Select your program to preview a session agenda and any other session specific preparation steps for participants.

Launch

Administration and instruction essentials (6 hours)

Administration and instruction essentials for teachers

Administration and scoring training (3 hours)

Administration and scoring training for teachers

Administration and reporting training (3 hours)

Administration and reporting training for leaders

Strengthen

Strengthen (3 hours)

Focus (1 hour)

Launch

Administration and instruction essentials (6 hours)

Administration and scoring training (3 hours)

Administration and reporting training (3 hours)

Administration and reporting training for leaders

Strengthen

Strengthen (3 hours)

Focus (1 hour)

Launch

Administration and instruction essentials (6 hours)

Administration and instruction essentials for teachers

Administration and reporting training (3 hours)

Administration and reporting training for leaders

Strengthen

Strengthen (3 hours)

Focus (1 hour)

Launch

Program overview (3 hours)

Program overview for interventionists

Program overview (3 hours)

Program overview for intervention coordinators

Launch

Program overview + DIBELS 8th Edition Administration and scoring training (6 hours)

Program overview + DIBELS 8th Edition Administration and scoring training for interventionists

Initial training + DIBELS 8th Edition Administration and scoring training (9 hours)

Initial training + DIBELS 8th Edition Administration and scoring training for interventionists and coordinators

Launch

Asset-based assessment training (3 hours)

Asset-based assessment training for teachers

Assessment and Intervention: Coaching options

Select your program to view options for building a coaching session agenda.

Coaching session agenda options

Use this resource as a reference for building a coaching session agenda.

Coach PLC session topic menu

Use this resource as a menu of possible topics to choose from for a PLC or grade level meeting.

Note: this resource will only be needed if your coaching session agenda includes a PLC or grade level meeting.

Coaching session agenda options

Use this resource as a reference for building a coaching session agenda.

Coach PLC session topic menu

Use this resource as a menu of possible topics to choose from for a PLC or grade level meeting.

Note: this resource will only be needed if your coaching session agenda includes a PLC or grade level meeting.

Boost: Launch and Strengthen session agendas

Select your program to preview a session agenda and any other session specific preparation steps for participants.

Launch

Getting started (2 hours)

Strengthen

Focus (1 hour)

Maximizing data for teachers

Launch

Getting started (2 hours)

Getting started for teachers

Launch

Getting started (2 hours)

Getting started for teachers

Launch

Getting started (2 hours)

Getting started for teachers

Launch

Getting started (2 hours)

Getting started for teachers

Strengthen

Focus (1 hour)

Maximizing data for teachers

Launch

Getting started (2 hours)

Getting started for teachers

Online course outlines

Administration and instruction essentials for teachers: Online course

Administration and instruction essentials for teachers: Online course

Administration and scoring training for teachers: Online course

Administration and scoring training for teachers: Online course

Administration and scoring training for DDS users: Online course

Program overview for interventionists: Online course

Getting started for teachers: Online course

Getting started for teachers: Online course

Getting started for teachers: Online course

Getting started for teachers: Online course

mCLASS

Administration and instruction essentials for teachers: Online course

mCLASS Lectura

Administration and instruction essentials for teachers: Online course

Boost Reading

Getting started for teachers: Online course K–5 6–8

mCLASS DIBELS 8th Edition

Administration and instruction essentials for teachers: Online course

mCLASS Lectura

Administration and instruction essentials essentials for teachers: Online course

State-specific session agendas

Select your program to preview a session agenda and any other session specific preparation steps for participants.

Launch

Initial training (6 hours)

Initial training for teachers K–2 3–5 6–8
Skills strand initial training for teachers K–2
Knowledge strand initial training for teachers K–2

Program overview (3 hours)

Program overview for teachers K–2 3–5 6–8
Program overview for leaders K–5 6–8
Skills strand program overview for teachers K–2
Knowledge strand program overview for teachers K–2

Strengthen

Strengthen (3 hours)

Enhancing planning for teachers K–2 3–5 6–8
Enhancing practice for teachers K–2 3–5 6–8
Writing K–2 3–5 6–8
Enhancing observations for leaders K–5 6–8
Supporting all learners for 6–8 teachers 6–8
Data informed instruction 6–8

Focus (1 hour)

Student engagement K–5 6–8
Supporting all learners K–5
Pacing K–5 6–8
Teaching with print and digital 6–8
Lesson planning 6–8
Grading and assessment 6–8

Coach

K–5

Use this resource as a menu of possible topics to choose from for a PLC or grade level meeting.

Note: this resource will only be needed if your coaching session agenda includes a PLC or grade level meeting.

6–8

Use this resource as a menu of possible topics to choose from for a PLC or grade level meeting.

Note: this resource will only be needed if your coaching session agenda includes a PLC or grade level meeting.

Launch

Initial training (6 hours)

Initial training for teachers K–2 3–5
Skills strand initial training for teachers K–2
Knowledge strand initial training for teachers K–2

Program overview (3 hours)

Program overview for teachers K–2 3–5
Skills strand program overview for teachers K–2
Knowledge strand program overview for teachers K–2

Strengthen

Strengthen (3 hours)

Enhancing planning for teachers K–2 3–5
Enhancing practice for teachers K–2 3–5
Writing K–2 3–5

Focus (1 hour)

Student engagement K–5
Supporting all learners K–5
Pacing K–5

Launch

Initial training (6 hours)

Initial training for teachers K–2 3–5
Skills strand initial training for teachers K–2
Knowledge strand initial training for teachers K–2

Program overview (3 hours)

Program overview for leaders K–5

Strengthen

Strengthen (3 hours)

Enhancing planning for teachers K–2 3–5
Enhancing practice for teachers K–2 3–5
Writing K–2 3–5

Focus (1 hour)

Student engagement K–5
Supporting all learners K–5
Pacing K–5

Coach

K–5

Use this resource as a menu of possible topics to choose from for a PLC or grade level meeting.

Note: this resource will only be needed if your coaching session agenda includes a PLC or grade level meeting.

Launch

Initial training (6 hours)

Initial training for teachers K–2 3–5

Program overview (3 hours)

Program overview for teachers K–2 3–5
Program overview for leaders K–5

Strengthen

Strengthen (3 hours)

Enhancing planning for teachers K–2 3–5
Enhancing practice for teachers K–2 3–5
Writing K–2 3–5
Maximizing Impact: data-informed remediation with the ARG for teachers K–2 3–5
Enhancing observations for leaders K–5

Launch

Initial training (6 hours)

Initial training for teachers K–2 3–5

Launch

Initial training (6 hours)

Initial training for teachers 6–8

Program overview (3 hours)

Program overview for teachers 6–8
Program overview for leaders 6–8

Launch

Administration and instruction essentials (6 hours)

Administration and instruction essentials for teachers

Administration and scoring training (3 hours)

Administration and scoring training for teachers

Administration and reporting training (3 hours)

Administration and reporting training for leaders

Strengthen

Strengthen (3 hours)

Focus (1 hour)

Launch

Administration and instruction essentials (6 hours)

Administration and instruction essentials for teachers

Administration and scoring training (3 hours)

Administration and scoring training for teachers

Administration and reporting training (3 hours)

Administration and reporting training for leaders

Strengthen

Strengthen (3 hours)

Focus (1 hour)

Launch

Administration and instruction essentials (6 hours)

Administration and instruction essentials for teachers

Administration and reporting training (3 hours)

Administration and reporting training for leaders

Strengthen

Strengthen (3 hours)

Focus (1 hour)

Launch

Administration and instruction essentials (6 hours)

Administration and instruction essentials for teachers

Administration and scoring training (3 hours)

Administration and scoring training for teachers

Launch

Getting started (2 hours)

Getting started for teachers K–5 6–8
Getting started for leaders K–5

Strengthen

Focus (1 hour)

Maximizing data for teachers K–5 6–8

Launch

Administration and instruction essentials (6 hours)

Administration and instruction essentials for teachers

Administration and scoring training (3 hours)

Administration and scoring training for teachers

Strengthen

Strengthen (3 hours)

Focus (1 hour)

Welcome NYC Literacy Collaborative and Division of Multilingual Learners!

Welcome to Amplify Desmos Math!

Welcome, Washington County ELA Review Committee!

Amplify CKLA and Amplify ELA aren’t your traditional core programs. They’re different to make a difference — and the results are undeniable. Truly built on the Science of Reading, our high-quality ELA solutions help teachers bring evidence-based practices to life in the classroom.

This site includes everything you need for your review, including digital access to teacher and student materials and additional review resources.

Review PK–5 ELA Review 6–8 ELA

Three children sit at desks in a classroom, writing in notebooks. An orange badge reads "Built on the Science of Reading.

Welcome to the Interactive Classroom trial!

Amplify Desmos Math lab classes

Hello math rock star!

Be one of the first to get your hands on our latest and most exciting new ideas for Amplify Desmos Math K–5 by joining our spring lab classes.

Spring lab classes are perfect for educators who:

Love math
Are interested in innovative new ways of teaching and learning, using print or digital tools for instruction
Are excited about the opportunity to share feedback on early prototypes so you can have an impact on math education
Have flexibility in their instructional calendar to try new things with their students this April, May and June

A stage with two geometric characters performing on the left, and a chart with school enrollment data next to a woman and child on the right.

Amplify Desmos Math makes productive discourse easier to facilitate and more accessible for students. The program provides teachers with easy-to-follow instructional supports that makes the program more effective and enjoyable for both you and your students.

A laptop displays geometric shapes in a teaching demo. Nearby, a separate document with text and diagrams is visible.

A woman sits at a desk in a classroom, working on a laptop with an open binder and papers in front of her.

Signs you might be an amazing lab class teacher:

You love math.
You know young people are capable of just about anything.
You understand that giving candid feedback can help the next generation of students redefine what amazing looks like.
We are looking for a diverse set of classrooms and districts, with a variety of technology used (remote, hybrid, 1:1, blended—you name it!) and demographics (urban, suburban, rural).

Lab class teachers will receive:

Teacher and student prototype materials
Training with an Amplify Desmos Math expert
Compensation for your time

Amplify will collect feedback in a number of ways:

Quick surveys
Virtual interviews

Amplify may ask to visit your classroom if possible.

Want to learn more about how you could get involved with lab classes spring 2023? Sign up here.

Welcome, Amplify Ambassadors!

Science of Reading: The Podcast

Science of Reading: The Podcast delivers the latest 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.

Subscribe now

Join our community and get new episodes every other Wednesday!

We’ll also share new and exciting free resources for your classroom every month!

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Season 5 episodes

In each episode, host Susan Lambert, Chief Academic Officer, Elementary Humanities at Amplify Education, explores the increasing body of scientific research around how reading is best taught. As a former classroom teacher, administrator, and curriculum developer, Susan has a special interest in turning theory into best practices applicable immediately in the classroom, as well as in showcasing national models of excellence in this realm. Listen and subscribe here!

A senior woman with gray hair and glasses, wearing a green scarf, smiles gently against a pink background while listening to a Science of Reading podcast.

Season 5, Episode 03. The right assessment and the right data with Dr. Jan Hasbrouck

Today on the podcast, we’re joined by literacy expert Jan Hasbrouck, Ph.D. Dr. Hasbrouck is an education consultant, author, and researcher. She opens the episode talking about her start with literacy, underscoring how she was one of the lucky ones who learned how to teach reading correctly in college. Dr. Hasbrouck also discusses what it’s like to combat skepticism—both of the Science of Reading and the power of assessment. She then goes on to talk about the book she co-authored on student-focused coaching and ends the episode by addressing assessment anxiety directly, including a discussion of where it comes from, the importance of progress monitoring, and more!

Listen here!

Season 5, Episode 02. Biliteracy and assessment with Dr. Lillian Durán

Susan Lambert joins biliteracy expert and professor Dr. Lillian Durán, who holds a doctorate in educational psychology from the University of Minnesota and researches the improvement of instructional and assessment practices with preschool-aged dual language learners (DLLs).Durán begins by pointing out the difference between being bilingual and biliterate, then describes the key advantages of being bilingual and the unique skills students who speak multiple languages bring to school. She then discusses how the Simple View of Reading connects to Spanish, the double standard often occurring when bilingual students are celebrated vs. when they are not, and the process of screening and assessment for multilingual students. Lastly, Dr. Durán compels educators to avoid viewing biliteracy and dual language support as a sub-population of their classroom and instead prioritize the development of students’ home languages, whatever they may be, alongside English instruction.

Listen here!

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Season 5, Episode 01. The right to read: Lacey Robinson

In this episode, host Susan Lambert is joined by Lacey Robinson, Chief Executive Officer of UnboundEd. Robinson opens the podcast by telling her personal story of learning to read, discussing those who influenced her, and sharing how literacy empowered her to pursue education reform.
Robinson emphasizes the responsibility that educational practitioners and leaders have to dismantle and eliminate all barriers to education. She helps to define equity and equitable instruction and describes the literacy experiences of Black students, stressing how an understanding of history is essential to moving forward and not repeating past mistakes. Lastly, Robinson outlines what productive struggle should look like in the classroom, encouraging educators to embrace their students’ local, cultural, linguistic, and historical context to enable more rigorous reading opportunities. Listen now.

Listen here!

Browse by season

We can change this copy. In each episode, host Susan Lambert, Chief Academic Officer, Elementary Humanities at Amplify Education, explores the increasing body of scientific research around how reading is best taught. As a former classroom teacher, administrator, and curriculum developer, Susan has a special interest in turning theory into best practices applicable immediately in the classroom, as well as in showcasing national models of excellence in this realm. Listen and subscribe here!

Colorful ribbons with words: knowledge, vocabulary, sentences, connections, gist, letters, sounds, words. Stars and sparkles decorate the image.

Season summary: Tune into our latest season of Science of Reading: The Podcast to hear from thought leaders and researchers in the field, including Lacey Robinson, Dr. Lillian Durán, Dr. Jan Hasbrouck, Dr. Doris Baker, and Brittney Bills. You’ll learn about what it means to have access to equitable education. You’ll hear about the importance of dual-language assessment, making sure you’re using the best assessment for your students, and the value of progress monitoring. Plus you will gain an understanding of what Multi-Tiered Systems of System is and how it centers on prevention rather than intervention. Keep checking back for more episodes being added bi-weekly through June!

Season 5, Episode 05. Implementing Multi-Tiered Systems of Support with Dr. Brittney Bills

A middle-aged woman with short gray hair and a warm smile, wearing turquoise earrings and a matching necklace, hosts a Science of Reading podcast against a light background.

Season 5, Episode 04. What bilingualism can teach us with Dr. Doris Baker

Access transcripts, resources, and learn more about the guest here

Season 5, Episode 03. The right assessment and the right data with Dr. Jan Hasbrouck

Access transcripts, resources, and learn more about the guest here

Season 5, Episode 02. Biliteracy and assessment with Dr. Lillian Durán

Access transcripts, resources, and learn more about the guest here

A woman with braided hair smiles while wearing a colorful patterned top and ankh earrings, with a microphone clipped to her outfit.

Season 5, Episode 01. The right to read: Lacey Robinson

Access transcripts, resources, and learn more about the guest here

Season summary: Listen to Season 4 of Science of Reading: The Podcast for your chance to get insights from literacy experts including Dr. Tracy Weeden, Sue Pimental, Dr. Julie Washington, Dr. Elsa Cárdenas-Hagan, and more! Tune into discussions around the pandemic’s effects on literacy achievement and strategies on how to make up for lost foundational skills while skill progressing forward on grade level. Learn about why learning to read in print is still pertinent despite the digital world we live in. Plus you’ll hear about challenges and opportunities educators face when teaching bilingual students how to read. Additional topics include dyslexia and developmental trajectories, universal screening, motivating middle schoolers, and hearing directly from our Science of Reading Award winners.

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Season 4, Episode 16. Celebrating changemakers: Science of Reading Star Award winners

Access transcripts, resources, and learn more about the guest here

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Season 4, Episode 15. How to motivate middle schoolers: Kamilah Simpson

Access transcripts, resources, and learn more about the guest here

A man with short hair and a beard wearing a suit and tie is looking directly at the camera.

Season 4, Episode 14. What it takes to be a literacy education changemaker: Kareem Weaver

Access transcripts, resources, and learn more about the guest here

Season summary: Tune in to Season 3 of Science of Reading: The Podcast to hear from leading experts in the field such as Dr. Jane Oakhill, Alice Wiggins, Dr. Louisa Moats, Natalie Wexler, Dr. Susan Neuman and others! Explore Scarborough’s Reading Rope and each of the strands it’s composed of, including word recognition, decoding, sight recognition, language structures, background knowledge, language comprehension, and vocabulary. You’ll increase your knowledge of the Science of Reading and learn how you can make the shift to it in your classroom or entire district.

Season summary: Tune in to Season 2 of Science of Reading: The Podcast to hear from educational thought leaders such as Dr. LaTonya Goffney, Afrika Feni Mills, Dr. Sonia Cabell, Dr. Tim Shanahan, Dr. Danielle Damico and more! Hear real-world stories on adopting a new early literacy curriculum, including challenges and successes, as well as how schools benefited from analyzing the student data they retrieved. Presenters will discuss the evolution of reading and the history of the Science of Reading. And you’ll learn how the pandemic is impacting at-risk students and those in need of intervention.

Season summary: Check out the inaugural season of Science of Reading: The Podcast to hear from literacy experts on their research and insights in the field. Our guests will discuss dyslexia development, the importance of reading comprehension and the challenges that come with it, as well as the research behind how students learn to read. Don’t miss out on learning about the growing role of technology in the classroom and the importance of dual language instruction. These Season 1 presenters will inspire you and change how you think about literacy.

Una mujer de pelo corto y rubio, con aros plateados y un collar plateado, sonríe mientras posa sobre un fondo oscuro. Está vestida con una chaqueta oscura.

Season 1, Episode 20. About Science of Reading: The PodcastA conversation with David & Meredeth Liben

Access transcripts, resources, and learn more about the guest here

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Season 1, Episode 21. A conversation with Jaquey Barber

Access transcripts, resources, and learn more about the guest here

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Season 1, Episode 22. A conversation with Mary Clayman

Access transcripts, resources, and learn more about the guest here

A person with short spiky hair and glasses smiles, wearing a black top, with greenery in the background.

Season 1, Episode 23. A conversation with Elizabeth Salinas

Access transcripts, resources, and learn more about the guest here

A man in a blue suit jacket and white shirt smiles at the camera, standing against a wooden background.

Season 1, Episode 24. A conversation with Shawn Joseph

Access transcripts, resources, and learn more about the guest here

A man with short hair, glasses, and a beard is smiling and wearing a white collared shirt. The background appears blurred.

Season 1, Episode 25. A conversation with Doug Lemov

Access transcripts, resources, and learn more about the guest here

Season 1, Episode 26. A conversation with Daniel Willingham

Access transcripts, resources, and learn more about the guest here

A woman with straight, shoulder-length black hair and bangs, wearing a dark blazer and necklace, is smiling at the camera.

Season 1, Episode 27. A conversation with Catherine Barnes

Access transcripts, resources, and learn more about the guest here

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Season 1, Episode 28. A look back at Season One

Access transcripts, resources, and learn more about the guest here

Featured episodes

S1-01. The Knowledge Gap: Natalie Wexler

S5-E3: The right assessment and the right dat…

S4-E14: What it takes to be a literacy educat…

S3-03. Deconstructing the Rope: Decoding with…

S5-E1: The right to read: Lacey Robinson

Browse by topic

Colorful ribbons with words: knowledge, vocabulary, sentences, connections, gist, words, sounds, and letters.

S4-08: Empowering multilingual learners: Elsa Cárdenas-Hagan

Portrait of a woman with brown hair. Text reads: "Biliteracy and Assessment with Dr. Lillian Durán, Season Five, Episode 2." Includes a listen link and mentions 1.5 million downloads.

S5-E2: Biliteracy and assessment with Dr. Lillian Durán

S5-E4: What bilingualism can teach us with Dr. Doris Baker

S4-E14: What it takes to be a literacy education changemaker: Kareem Weaver

S2-01. Confronting the data: Dr. LaTonya Goffney

S1-19. The simple view of reading: Laurence Holt

S2-05: The Right to Read Project on nurturing automatic readers: Margaret Goldberg and Alanna Mednick

S1-01. The Knowledge Gap: Natalie Wexler

S1-07. The missing link in reading comprehension: Anne Lucas

S3-08. Deconstructing the Rope: Language comprehension with Sonia Cabell

Discover the better-than-ever Amplify CKLA

Resources

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Science of Reading resource site

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Science of Reading Webinar

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Facebook group

Welcome to your Amplify Science pilot!

We’re thrilled to welcome you to the Amplify family, and we look forward to making your experience with Amplify Science successful from day one.

On this site, you’ll find resources, tips, videos, and other helpful information designed to support you throughout your pilot experience.

A woman sitting at a desk in a classroom, using a laptop and reviewing a spiral notebook with papers scattered around.

Tips for getting started successfully

It takes time to learn any new program and get used to its patterns and flow—time that you aren’t always afforded in a pilot situation. Based on our work with thousands of pilot teachers who are now happy users, we can tell you with 100% confidence that it gets easier. In no time, you’ll be preparing and delivering all your lessons with ease.

Until you become comfortable with the organization of each unit and how one lesson flows into the next, the following resources will be key in helping you prepare to teach your first unit.

Laptop screen displaying an educational website with a lesson on "tortoise parts" featuring a colorful turtle graphic on the header.

Lesson Overview

Reading this short summary is a great way to get a quick snapshot of the learning that will take place during the day ahead. It includes a short description of the lesson, student learning objectives, and an at-a-glance list of activities.

Where to find it? Log into the digital Teacher’s Guide and navigate to the lesson you want to teach by following this click path: Grade Level > Unit > Chapter > Lesson. Next, scroll to the Lesson Brief section and click Overview. This same information is also found in your printed Teacher’s Reference Guide.

Material and preparation tips

Also found in the Lesson Brief section of your digital Teacher’s Guide and printed Teacher’s Reference Guide is a complete list of materials that you’ll need to gather as well as step-by-step lesson preparation tips organized by:

Before the Day of the Lesson
Immediately Before the Lesson
At the End of the Day

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A screenshot of an academic paper about "animal and plant defenses" showing a table of contents with 30 statements, organized into lessons and chapters.

3-D Statements

Color-coded for easy readability and quick scanning, our 3-D Statements can be found at point-of-use for every unit and lesson, making it easy to pinpoint the exact SEPs, DCIs, and CCCs that will be targeted on any given day.

Where to find them? Log into the digital Teacher’s Guide and navigate to any Unit Guide or Lesson Brief and click the expandable box called 3-D Statements. A complete list of 3-D Statements can also be found in the back of any printed Teacher’s Reference Guide.

Coherence Flowcharts

These are another great tool for helping you visualize the flow of a unit and the connections between the questions that drive students’ experiences and:

The evidence they gather
The solutions they figure out
The new questions they generate

Where to find them? Log into the digital Teacher’s Guide, navigate to your desired unit, scroll to the Unit Guide, and look in the Printable Resources section.

Flowchart outlining animal and plant defenses with sections for unit title, typical defenses, and steps in educational exploration, set on a white background with blue and orange accents.

Amplify Science California supports you every step of the way on your journey to the California NGSS.

Support is always within reach

Your role as a pilot teacher is important. Your district is counting on you not only to evaluate how Amplify Science works in your classroom, but also to pick a reliable and supportive long-term partner. We feel confident that we’re that partner, and we look forward to proving that to you during your pilot experience.

Just as it will be when you become a customer, support during your pilot will always be within reach through the following channels.

Pilot support coordinator

Your dedicated pilot support coordinator has extensive experience delivering training, rostering students, answering both pedagogical and technical questions, and delivering demonstration lessons. Said another way, he or she is here to help. So, don’t hesitate to reach out.

Who is my pilot support coordinator? Look for his or her contact information in the pilot support brochure that you received during your pilot implementation training.

Intercom chat

In addition to traditional lines of communication, our Intercom feature gives you the ability to chat with our customer support, technical support, and pedagogical support teams in real time directly from the digital platform. This ensures that issues that arise in the classroom can be addressed as quickly as possible.

Support teams can be reached from 4 a.m. to 4 p.m. PST, Monday through Friday.

Email

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RF.K.2.A.i Recognize rhyming words

Skill

RF.K.2.A.i Recognize rhyming words

Standard

CCSS.ELA-LITERACY.RF.K.2.A: Recognize and produce rhyming words.

Description

Mastery: Student is able to identify words that rhyme from the last part of the word (dime, time). They can also identify rhyming when it occurs at the second to the last part of the word too (picky, tricky).
Acquiring: Student is able to identify similar sounds in oral speech. Student is able to identify which part of the word of the word (rime) is important for rhyming.

Probes

T: Do these words rhyme? moon, land
S: no

T: Do these words rhyme? moon, spoon
S: yes

T: Which of these words rhyme? mat, cat, sun
S: mat, cat

Activities and Resources

Small Group Instruction – Direct Instruction

Rhyming Game Bingo

During Transitions

Reinforce Skills/Independent Work Time – Independent Alone/Small Group Center Activity

Display (e.g. Anchor Chart):

Source: Primary Press

Source: Make, Teach & Make

Considerations & Reminders

Teachers should not present words or complex pictures to students when assessing this skill. Phonological awareness addresses the ability for the student to hear similar sounds in oral speech. Students should not be rhyming with print at this point.
Rhyming is sometimes confused for alliteration. Teachers should make sure that they use true rhymes in their examples; this makes the concept of rhyming most comprehensible for students.
Why is rhyming important?

RF.K.2.A2 Count Words in a Spoken Sentence

Skill

RF.K.2.A2 Count Words in a Spoken Sentence

Standard

CCSS.ELA-LITERACY.RF.K.2.B: Count, pronounce, blend, and segment syllables in spoken words.

Description

Mastery: Student is able to produce a sample sentence and count the words without difficulty.
Acquiring: Student is able to hear the groups of sounds that make up words. Student can count words in a sentence with the aid of the teacher using counter or other manipulative.

Probes

T: I will say a sentence. Tell me how many words there are in the sentence. “The cat is happy.”
S: The cat is happy. 4

T: I will say a sentence. Tell me how many words there are in the sentence. “There is a small blue bird.”
S: There is a small blue bird. 6

T: Say a sentence and tell me how many words there are in the sentence?
S: (eg. The dog is cute. 4)

Activities and Resources

Small Group Instruction – Direct Instruction

Counting Words in a Sentence p1-20

Reinforce Skills/ Independent Work Time – Independent/Small Group Center Activity

Display (e.g. anchor chart):

A child arranges red and yellow square tiles on a colorful, laminated grid placed on a wooden table.

Source: Adventures in Literacy Land

You may use this board to differentiate your instruction. Use the board for students who are working with long sentences. Cut the board for students who are using sentences with a few words.

Considerations & Reminders

Teachers should consider the length of the sentence. Students should be able to repeat the sentence if necessary, to count the number of words.
Some students may be able to count the number of words, while the sentence is stated. Others may need to repeat the sentence and count. This probe does not look at speed, but whether or not the student can hear groups of sounds that make up words.
Hear and Count Words in a Sentence (instructional teacher video)
Word Count in a Sentence (instructional teacher video)

RF.K.2.A.ii Produce Rhyming Words

Skill

RF.K.2.A.ii Produce rhyming words

Standard

CCSS.ELA-LITERACY.RF.K.2.A: Recognize and produce rhyming words.

Description

Mastery: Student is able to produce words that rhyme from the rime (e.g. dime, time; picky, tricky). They can also produce rhyming with words in which the rhymes occurs at the second to the last part of the word (e.g. hallway, say, anyway).
Acquiring: Student is able to produce similar sounds in oral speech. Student is able to produce which part of the word of the word (rime) is important for rhyming.

Probes

T: Tell me a word that rhymes with moon.
S: spoon

T: What rhymes with rim?
S: [real words] dim, gym, him, Kim, Tim or [nonsense words] bim, fim, lim, mim, nim, pim, sim, vim

T: Tell me two words that rhyme.
S: mat, cat

T: Tell me two words that do not rhyme.
S: bat, ball

Activities and Resources

Small Group Instruction – Direct Instruction

During Transitions

Reinforce Skills/ Independent Work Time – Independent/Small Group Center Activity

Display (e.g. anchor chart):

Source: Printablee

Four illustrated words: cat with a cat, rat with a rat, bat with a bat, and hat with a top hat, each matching the corresponding image with the word.

Source: Tumblr

Phonological awareness does not refer to print. These images show words; however, you could use only the pictures to focus on the skill of rhyming.

Source: Link

Source: For The Love of First

Source: Tot Schooling

Considerations & Reminders

Teachers should not present words or complex pictures to students when assessing this skill. Phonological awareness addresses the ability for the student to hear similar sounds in oral speech. Students should not be rhyming with print at this point.
Rhyming is sometimes confused for alliteration. Teachers should make sure that they use true rhymes in their examples; this makes the concept of rhyming most comprehensible for students.
Why is rhyming important?

RF.1.2.B.ii: Orally Produce Single-Syllable CVC Words by Blending Three Phonemes

Skill

RF.1.2.B.ii: Orally Produce Single-Syllable CVC Words by Blending Three Phonemes

Standard

CCSS.ELA-LITERACY.RF.1.2.B: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

Description

Mastery: Student is able to orally produce a series of CVC words with accuracy and speed, when teacher provides phonemes with definite pauses in between each phoneme.
Acquiring: Student is able to produce the VC words with the support of gestures (moving hands/sounds together) to represent the blending of the three phonemes. The teacher may need to elongate sounds with minimal pause between phonemes and may need to repeat phonemes.

Probes

T: /s/ /oo/ /n/. What’s the word?
S: soon

T: /l/ /ŭ/ /k/. What’s the word?
S: luck

T: /b/ /ă/ /t/. What’s the word?
S: bat

T: /d/ /ĭ/ /ng/. What’s the word?
S: ding

T: /r/ /ă/ /sh/. What’s the word?
S: rash

T: /ch/ /ā/ /n/. What’s the word?
S: chain

Activities and Resources

Small Group Instruction – Direct Instruction

During Transition

Reinforce Skills/Independent Work Time – Independent/Small Group Center Activity

CVC Word List (post pictures of the words)
Rhyme Game in a Bag
Student says the phonemes for each card
First Step Reading Videos (use the audio only, do not show video – see playlist)
- 3 letter blending A start at 0:38
  - 3 letter blending E start at 0:35
    - 3 letter blending I start at 0:35
      - 3 letter blending O start at 0:35
        
        3 letter blending U start at 0:38

Display (e.g. Anchor Chart):

Source: Reading Rockets

Considerations & Reminders

As students begin to learn phoneme blending skills, it is easier to blend words with continuous initial sounds (e.g., /m/, /s/, /i/) than words with stop sounds (e.g., /t/, /q/, /p/). For example, “ssssuuuunnn” is easier to orally blend than “caaaat.” When introducing words with continuous sounds, exaggerate by holding on to them: rrrrrring; for words with stop sounds, use iteration (rapid repetition): k-k-k-k-katie.
When blending phonemes, it is always important to be mindful of the lapse of time between each phoneme presented. The shorter the pause, the easier it is for a student to hear the whole word. Longer pauses between the phonemes creates a little more of a challenge for the student to put the sounds back into the word.
Teachers can use the body to blend phonemes for kinesthetic learners. Starting from the shoulders, slide your hand down to the elbow then to the wrist to demonstrate blending 3-phonemes words. Once you increase the pause between each phoneme, tapping each sound from shoulder, elbow, to wrist is helpful for some students to distinguish the three phonemes.
Teachers may consider choosing CVC words that are not so commonly used by the students in order to gage his/her ability to blend three phonemes vs. hearing and repeating a familiar word.
Blending Explained
Teaching Blending

RF.1.2.B.i: Orally Produce VC/CV Words by Blending Two Phonemes

Skill

RF.1.2.B.i: Orally Produce VC/CV Words by Blending Two Phonemes

Standard

CCSS.ELA-LITERACY.RF.1.2.B: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

Description

Goal: Given a spoken onset and rime, the student can say the word.

Mastery: Student is able to orally produce a series of VC/CV words with accuracy and speed, when teacher provides phonemes with definite pauses in between each phoneme.
Acquiring: Student is able to produce the VC/CV words with the support of gestures (moving hands/sounds together) to represent the blending of the two phonemes. The teacher may need to elongate sounds with minimal pause between phonemes and may need to repeat phonemes.

Probes

T: /ă/ /m/. What’s the word?
S: am

T: /ŏ/ /n/. What’s the word?
S: on

T: /ĭ/ /t/. What’s the word?
S: it

T: /d/ /ā/. What’s the word?
S: day

T: /p/ /ī/. What’s the word?
S: pie

Activities and Resources

Small Group Instruction – Direct Instruction

Introduce Phoneme Blending
Nonsense Word Making
Oral Blending Accuracy- Suitcase Game
Oral Blending Accuracy- Planet Paz
Oral Blending Riddle Game
Say It, Move It
Blending – Robot Talk
Blending – The Sounds in the Word
Guess-the-word game (use CV/VC words only)

During Transition

Reinforce Skills/Independent Work Time – Independent/Small Group Center Activity

VC/CV Word List (post pictures of the words)

Display (e.g. Anchor Chart):

Source: Kindergarten Superkids

*Teacher would give the individual sounds and have students orally blend it (i.e. students are not reading print)

Source: Twin Speech Language & Literacy LLC

Considerations & Reminders

As students begin to learn phoneme blending skills, it is easier to blend words with continuous initial sounds (e.g., /m/, /s/, /i/) than words with stop sounds (e.g., /t/, /q/, /p/). For example, “aaaaammmmmm” is easier to orally blend than “daaaaaaaaayyyyy.” When introducing words with continuous sounds, exaggerate by holding on to them: rrrrrring; for words with stop sounds, use iteration (rapid repetition): k-k-k-k-katie.
When blending phonemes, it is always important to be mindful of the lapse of time between each phoneme presented. The shorter the pause, the easier it is for a student to hear the whole word. Longer pauses between the phonemes creates a little more of a challenge for the student to put the sounds back into the word.
When identifying or combining sound sequences, a CV pattern should be used before a VC pattern, followed by a CVC pattern (e.g., pie, egg, red).
Teachers can use the body to blend phonemes for kinesthetic learners. Starting from the shoulders, slide your hand down to the elbow then to the wrist to demonstrate blending 3-phonemes words. Once you increase the pause between each phoneme, tapping each sound from shoulder, elbow, to wrist is helpful for some students to distinguish the three phonemes.
Teachers may consider choosing VC/CV words that are not so commonly used by the students in order to gage his/her ability to blend three phonemes vs. hearing and repeating a familiar word.
Blending Explained
Teaching Blending

RF.K.2.C.i: Blend Onsets and Rimes of Single-Syllable Spoken Words

Skill

RF.K.2.C.i: Blend Onsets and Rimes of Single-Syllable Spoken Words

Standard

CCSS.ELA-LITERACY.RF.K.2.C: Blend and segment onsets and rimes of single-syllable spoken words.

Description

Goal: Given a spoken onset and rime, the student can say the word.

Mastery: Student is able to immediately produce word when given the onset and rime. The word may include beginning blends.
Acquiring: Student is able to produce word when given parts of the word with the teacher’s help (e.g. teacher has to repeat the onset-rime several times, teacher gives a shorter pause between the onset-rime). The word might not include any beginning blends.

Probes

T: Put the parts together to make the word. /m/-/ap/
S: map

T: Put the parts together to make the word. /f/-/it/
S: fit

T: Put the parts together to make the word. /s/-/pan/
S: span

T: Put the parts together to make the word. /b/-/lock/
S: block

T: Put the parts together to make the word. /t/-/rick/
S: trick

Activities and Resources

Small Group Instruction – Direct Instruction

During Transition

Reinforce Skills/Independent Work Time – Independent/Small Group Center Activity

Display (e.g. Anchor Chart):

Two cartoon figures wearing medical scrubs, face masks, and stethoscopes stand under the words "Word Doctor.

Source: Tunstall’s Teaching Tidbits

Considerations & Reminders

Teachers should be conscious about the time between each onset and rime. The longer the break between the onset and rime, the harder it is for the child to put the word back together. This gap in time may create a challenge for the student to remember the spoken sounds.
As students progress in this skill, it may be more challenging for students to blend words with beginning blends.

RF.K.2.B.ii: Segment, Count, and Pronounce Syllables in Spoken Words

Skill

RF.K.2.B.ii: Segment, Count, and Pronounce Syllables in Spoken Words

Standard

CCSS.ELA-LITERACY.RF.K.2.B: Count, pronounce, blend, and segment syllables in spoken words.

Description

Mastery: Student accurately produces word and counts, segments, and pronounces the syllables.
Acquiring: Student is given words or pictures and he/she counts, segments, and pronounces the syllables for most word.

Probes

T: How many parts are in the word tiger?
S: 2

T: What are the parts of the word tiger?
S: ti-ger

T: How many parts are in the word dangerous?
S: 3

T: What are the parts of the word dangerous?
S: dan-ger-ous

T: How many parts are in the word beautiful?
S: 3

T: What are the parts of the word beautiful?
S: beau-ti-ful

T: How many parts are in the word multiplication?
S: 5

T: What are the parts of the word multiplication?
S: mul-ti-pli-ca-tion

Activities and Resources

Small Group Instruction – Direct Instruction

During Transition

Reinforce Skills/Independent Work Time – Independent/Small Group Center Activity

Display (e.g. Anchor Chart):

Source: Mrs. Taft’s Kindergarten Class

Source: Make, Take & Teach

Considerations & Reminders

When teaching phonemic awareness, teachers must remember to limit text and words presented to students. Students at this stage are only learning about hearing word parts.
Pictures used for support this learning should be developmentally appropriate and within students’ lexicon.
Some teachers believe that counting and segmenting sounds are two discrete skills. Some students may count and repeat the syllables simultaneously, while others need to count before they segment the word parts.
Some students may prefer the kinesthetic clapping or foot tapping of separate syllables that involves their body to feel the sounds. Others might respond to lighter movements like using their hands for the syllable parts.

RF.K.2.B Segment Compound Words

Skill

RF.K.2.B Segment Compound Words

Standard

CCSS.ELA-LITERACY.RF.1.2.B: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

Description

Mastery: Student is able to produce a compound word and segment the parts. Compound word might not be commonly used, but not necessarily unfamiliar.
Acquiring: Student is able to give the parts of a compound word, when provided with familiar compound words.

Probes

T: Can you break the word cupcake into its two smaller parts?
S: cup-cake

T: Can you break the word butterfly into its two smaller parts?
S: butter-fly

T: Can you break the word watermelon into its two smaller parts?
S: water-melon

T: Can you give me a compound word? Can you break it into its two smaller parts?

Activities and Resources

Small Group Instruction – Direct Instruction

During Transition

Reinforce Skills/Independent Work Time – Independent/Small Group Center Activity

Display (e.g. Anchor Chart):

Source: A Teacher’s Idea

Considerations & Reminders

When segmenting compound words, teachers may want to keep an ear out for students that begin to confuse onset and rimes with the segmenting of compound words.

RF.K.2.C.ii: Segment Onsets and Rimes of Single-Syllable Spoken Words

Skill

RF.K.2.C.ii: Segment Onsets and Rimes of Single-Syllable Spoken Words

Standard

CCSS.ELA-LITERACY.RF.K.2.C: Blend and segment onsets and rimes of single-syllable spoken words.

Description

Mastery: Student is able to differentiate between words that have the same rime, but different onsets, and vice versa. Student is able to segment and produce the onset and rime of a given word. The word may include beginning blends.
Acquiring: Student is able to detect initial sound in spoken words. Students is able to detect rime when onset is deleted from a spoken word. The word might not include beginning blends.

Probes

T: Do you hear /t/ at the beginning of the word top or hop?
S: top

T: Say the word cat in two parts- the first sound, then the rest of the word.
S: /c/-/at/

T: Say sat. Now say sat without the /s/.
S: /at/

T: What part of the word changes in the words cake, bake, make?
S: The first sound or onset (/c/, /b/, /m/)

Activities and Resources

Small Group Instruction – Direct Instruction

During Transition

Reinforce Skills/Independent Work Time – Independent/Small Group Center Activity

Display (e.g. Anchor Chart):

Source: Miss Kindergarten

Source: Mary Had A Little Classroom

Source: Twinkl

Considerations & Reminders

Teachers should remember that students are still developing an ear for the various parts of words and the sounds they make at this stage. We want to focus on students’ ability to hear and manipulate sounds (all done orally only – no print), before they focus on the letter(s) representation of these sounds.
The skill of segmenting onset-rimes is more difficult than that of blending onset-rimes. Activities listed for both segmenting and blending onset-rimes should only be used once students get to this skill of segmenting onset-rimes (and not while still working on blending onset-rimes).

RF.K.3.A: Demonstrate Basic Knowledge of One-to-One Letter-Sound Correspondences by Producing the Primary Sound for Each Consonant

Skill

RF.K.3.A: Demonstrate Basic Knowledge of One-to-One Letter-Sound Correspondences by Producing the Primary Sound for Each Consonant

Standard

CCSS.ELA-LITERACY.RF.K.3.A: Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

Description

Mastery: Student is able to automatically produce the primary sound to each consonant grapheme.
Acquiring: Student is able to produce primary sound to each consonant grapheme, with the aid of sound/spelling card and/or related association.

Probes

T: Look at these letters. Can you tell me the sound each letter makes?

Be sure to ask if he or she knows of another sound for the letters g and c. If it is incorrect, note the sound the student gives for each incorrect letter. If no sound is given, circle the letter. If the student cannot say the sound for three or more consecutive letters, say: Look at all of the letters and tell me which sounds you do know.

	d	l	n	s	x	z	j
	t	y	p	c	h	m	r
	k	w	g	b	f	q	v
Copyright ©1999, 2008 by CORE. Permission granted to reproduce for classroom use.

Activities and Resources

Small Group Instruction – Direct Instruction

During Transition

Reinforce Skills/Independent Work Time – Independent/Small Group Center Activity

Display (e.g. Anchor Chart):

A whiteboard displays colorful magnetic letters scattered beneath the text: "Letter Sounds Race. Practice letter recognition, letter sounds, and get the kids moving!.

Source: Inspiration Laboratories

Considerations & Reminders

Teachers must remember to immediately correct students if they mispronounce the sounds of any letter. Teachers and students should not add the schwa sound after consonants. Click here for correct pronunciation.
Teachers should use regular words and pictures that have clear examples of the most common sound of each letter.

RF.K.2.D.i: Isolate and Pronounce the Initial Phonemes in Three-Phoneme Words

Skill

RF.K.2.D.i: Isolate and Pronounce the Initial Phonemes in Three-Phoneme Words

Standard

CCSS.ELA-LITERACY.RF.K.2.D: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words (This does not include CVCs ending with /l/, /r/, or /x/).

Description

Mastery: Student is able to detect if two or more words have the same initial sound.
Acquiring: Student is able to produce the initial sound of a given word.

Probes

T: Do you hear /k/ at the beginning of sit?
S: no

T: What is the first sound in lap?
S: /l/

T: Say a word that has /d/ in the beginning?
S: (e.g. dog or other word beginning with /d/)

T: Which words have /g/ at the beginning? Goat, great, ginger
S: goat and great

Activities and Resources

Small Group Instruction – Direct Instruction

During Transition

Song- Miguel the Magic Monkey

Reinforce Skills/Independent Work Time – Independent/Small Group Center Activity

**Students need to practice these first with the teacher before working independently or with a partner.
**Use this word list for the activities below to focus on the initial phoneme.

PA.036 See It- Sound It
PA.025 Phoneme Matching – One Card Out
PA.026 Phoneme Matching – Sound Snacker – Sound Smacker
PA.028 Phoneme Matching – Pack – A – Backpack
PA.029 Phoneme Matching – Phoneme Go Fish
PA.030 Phoneme Matching – Phoneme Dominoes
PA.009 Phoneme Isolating – Bag-of-Sounds
- Each student takes a turn rolling a die and moving their game player accordingly. They must say the name of the picture they land on and verbally tell what sound they hear first.

Display (e.g. Anchor Chart):

Source: Make, Take & Teach

Considerations & Reminders

As students begin to isolate individual sounds, teachers must be careful to articulate each sound clearly for the students. Teachers should consider proximity during instruction and that all students can see proper mouth movements and accuracy of pronunciation.
Focus only on the initial phonemes in three-phoneme words (identifying medial vowel and final sounds are covered in the next two skills).
Teachers should be careful not add the schwa when pronouncing individual sounds for students.

RF.K.3.B: Associate the Long and Short Vowel Sounds with Their Common Spellings (Graphemes)

Skill

RF.K.3.B: Associate the Long and Short Vowel Sounds with Their Common Spellings (Graphemes)

Standard

CCSS.ELA-LITERACY.RF.K.3.B: Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

Description

Mastery: Student is able to automatically produce the primary sounds to each vowel grapheme.
Acquiring: Student is able to produce primary sounds to each vowel grapheme, with the aid of sound/spelling card and/or related association.

Probes

T: Can you tell me the sounds of each letter? If the student names the letter, count it as the long vowel sound. Then ask: Can you tell me another sound for the letter? The student should name the short vowel sound.

e _ _ i _ _ a _ _ o _ _ u _ _ l = long sound; s = short sound

Record“l” on the first line for the long sound (letter name) and“s” for the short sound on the second line. If the student makes an error, record the error over the letter.

Activities and Resources

Small Group Instruction – Direct Instruction

During Transition

Reinforce Skills/Independent Work Time – Independent/Small Group Center Activity

Display (e.g. Anchor Chart):

Make sure that the example you use for the long /u/ sound (e.g. cute, mute) does not have the /oo/ sound (e.g. moon, tune, flute).
Source: The Second Grade Superkids & Beyond

Considerations & Reminders

Sound/Spelling systems vary between publishers. Do not confuse the /oo/ sound in moon, flute, and tune for the long u sound; rather, think of the long /u/ sound in mute and cute.

RF.K.2.D.ii: Isolate and Pronounce the Final Sounds in Three-Phoneme Words

Skill

RF.K.2.D.ii: Isolate and Pronounce the Final Sounds in Three-Phoneme Words (not including CVCs ending with /l/, /r/, or /x/)

Standard

Description

Mastery: Student is able to detect if two or more words have the same final sound.
Acquiring: Student is able to produce the final sound of a given word.

Probes

T: Do you hear /p/ at the end of the word sat?
S: no

T: What is the last sound in fin?
S: /n/

T: Say a word that has the /t/ sound at the end?
S: (e.g. cat or other word with the /t/ sound at the end)

T: Which words have /k/ at the end? Truck, miss, and flick
S: truck and flick

Activities and Resources

Small Group Instruction – Direct Instruction

During Transition

Ending Sound BINGO!

Reinforce Skills/Independent Work Time – Independent/Small Group Center Activity

Display (e.g. Anchor Chart):

Source: Mrs. Gilchrist’s Class

Considerations & Reminders

As students begin to isolate individual sounds, teachers must be careful to articulate each sound clearly for the students. Teachers should consider proximity during instruction and that all students can see proper mouth movements and accuracy of pronunciation.
Teachers should be careful not add the schwa when pronouncing individual sounds for students.
Focus only on the final phoneme in three-phoneme words (identifying medial vowel are covered in the next skill).

Tablet screen showing a digital sketch of planets and shapes. Worksheets with geometric drawings and text lie beside it.

Desmos Math 6–A1 correlations

Desmos Math 6–A1 can be used alongside any core program. Here are a few correlations to popular programs.

Desmos Math 6–A1 lessons correlations

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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!

District:
The District Captain

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

School:
The Literacy Legend

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

Individual:
The Changemaker

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

Individual:
The Language Luminary

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

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

Individual:
The MTSS Maestro

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

Individual:
The Science of Reading Rookie

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

Individual: The
Cross-Disciplinarian

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

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

Amplify virtual sampling

Give the gift of biliteracy with Amplify Caminos!

Amplify Caminos is an authentic elementary Spanish language arts program, grounded in the Science of Reading and built from the ground up for the Spanish language. Amplify Caminos provides explicit, systematic foundational skills instruction sequenced with deep knowledge-building content to foster comprehension.

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Digital samples for Grades K–5 are included below along with other helpful materials for completing your review. This video provides an overview of the importance of biliteracy and how Amplify Caminos addresses this critical need.

The Amplify Caminos Program Guide provides an in-depth view of how Amplify Caminos works, how it’s structured, and why it’s uniquely capable of helping you bring the Science of Reading to your bilingual classrooms.

For an even more in-depth look at Amplify Caminos, review the following materials:

Click here to access materials!

K–5 Materials

Grades K–2: Dedicated knowledge building and authentic Spanish skills instruction
Every day in Grades K–2, students complete one full lesson that builds foundational reading skills in Amplify Caminos Lectoescritura (Skills), as well as one full lesson that builds background knowledge in Amplify Caminos Conocimiento (Knowledge). By working in each of these instructional strands, students develop the skills necessary to help them become confident readers and build the context to understand what they’re reading.

Grades 3–5: Integrated instruction
Knowledge and Skills are integrated in one set of instructional materials. Lessons begin to combine Spanish language skills and knowledge with increasingly complex original Spanish texts, close reading, and a greater writing emphasis. Students can then use their skills to go on their own independent reading adventures.

Diagram explaining the "simple view of reading" model, showing progression from language comprehension and word recognition to skilled reading, applied to amplify caminos spanish program materials.

Knowledge Strand

Skills Strand

Knowledge Strand

Skills Strand

Knowledge Strand

Skills Strand

Fascinating subjects captivate students

Amplify Caminos provides students with a variety of texts including authentic Spanish literature, novel studies, original Spanish Readers, and more. Our K–2 decodable chapter books feature relevant characters and gorgeous illustrations that honor students’ diverse backgrounds within the reading experience.

A collage of five colorful children’s book covers with titles in spanish, featuring diverse characters and themes, including animals and cultural elements.

Strong skills foundation

The skills instruction in Amplify Caminos was distinctly developed with the Spanish language in mind. Its foundational lessons are specific to the language, rather than a direct translation from Amplify CKLA’s English skills instruction.

Amplify CKLA and Caminos, the perfect dual language partners!

Amplify CKLA is a comprehensive elementary English literacy curriculum, grounded in the Science of Reading.

While foundational skills instruction in Amplify Caminos was built to address the unique needs of learning the Spanish language, Amplify Caminos and Amplify CKLA cover the same knowledge building content with transadapted texts. This alignment allows for streamlined and paritable instruction across both languages that is suitable for any dual language implementation model.

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Unleash the potential of knowledge building in language comprehension

Every child is capable of becoming a skilled reader. Every classroom can provide that opportunity and drive student success, through a content-rich literacy curriculum.

We’ll show you how.

The relationship among knowledge, language comprehension, and literacy skills

The Science of Reading shows that early literacy skills are best built deliberately, on a foundation of knowledge. Knowledge building is not a result of reading and language comprehension; it’s a vital prerequisite and a fundamental part of the process. When students read a text on a familiar topic–event a tough one–they’re more likely to comprehend it. In other words: The more you know, the more, and faster, you learn.

Why is building knowledge so important?

Background knowledge—coupled with comprehension strategies—fuels students’ capacity to understand texts, answer questions, and grapple with ideas.

Students bring different bodies of knowledge into school. Some are whizzes at baseball or mechanics; some visit museums, have tons of books at home, and know the word “yacht.” That means their comprehension of a given topic or text will correlate with what they already know. But what happens when they learn the same content together? A recent independent study showed that a knowledge-building literacy curriculum in elementary school raised test scores and helped eliminate income-based opportunity gaps.

It is our responsibility as educators to bring the world into the classroom for all students and help them grow their literacy skills.

Literacy instruction has typically focused on decontextualized skills—finding the main idea, making inferences—before, or instead of, the content of texts and resources that students engage with. Many teachers may have been trained to “put the skills and strategies in the foreground, like a skill of the week, then bring in texts that they find suited for demonstrating the skill or strategy,” says Natalie Wexler, author of The Knowledge Gap. But science shows that harnessing skills and strategies to content is actually more effective. That is, using a coherent and systematic progression of content that helps knowledge and skills build on each other has been shown to result in better student outcomes.

“The advantage of a coherent curriculum is that the topics it covers can build on one another, with one unit providing a foundation of knowledge for others that come later, both throughout a single school year and across grade levels,” according to Barbara Davidson and David Liben. Along the way, students also cultivate curiosity and confidence, accelerating the entire process. So the more you know, the faster you learn—and that lasts a lifetime.

Getting started with knowledge based learning

Effective literacy instruction must celebrate the experiences students have but not assume each student has specific pieces of prior knowledge. Rather, it must build knowledge in the classroom. Students (and teachers) need curricula that expose them to a diverse array of new topics—spanning history, science, literature, culture, and the arts—in an intentional sequence that builds a rich and common knowledge base from which all students can draw.

Want to get started now? We’ve got an ebook to help you out.

Professional development to support your shift to the Science of Reading

Ignite literacy transformation with Amplify’s Science of Reading: The Learning Lab—an inspiring three-course series.

Course 1: Foundations to the Science of Reading
Course 2: Advanced Topics in the Science of Reading: Assessment and Reading Difficulties
Course 3: Applied Structured Literacy

Crafted to the standards of the International Dyslexia Association, this self-paced online series provides unparalleled, research-backed instruction. Explore enriching activities, curated resources, and learn from Susan Lambert, chief academic officer and host of Science of Reading: The Podcast.

The best investment you can make is in knowledge, and the returns are priceless.

Learn more about the online courses or request a quote!

Explore the course

Tap into individual online course seats.

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Before and after knowledge building: What knowledge looks like in the classroom

Making connections to what students already know

Before: Teachers “activate” students’ prior knowledge before reading.
After: Teachers build students’ knowledge explicitly for students to leverage later as background knowledge.

Developing reading comprehension

Before: Teachers focus instruction on comprehension strategies (e.g., “strategy of the day” instruction).
After: Teachers focus on content and use comprehension strategies to help students gain knowledge of that content.

Introduction of new topics and information

Before: Students learn about content-area topics individually in disconnected units of instruction.
After: Students learn topics through a coherent approach that builds knowledge within and across units of instruction.

See the remarkable difference shifting to a knowledge-building approach can make in your school. Our enlightening flyer guides you through a before-and-after journey, illustrating the profound impact of knowledge building on learning. Check it out!

What to look for in a knowledge-building literacy curriculum:

It develops content knowledge.

The program should immerse students in a given domain for weeks—that’s how they acquire academic knowledge. The content should also develop from grade to grade, so that students learning about Renaissance art can reflect on and compare to what they previously learned about art in the Middle Ages.

It leverages read-alouds for exposure to complex language.

In early grades, students’ listening comprehension outpaces their reading comprehension. Interactive read-alouds can be used to expose students to academic language and rich vocabulary. With background knowledge, vocabulary words are “the main support beams in the comprehension house.” This approach also helps teachers introduce students to new information and experiences—in a supportive and interactive environment.

It introduces students to a wide variety of topics and content.

A content-rich curriculum exposes students to broad knowledge over time in a systematic, cumulative way, which is more effective than spending several months on just one topic. And while that’s happening, students are participating in enriching discussions and writing activities so they can further interact with the content, promoting deeper engagement and supporting retention of both the knowledge and associated vocabulary.

It builds both knowledge and foundational skills.

Knowledge building is just one component of literacy development. A content-rich curriculum that helps students build both knowledge (language comprehension) and skills (word recognition) takes into account both sides of the Reading Rope, giving students everything they need to build the foundation for a lifetime of literacy success. Instead of learning to read so they can read to learn, students who use a content-rich curriculum learn to read and learn about the world at the same time, enabling them to understand what they’re reading.

“Shifting from balanced literacy to a knowledge-building curriculum was a huge change for us. [Amplify] CKLA systematically builds knowledge from unit to unit and across grade levels. Students are constantly making connections to what they learned earlier in the year. We are excited to see the connections that they make after they have had a few years of the program. Student engagement has significantly increased. They are excited about the topics that they are learning. I never would have thought that students would find the War of 1812 or ancient Greek civilizations fascinating, but they do!”

—Christina Pina, Instructional Data Specialist, Chicopee Public Schools, Chicopee, MA

Data’s essential role in your Science of Reading implementation

Support teachers and students in working toward literacy goals by leading with data as you shift to the Science of Reading. With tools like ongoing progress monitoring and a robust Multi-Tiered System of Supports, we’ll show you how data can give your students the literacy instruction they deserve.

Building buy-in for change—with data

You can use literacy data to harness buy-in for a paradigm shift, monitor student progress, and support your transition to the Science of Reading. But which data measures best identify areas for growth and reveal the path to student achievement?

Our free ebook, The Story That Data Tells, will help you take the first steps in using data to guide your journey toward impactful change..

“I had to dig into and learn: What is [the Science of Reading] all about? How are we gonna be using this data instructionally, and then take that data and use it with our kids? So that’s really how we got the ball rolling.”

—Corey Beil, Interventionist and Instructional Coach

Quaker Community School District, Pennsylvania

Getting started with a data-driven literacy implementation

As any experienced educator can agree, change is not straightforward in the classroom. This is especially true when it comes to shifting to the Science of Reading, a process that requires meticulous planning, open communication, and—most importantly—data.

Discover which data to focus on throughout the school year, and how to use it to direct your implementation—whether you’re just starting the shift, or already implementing the Science of Reading.

Align your MTSS to the Science of Reading

Learn more about MTSS in literacy principles and how to align it with the Science of Reading.

Learn more about Amplify’s programs

The five guiding principles for an effective MTSS

To provide your students with literacy instruction that meets their needs, you need seamless planning and plenty of forethought. Deliver the instruction, assessment, and personalized learning your students deserve with a Multi-Tiered System of Supports grounded in data and the Science of Reading.

Read about the five guiding principles that can help you align your MTSS with the Science of Reading in our free ebook Systems of Success: Getting Started With a Multi-Tiered System of Supports Aligned to the Science of Reading.

Download the ebook

Review the five guiding principles

An effective MTSS framework requires collaboration from all stakeholders (such as teachers, administrators, and caregivers) to ensure students have access to the right instructional support at the right time.

Frequent collection and interpretation of high-quality data is essential to identifying student needs, monitoring progress, and guiding decision-making. Universal screening and progress monitoring data are used to evaluate the effectiveness of all tiers in an MTSS, and to identify students at risk.

An MTSS provides increasing levels of support for students when they need it. It also focuses on prevention first to reduce the need for intervention later.

Implementing evidence-based instruction and interventions with fidelity improves outcomes for all students. A focus on all students, not just those in need of additional support, ensures that all students can access high-quality instruction.

In an MTSS framework, decisions are based on research and the constantly evolving needs of all students and schools.

Season 5, Episode 5: Implementing Multi-Tiered Systems of Supports

Hear from educator Brittney Bills, Ed.D., as she discusses her districts’ experience learning to use data, avoid burnout, and sustain ongoing improvements.

Listen now

What Does Data Tell Us? Building Buy-In and Determining Areas of Need With Data

Data can paint a clear picture of where your students are, where they need to go, and how the Science of Reading can get them there. Hear from Amplify Executive Director of Learning Science Danielle Damico about the story that data tells, how to use data to build buy-in, and the kind of data you should be collecting to ensure a successful implementation.

Watch now

Starting Your Science of Reading Shift With Screening: How to Use Assessment Data as a Building Block of MTSS

Screening and assessment data can drive MTSS-aligned change management in your district, supporting you as you navigate and sustain lasting transformation. Learn more about the importance of universal screening in your literacy implementation.

Watch now

Thank you for requesting our Science of Reading Resources!

You may now download them using the links below.

Seleccione un programa a continuación:

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

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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.

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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.

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

Two sea turtles swim underwater among green seaweed, with a blue background representing the ocean—an inspiring scene to ampliar el plan de estudios and explore marine life.

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

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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.

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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.

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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.

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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.

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mCLASS Math es un sistema de evaluación digital que ofrece a los maestros una vi…

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Amplify Tutoring ofrece programas de tutoría de alto impacto alineados con ESSA…

Kindergarten Skills Map

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Confirmed: Knowledge matters.

Amplify Core Knowledge Language Arts (CKLA) for K–5 and Amplify ELA for 6–8 are high-quality, knowledge-building literacy programs recognized by the Knowledge Matters Campaign.

Our shared message: Background knowledge is essential to literacy and learning.

High-quality curriculum recognized

Rigorous evaluators have affirmed the quality of both Amplify CKLA and Amplify ELA. Now each curriculum has been recognized by the Knowledge Matters Campaign as a literacy program that excels in building knowledge.

Diagram illustrating the Simple View of Reading model. It shows that skilled reading results from increasingly strategic language comprehension and increasingly automatic word recognition.

Knowledge fuels comprehension.

The Science of Reading reveals knowledge as an essential pillar of reading comprehension, and even lifelong literacy. That’s why leading scientists say knowledge building must be incorporated into reading instruction from the beginning—and continued throughout every subsequent grade level.

Discover the Science of Reading

The more you know, the faster you learn.

That’s the message of the Knowledge Matters Campaign, and it’s the foundation of Amplify CKLA and Amplify ELA. Both content-rich literacy programs systematically braid knowledge building with skills instruction, creating a curriculum that enables all students to build reading comprehension and confidence alike.

Learn more about the Knowledge Matters Campaign

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

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

Ilustración que muestra una "campaña de alfabetización temprana" con niños participando en actividades educativas y de lectura en diferentes carteles.

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.

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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.

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

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

Boost Reading in Action

Boost Reading (formerly Amplify Reading) immerses students in an engaging game world while delivering the skills practice and supports they need to become proficient readers. While students are making progress in the game world and receiving personalized feedback, teachers receive meaningful data to track their growth.

Inside the Classroom

Engaging, personalized learning

Using the science behind engagement and motivation, we built Boost Reading to deliver compelling narrative experiences where progress in the storyline is mapped to reading growth, helping students understand the value of effort and practice.

What teachers and students say about Boost Reading

“When I’m using Boost Reading, I feel as if I’m not even reading, I feel as if I’m playing a game. It’s a whole new world,” said one Boost Reading student. To hear from real teachers and students about their experiences with Boost Reading, watch the video on the left.

Spotlights

Student motivation

We don’t want students just to learn to read. We want students to love to read. Students using Boost Reading enter immersive story worlds that evolve as they develop language and decoding skills, having fun while building confidence in their own ability every step of the way.

Personalized instruction

Students embark on personalized journeys that match their profiles to a comprehensive range of skills—from foundational skills to comprehension to close reading. Every decision students make helps Boost Reading deliver them the right skills at the right time.

Based on the Science of Reading

Boost Reading is part of Amplify’s greater early literacy ecosystem that provides instruction proven to move the needle on reading growth. Extend and support core instruction using high-quality materials that provide more than just practice. Learn more about our research-based reading curriculum in this video.

Part of the mCLASS® literacy suite

Educators can use data from mCLASS with DIBELS® 8th Edition to place students into the Boost Reading learning progression in the spot that’s exactly right for their abilities and areas of need, with no additional assessment required.

TESTIMONIALS

“I usually don’t like reading a lot but, this was fun and exciting. It was able to teach me more than I already know. I didn’t expect it to be this fun!”

5th grade student
Brooklyn

TESTIMONIALS

“Boost Reading has been a great way for me to add differentiation in my classroom. My students love working on it…I also love that I can monitor how they are doing and adjust small group instruction to help them.”

1st grade teacher
Providence Hall Charter School, Utah

TESTIMONIALS

“Students enjoy practicing reading and reading skills through this program. It was made with young minds in mind.”

Irma Aldana
2nd grade teacher, Estrella Elementary, California

Request a demo

Ready to see what Boost Reading would look like in your classroom? Simply complete the form to request a demo, and an Amplify sales representative will be in touch.

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

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.

Click HERE to review flipbook

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.

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
Real-time program support via email, live chat, and phone

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.

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

Dyslexia: Early screening for risk

Dyslexia is one of the most common forms of learning disability, with some estimates suggesting that it may affect more than 17 percent of school-age students (Shaywitz, 2004). Although there are many different forms of reading difficulty, dyslexia is primarily characterized by difficulty in word-level reading ability, often due to deficits in automaticity or phonological processing.

Universal screening is an essential practice for identifying reading difficulties in the early grades, including characteristics of dyslexia. According to the International Dyslexia Association (IDA), early identification of reading difficulties helps get students the support they need and prevents further difficulty.

Amplify’s universal and dyslexia screening in one too

Measure what matters

mCLASS® with DIBELS 8th Edition® provides a formative assessment solution that supports the identification of students at risk for reading difficulties, including difficulty related to dyslexia. DIBELS 8th Edition was developed by the University of Oregon with the primary focus of ensuring that the measures are able to meet state-level dyslexia screening requirements.

How mCLASS identifies students at risk of dyslexia

When screening for risk, nothing can replace the power of listening to a child read—listening to their strengths as a reader AND their struggles.

With mCLASS, teachers administer predictive one-minute assessment measures that involve listening to students interact with sounds, letters, words, and text while screening for reading difficulties.

They will document all behaviors simultaneously on a mobile device. Accurate, efficient collection of data allows for immediate analysis that results in a clear identification of risk, not only for reading difficulty but also for dyslexia.

Identifying at-risk students: What comes next?

“90 percent of students who struggle in third grade will continue to struggle at the end of elementary school if they do not receive intervention.

Research and statistics about dyslexia in early literacy

Identifying at-risk students: What comes next?

“74 percent of students who are poor readers in third grade will be poor readers in ninth grade, and, in general, have a higher risk of academic failure and school dropout. ”

Research and statistics about dyslexia in early literacy

Identifying at-risk students: What comes next?

“According to a 2015 National Assessment of Educational Progress study, only 35 percent of fourth-grade students were proficient in reading. Most of these children will spend the rest of their time in school trying to catch up. ”

Research and statistics about dyslexia in early literacy

Dyslexia toolkit
This toolkit offers answers for educators looking to learn about dyslexia and how to screen for it.

Download the toolkit

mClass solutions

mCLASS Instruction

mCLASS Instruction provides teachers with a single view of the personalized, blended instruction (teacher-led and online) that is available to support individual student or small-group needs in skill areas directly assessed in the mCLASS assessment.

Employ teacher-led instruction for whole classes, small-groups, and individual students, including activities created by Susan Hall, author of I’ve DIBEL’d, Now What, are provided for skill practice.

Additional instructional resources for comprehension include grade-level passages that provide more practice.

Boost Reading

Get online student instruction and practice with Boost Reading, which places students in a personalized instruction path based on mCLASS assessment data and adapts based on progress in the curriculum. Students engage with skills-based games as well as an eReader.

mCLASS intervention

Receive rigorous, teacher-led intervention with mCLASS Intervention to address students most in need of support.

mCLASS Home Connect

Teachers can download a letter with student assessment results to send home to parents

and guardians, or use as a basis for discussion at conferences. Home Connect letters describe how the measures relate to skills development. Progress bars indicate the student’s performance on each measure.

Home Connect extends reporting to parents and guardians in a way that is easily understood and provides suggestions for positive action.

Resources

Dyslexia Toolkit

This toolkit offers answers for educators looking to learn about dyslexia and ho…

Dyslexia Screening and DIBELS 8th E…

mCLASS helps reveal to educators the early warning signs of reading difficulty o…

Webinar Title

Request a demo

Simply complete the form to request a demo, and an Amplify sales representative will be in touch.

Steps for Interviewing

Amplify Professional Learning Specialist Applicants

Congratulations on being invited to interview for the Professional Learning Specialist role!

Please take these three steps in order to schedule and prepare for your interview.

Step 1: Review the PLS Flipbook
Step 2: Schedule your Interview
Step 3: Prepare for your Interview

Interviews will take place from April 14th to April 25th.

A group of four people sitting at a table in a meeting room, using laptops. One person laughs while others work. An analog clock on the wall shows the time.

Step 1: Review the PLS Flipbook >

Amplify Professional Learning Specialists (PLS) will be responsible for facilitating high-quality professional development (PD) to teachers and school leaders, ensuring educators feel confident taking steps to implement our programs and ultimately drive student success.

Please read the PLS flipbook to ensure you have a clear understanding of the role and ensure this is the right fit for you. These details are captured in pages 16 – 29 of the flipbook.

Several key PLS responsibilities are highlighted below:

Delivering remote and onsite professional development for approximately 30-40 educators per session during the summer season (May – September 2025), possibly longer.
Must be available to be scheduled during normal school hours (Monday–Friday) in all U.S. time zones.
Must be available a minimum of three days per week on Monday through Friday from July 7–August 22. Three consecutive days is strongly recommended as it will potentially lead to more onsite delivery opportunities.
PLSs who are current educators and returning to full-time roles at school/districts must have a return to work date after August 22nd.
May not be unavailable for more than 1 week between July 21–August 15. Must be available August 18–22.
Traveling via car, plane, and/or public transportation, sometimes with minimal advance notice and including overnight stay at hotels.
Paying all travel-related expenses in advance, with reimbursements being processed 2-3 weeks following submission of the expense reimbursement requests.

Please reach out to pls_hiring@amplify.com if you have additional questions.

Title page of a document titled "Professional learning specialist overview for 2025" with an image of three people discussing at a table.

Step 2: Schedule Your Interview

Our second round of interviews will take place between April 14th – April 25th.

Please schedule an interview for the specific role for which you have applied:

Literacy or STEM Candidates: schedule a 30 minute interview below in the calendar titled “PLS Interviews: April”
Bilingual Candidates: schedule a 45 minute interview on the “Bilingual PLS Interviews: April” only. You do not need to sign up for a separate 30 minute interview.
Once you have scheduled your interview, you should receive a confirmation email from Calendly. If you do not receive this email, please reach out to PLS_hiring@amplify.com for support.

If you need to reschedule your interview, you may do so directly by clicking the reschedule link in the confirmation email from Calendly to select a new interview option during the current interview window. Once you have rescheduled, you will receive a new confirmation email and updated calendar invitation. Please do not sign up for more than one interview.

We ask that you only reschedule if absolutely necessary and request at least 24 hours notice prior to your interview day/time.

Step 3: Prepare for Interview

Prior to your scheduled interview, prepare your interview activity! Please view the video to the right for help preparing.

Guidance for the task can be found here: PLS Performance Task Guidance Document
You should come ready to share your screen via Google Meet and present the provided activity in under 5 minutes.
Talking points are included for each screen to guide your presentation.
During your interview we will be looking for proficiency with the following tech skills: independently sharing screen, speech matching animation, and moving from screen to screen with ease.

Offer, Onboarding, and Training

Qualified candidates will receive an offer via email. The offer will include your product placement and regional assignment.
If you accept the offer, our partner contracting agency will reach out to you to provide the necessary documentation to begin the onboarding process. This will include a background check. You will also need to provide college transcripts, please begin gathering these items.
Once you have completed the onboarding process with our partner contracting agency, you will begin your official Amplify PLS onboarding process on June 2nd. A majority of onboarding will be remote, with one in person training on June 24th – 25th. More details to come!
Once you are certified, our PD Operations team will begin to schedule you for PD engagements within your region and across the country!

Info Session

Get more details from PD staff members about the PLS role, regional placement, the onboarding process, and ongoing support.

We will address the most common questions we receive:

What is the role of a PLS?
Where will I deliver sessions? What content will I deliver?
How will onboarding work?
How will I be supported?

This session will be recorded and posted here following the session.

Recording

Passcode: $*Nk6jyi

FAQ

PLS FAQ

Hear from our Professional Learning Specialists

“I have been able to connect with teachers and support them in their implementation of Amplify products. I especially love coaching opportunities where I have time to see teachers in action, model lessons for them, and debrief and problem solve what is going on in their classrooms. I would have loved that opportunity when I was in the classroom.”

Amy Wiktor

Professional Learning Specialist

Hear from our Professional Learning Specialists

“I feel like I have learned so much about the Science of Reading, facilitation, and am inspired by the positive contribution I can make to both teachers and students. I am putting something positive back into the world and spreading kindness every day! Very fulfilling.”

Jennifer Piehl

Professional Learning Specialist

Hear from our Professional Learning Specialists

“I’ve had a lot of new experiences and love the networking involved throughout the Amplify community. Seeing new places in different parts of the country has been incredible, as well! Plus, the work environment has been the most positive, uplifting, and motivational workplace I’ve ever been a part of! ”

Justin Suder-Grose

Professional Learning Specialist

Thank you for your interest!

Welcome to mCLASS^® Lectura for grades K–6!

On this site, you’ll find resources to guide you in your review.

mCLASS with DIBELS 8th Edition teacher-administered assessment

About the program

Aligned to the Science of Reading, mCLASS ^® Lectura allows teachers to connect with their students through observational assessment and in the language most comfortable to them. Used in tandem with DIBELS ^® 8th Edition, mCLASS Lectura provides you with a full dual-language solution. Know exactly how to monitor and support all the Spanish-speaking students in your classroom with features like:

Assessment measures validated using the latest research in Spanish literacy development.
Universal and dyslexia screening in one tool.
Instructional activities to build Spanish literacy skills.
Reports in English and Spanish.

Watch a webinar to learn more.

A program that addresses the classroom inequities Spanish-speaking students face in early literacy

Spanish-speaking students have been underserved and misclassified for decades. By combining mCLASS Lectura and mCLASS with DIBELS 8th Edition, you’ll be able to understand where your Spanish-speaking students are in their English and Spanish literacy paths.

Resources to support your review

Download the resources below before you review the program to better understand the program structure, components, digital resources, and more.

Dyslexia screening: Catch at-risk students early

Early intervention is critical. With mCLASS Lectura, educators can provide universal and dyslexia screening through one single powerful tool—no additional assessment system required.

A woman and a young girl sit at a table, looking at a smartphone together, with books nearby, in a classroom setting.

Assessment measurement videos

mCLASS Lectura’s teacher-administered assessment provides for streamlined data collection, emphasizing measures of the most important skills. The measures are administered in the manner that is most appropriate for the developmental stage of the child as well as the skills being assessed.

Fluidez en nombrar letras (FNL)

Students are asked to identify as many uppercase and lowercase letter names as they can in one minute.

Fluidez en los sonidos de letras (FSL)

Students are asked to identify the sounds of as many uppercase and lowercase letters as they can in one minute.

Fluidez en los sonidos de sílabas (LSS)

Students are presented with a page of printed orthographically regular Spanish syllables and asked to read as many syllables as they can in one minute.

Fluidez en las palabras (FEP)

Students are presented with a page of real words and asked to decode as many words as they can in one minute.

Fluidez en la lectura oral (FLO)

Students are presented with an authentically written informational or narrative passage of Spanish connected text and asked to read as much of the passage as they can in one minute.

¿Qué Queda? (QQ)

Students are presented with a word orally and then the examiner omits part of the word (i.e., compound word part, syllable, or phoneme). Students are asked to identify what word remains after the word part has been elided.

Colorful icons representing the senses and communication: an eye, an ear, a puzzle piece, and a speech bubble, each outlined in blue, red, yellow, and light blue.

Fluidez en la segmentación de sílabas (FSS)

Students are presented with words orally and asked to segment words into syllables. (No video is currently available for this measure.)

Request a demo

If you’d like to review the full program or speak to a product expert for more information, fill out the form below and we’ll be in touch.

Teacher and student sitting across from each other in a classroom, with the teacher holding a tablet. Other students are working in the background.

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.

Science of Reading FAQ

Get early literacy guidance with our Science of Reading FAQ.

Science of Reading: The Podcast

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

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.

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!

Science of Reading data and MTSS

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

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.

Knowledge building

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

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.

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.

Amplify ELA Florida Program Guide

Join our User Research Community!

Help shape Amplify products.

Educators and students are at the center of what we do. That’s why we test our products with real users, visit classrooms across the country, and gather ideas and feedback from educators like you! This is how we ensure that we’re developing new products that meet your needs, as well as continuously improving our existing products to better support your classrooms.

That’s where our User Research Community comes in. This is a group of valued educators we look to for their expertise! They regularly participate in research and feedback opportunities and share their insights with our Product teams.

We hope you’ll consider joining Amplify’s User Research Community. When we have a study that’s a good fit for you, our team will reach out with details and next steps.

A person is using a tablet, immersed in progress and analytics data graphics on a white and orange backdrop, reminiscent of tools often employed by school administrators.

Why participate in user research?

Make an impact

Help influence and improve Amplify products by sharing your feedback and ideas

Get sneak peeks

Learn about new products and features that Amplify teams are working on

Connect with us

Share your thoughts and feedback directly with Amplify product development teams

Enjoy thank-you gifts

Receive incentives as a thank you for your time

What to expect

When you sign up to join the Amplify User Research Community, we’ll ask you some questions that will help us match you with research studies. When an opportunity sounds like a good fit, we’ll send you an email and share the details up front, such as study topic, research format, time commitment, and compensation. Then, you can decide if you’d like to participate.

A person in a shirt and tie, possibly a school administrator, reviews documents at a desk. Inset is an image of the "User Research Community Questionnaire," perhaps focusing on insights from K-12 teachers.

Three people from the research community collaborate with digital devices, including a tablet and a laptop, fervently discussing their findings.

Frequently asked questions

We’re looking for all types of educators to join our User Research Community: new Amplify users, power users, and everyone in between. We’re also looking for people who don’t use our products. If you work in a school setting or support schools, we want to hear from you. Here are some of the people we’d love to connect with:

Classroom teachers (PreK–12)
Biliteracy teachers
Special education teachers
Interventionists
Coaches
Curriculum directors
School administrators
District administrations
Parents and caregivers

We have a separate research program for K–12 students. Learn more about our Playtesting program below.

Amplify runs a variety of research studies, and we’ll include the details of the study in our email. When you participate in one of our studies, you might be invited to:

Talk to a researcher in a video call: Share your experiences with a specific product.
Share your screen: Show us how you use Amplify’s products, try out a prototype, or test new features.
Complete a survey: Answer questions about your current practices and/or preferences.
Host a school visit: Have a few Amplify employees visit your classroom to observe our programs in action.
Participate in a long-form study: These studies may involve a small commitment for several days or over a few weeks. You may be asked to review new materials or designs or to try something out in your classroom. Our researchers may ask you to respond to questions or take notes based on your experience using a product.

The information you provide will only be used to match you with suitable research studies and won’t be shared or sold to external parties. All data is stored on a secure server. See our Privacy Policy for more detail.

Amplify’s goal is to design welcoming product experiences. To do this well, it’s important for us to get feedback from everyone. We collect demographic information to help ensure that study participants represent the educators, students, and school environments we serve. All questions are optional and your information is kept confidential in accordance with our Privacy Policy.

You can opt out at any time by clicking unsubscribe in any of our research emails.

We typically offer e-gift cards as a way of saying thank you to those who participate in our research studies. We’ll include the exact details of the thank-you gift in the email invitation for the session. If your session is eligible for a thank-you gift card, you should receive it within five business days after completing your session. Please note that not all study participants will receive a thank-you gift.

Amplify Playtesting Program

A fun and empowering experience for kids

Students in our Playtesting Program provide feedback on new Amplify games and features as they’re being developed. Our researchers work one-on-one with students for 30 minutes at a time, inviting them to interact with new games and designs and gathering their feedback. We then integrate that feedback directly into our product development. It’s a chance for students to share their thoughts and ideas and have a real impact on the programs we’re building.

A girl wearing headphones smiles while using a laptop, surrounded by illustrations of a building and a house. A colorful creature dances nearby, reminiscent of the creative tools K-12 teachers use to inspire young minds.

Who can participate?
Any students in kindergarten through grade 12 this school year can be part of our playtesting program, with parental permission.

What are the perks?
Aside from a fun time and a sneak peek at what’s in development, all students receive a $20 Amazon gift card for participating in a playtesting session.

When, where, and how do kids participate?
When playtesting needs arise, our User Research team will reach out to parents/caregivers to schedule a Google Meet session at a time that’s convenient for you and your child.

How can I sign my child up?
To enroll your student, please fill out this consent form. Your child will then be added to our playtesting program database. When a playtesting opportunity arises that we think would be a good fit, we’ll reach out!

Welcome, Florida middle school educators!

Amplify ELA Florida is the program built for Florida middle school teachers and students. We designed the program to help ensure the B.E.S.T standards are covered; the skills are taught; the test is prepped for; and your students are scaffolded and encouraged. We want you to spend your time bringing the text to life, making the classroom hum, and letting every student know you are paying attention to their growth.

Illustration of a ship with diverse elements including human figures, nature motifs, and space elements on a black background.

A teacher assists two students with a laptop in a classroom, one wearing a hijab, conveying a supportive educational environment.

Instruction matters

Florida’s new standards have been crafted to give your students the B.E.S.T. Amplify ELA Florida’s lessons explore the most compelling aspect of a text and target the standards that best support that analysis through reading, writing, and communication. These key standards are identified as the lesson’s Spotlight benchmark. Strategic connections are attained in the program through:

Florida model texts including rich literature and compelling non-fiction, taught in engaging new ways for today’s learners.
Benchmark stacks that build connections within lessons and across units.
Foundational instruction that targets key standards and multiple learning modes.
Writing that builds directly from reading complex text and is evaluated by Amplify’s Automated Writing Evaluation (AWE).
Reading with the B.E.S.T. Modules have been built to guide teachers and students as they begin to work with Florida’s new reading standards, providing an introduction to each grade-level B.E.S.T. Reading Benchmark. (Example module: Grade 6, Understanding Rhetoric)

Knowledge matters

Texts in the Amplify ELA Florida Edition curriculum cover a wide range of topics, themes, and genres with differentiated supports that ensure that all students can work through each reading and lesson. Taken as a whole, the texts show students a diverse picture of the world and help foster a lifelong love of reading. Comprehension develops as students engage with literary and informational text selections that are complex, rich, and meaningful.

Texts were selected for Amplify ELA Florida Edition using the following criteria:

Text complexity as defined by qualitative, quantitative, and reader and task measurements as required by the B.E.S.T. Standards and the Amplify Text Complexity Index
Balance of literary and informational texts
Varied representation of genres: novels, plays, poetry, biographies, and other full-length texts
Diverse cultures, perspectives, and authors
Engaging texts that extend learning and support students as they build knowledge
Grade-appropriate texts, with scaffolding and compelling activities to support student engagement with 100% authentic texts
A library with more than 700 complete books, both classic and contemporary, encompassing a wide range of genres, topics, and cultural perspectives

Collage featuring a violinist with glowing eyes, a man with a background of space, a robotic arm, a tiger on a grassy knoll, and a city skyline under a starry sky.

Curriculum matters

Amplify ELA Florida is a blended curriculum designed specifically for grades 6–8. The heart of every lesson is the text. Each grade includes six units centered on literary or informational texts, delivered in several forms of media. Your classroom will also benefit from two or three immersive, project-based experiences and a dedicated Story Writing unit.

Full B.E.S.T. coverage: Standards are clearly labeled in each lesson, so teachers can save time planning and get back to what they love: teaching. Also included are Benchmark Modules that support teachers’ and students’ introduction to the new standards for Florida.
Five levels of differentiation: Based on each student’s needs and the performance measures within Amplify ELA reports, a teacher can choose the differentiation level that’s the right fit for everyone.
Embedded Assessments: Teachers benefit from uninterrupted instructional time and a continuously updated picture of each student’s progress with key skills and standards.
Powerful feedback tools: Comprehensive tools help teachers maximize both the quantity and quality of feedback.
Robust reporting: Our reporting app offers information on student progress to help inform instructional decisions.

All in one place: Embedded teacher support, differentiation tools, student data, text, and other curriculum features—they’re all right there.

Materials

Amplify ELA Florida Edition is a blended curriculum that seamlessly integrates print and digital resources to be used in any learning environment. The resources are designed to facilitate instruction for planning, teaching, learning, and assessment.

Student materials

Available digitally and in print, the student materials guide middle schoolers through complex texts and writing with the following:

Student Edition will engage students with high-quality narrative and informational texts.
- Grade 6
- Grade 7
- Grade 8
Digital experience will provide videos, a library of more than 700 texts, audio supports, and other online experiences that capture their attention.

Writing Journal will keep all of their thinking and writing about text in one place.

A laptop displays a web page titled "read like a movie director, part 1" from amplify ela, featuring text and an eyeball image under the lesson tab.

Poetry in America videos

Amplify ELA Florida has rich digital experiences that students to read, think, and write like authors. Our “Poetry in America” videos include interpretations by Shaquille O’Neal, Angela Duckworth, Regina Spektor, Shiza Shahid, Anson Dorrance, Elizabeth Alexander, Duy Doan, and Richard Blanco.

To the left, Richard Blanco reads his poem “Looking for the Gulf Motel.”

Teacher materials

Available digitally and in print, the Teacher Edition contains all of the information teachers need to facilitate classroom instruction, including:

From detailed lesson plans.
Video teacher tips embedded in the lesson.
B.E.S.T. standards alignment and assessments including exit tickets.
Real-time differentiation strategies.
Clarify and Compare lessons.
Robust reporting.

Sample Teacher Guides

A laptop displaying a webpage from "amplify ela" featuring the title "brain science" and various educational topics alongside an illustrated collage of diverse human figures.

Two women are seated at a desk, smiling and working together on a project with a laptop and notebook in an office setting.

Professional learning

Amplify employs a national cohort of more than 50 ELA facilitators, all of whom have experience as former classroom teachers and many of whom are former school and/or district leaders. Our professional learning team has decades of experience working with large districts across the nation. Amplify has experience supporting district launches over multiple years and has partnered with districts of all sizes nationwide. We partner deeply with districts and tailor professional learning to their unique needs.

Florida ELA Implementation

Florida Review Resources

Florida Program Guide

Literature for Florida

Illustration of a woman with architectural plans, a child reading a book, and sketches of diverse people, symbolizing creativity and learning.

Welcome, Florida K–5 educators!

Amplify Core Knowledge Language Arts (CKLA) Florida is the program built on the latest Science of Reading research. Using a fundamentally different approach to language arts, Amplify CKLA Florida sequences deep content knowledge with research-based foundational skills.

Amplify CKLA Florida Program Guide

Built on the science of reading

The cornerstones of reading comprehension in Florida assert that foundational instruction matters; knowledge matters; and curriculum matters. Amplify CKLA Florida is built on the Science of Reading. To support you before your review, we put together a Science of Reading Toolkit that will provide some insight into the research behind the Science of Reading. It will also show why we designed Amplify CKLA for Florida educators to mirror this critical research.

Listen to the podcast

Promotional graphic for "science of reading: the podcast" featuring text alongside colorful, diagonal lines with education-related words.

Illustration depicting two overlapping learning curves labeled "knowledge" and "skills," with stages like "vocabulary," "connections," and "words" leading to integration in an online language arts curriculum.

Foundational instruction matters

Amplify CKLA Florida’s first design principle is a research-based, explicit, and systematic approach to foundational skills that gets real results.

Explicit.

Learning isn’t left to chance. All 44 sounds and their 150 spellings in the English language are taught, practiced, and mastered, with ample opportunity for students to encounter each sound-spelling in diverse settings.

Sequential.

By moving in a sequence from easier to more complex in phonics and foundational reading skills, students master concepts before moving forward and gradually become more independent.

Rewarding

Learning to read should be fun. Decodable chapter books that feature dynamic plots and characters make kids want to read more. The engaging stories feature children who discover fossils, a grandmother who flies hang gliders, and more.

Knowledge matters

Amplify CKLA Florida’s second design principle is that reading comprehension depends more on relevant background knowledge than on mastery of reading strategies. Knowledge builds on knowledge.

Our approach to building background knowledge is based on three pillars often overlooked in other programs. It is:

Content-specific.
Clearly outlined content objectives are specific and support the development of knowledge in history, science, literature, culture, and the arts.
Cumulative.
Topics and vocabulary connect within and across grades, allowing students to extend knowledge and revisit topics in increasing depth in later grades.
Coherent.
When curriculum is fragmentary and disconnected, students face repetitions as well as gaps that can hinder learning. An intentional design ensures the curriculum fits together as a whole.
Amplify and ReadWorks have partnered to provide Amplify CKLA Florida classrooms a way to expand knowledge in connected yet varied ways.
- ReadWorks
  - Login Credentials for ReadWorks
    Username: t.floridackla@tryamplify.net
    Password: FLReviewer

Curriculum matters

Amplify CKLA was built on the science of reading research to meet the all standards in a vertically and horizontally aligned, coherent, and cumulative knowledge-based curriculum. To encourage a broader view of literacy, our intentional design embraces history, art, science, music and other disciplines to ensure that all West Virginia students have a level playing field.

What’s included

Amplify CKLA provides engaging print and multimedia materials—accessible from anywhere—that are designed to provide a robust, literacy-rich foundation in every classroom.

Proven high-quality teacher materials

Teacher supports include research-based lessons that integrate foundational literacy skills and cross-curricular content knowledge.

Teacher Guides
- Kindergarten Example Unit: Skills and Knowledge
- Grade 1 Example Unit: Skills and Knowledge
- Grade 2 Example Unit: Skills and Knowledge
- Grade 3 Example Unit: Integrated Skills and Knowledge
- Grade 4 Example Unit: Integrated Skills and Knowledge
- Grade 5 Example Unit: Integrated Skills and Knowledge
Projectable lesson components
Writing Studio (example from Grade 4)
The Hub for digital components
Vocabulary Lessons (example from Grade 1)
Quests for the Core for Grades 3–5 (immersive, problem-based learning, example from Grade 5)
Professional development website with model lessons and training resources
Teacher Resource Site
Assessments in Amplify CKLA Florida
Trade Book Guides, and Novel Guides

A collection of colorful educational books, including a shakespeare activity book and various teacher's guides, displayed with subjects like language arts and skills.

A laptop displaying a cartoon of a character running along a path, next to images of a historical architectural drawing and a person practicing calligraphy.

Student materials

Engaging student resources include dynamic decodable chapter books and content-rich, cross-curricular Readers.

Student Readers
Activity Books
- Kindergarten: Skills: Unit 7 and Knowledge: Domain 7-12
- Grade 1: Skills: Unit 4 and Knowledge: Domain 1-6
- Grade 2: Skills: Unit 2 and Knowledge: Domain 7-12
- Grade 3: Unit 7
- Grade 4: Unit 8
- Grade 5: Unit 8
Formative Assessments
Poet’s Journal and Writer’s Journal (write-in resources for Grades 4–5, example grade 5)
The Hub for digital components

Digital resources

Access the program’s online resources anywhere, anytime, from any device.

Digital Hub
Knowledge Builder animated videos (example from Grade 2)
Sound Library songs and videos (examples from Kindergarten)
eReader
Vocabulary App
Recorded Read-Alouds
Professional development website
Real-time program support via email, live chat, and phone

Screen capture of the amplify ckla portal home page displaying vibrant icons for theater, sounds, and library, with a welcoming message "hello student!" for a 2nd grader.

Close-up of a woman's lower face speaking, with a speech bubble saying "let's say it together!" and abstract shapes in the background.

Hands-on phonics materials

Multisensory phonics and foundational skills resources give students the opportunity to practice key skills using diverse, fun approaches that build independence.

Large and Small Letter Cards
Spelling Cards
Chaining Folders
Digital Big Books

Florida Resources

FL Program Guide
Assessment Guide
Poetry and Vocabulary Lesson Sampler
Curriculum Maps
- Grade K Skills and Knowledge
- Grade 1 Skills and Knowledge
- Grade 2 Skills and Knowledge
- Grade 3 Integrated
- Grade 4 Integrated
- Grade 5 Integrated

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Professional learning

Amplify CKLA Florida Implementation Guide

Welcome, Middle School Science Reviewers!

Thank you for taking the time to review Amplify Science for grades 6–8. On this site, you’ll find all the resources you need to learn more about this engaging and robust NGSS program. Plus, we make it easy to experience our program firsthand with a live demo account that features our interactive learning platform.

A person in protective glasses examines a glass of water, surrounded by illustrations of a rocket, telescope, polar bear, clouds, rain, and moon phases on a colorful abstract background.

Overview

With Amplify Science, students don’t just passively learn about science concepts.

No matter where your students are learning—whether at school or at home—they take on the role of scientists and engineers to actively investigate and make sense of real-world phenomena. They do this through a blend of cohesive and compelling storylines, hands-on investigations, collaborative discussions, literacy-rich activities, and interactive digital tools.

Listen to these educators share how the program empowers students to think, read, write, and argue like real scientists and engineers every day.

EdReports All-Green

Amplify Science for grades K–8 has been rated all-green by EdReports.

Read the review on EdReports.

A boy stirs a clear liquid in a plastic cup while a girl smiles beside him in a classroom with students and a teacher in the background. EdReports badge is overlaid in the corner.

Program structure

Our cyclical lesson design ensures students receive multiple exposures to concepts through a variety of modalities.

As they progress through the lessons within a unit, students build and deepen their understanding, increasing their ability to develop and refine complex explanations of the unit’s phenomenon. It’s this proven program structure and lesson design that enables Amplify Science to address 100% of the NGSS in fewer days than other programs.

Graphic showing a research process with four steps: spark intrigue with a real-world problem, explore evidence, explain and elaborate, and evaluate claims, connected in a cycle with arrows.

Unit Sequence

Our lessons follow a structure that is grounded in regular routines while still being flexible enough to allow for a variety of learning experiences.

In fact, our multi-modal instruction offers more opportunities for students to construct meaning, and practice and apply concepts than any other program. What’s more, our modular design means our units can be flexibly arranged to support your instructional goals.

Collage of four images: a watercolor desert scene, three kids examining a gadget, a hand placing beads into a container, and a woman in a sunhat in a stylized field.

Abstract art with vibrant colors featuring a yellow silhouette of a person holding a book against a background of geometric shapes, swirling patterns, and bold textures.

Unit 1

Microbiome

Domain: Life Science

Unit type: Launch

Student role: Microbiological researchers

Phenomenon: The presence of 100 trillion microorganisms living on and in the human body may keep the body healthy.

Unit 2

Metabolism

Domain: Life Science

Unit type: Core

Student role: Medical researchers

Phenomenon: Elisa, a young patient, feels tired all the time.

Orange abstract background with hexagonal shapes featuring icons of a bar chart, plant, safety vest, test tube, peach, and stethoscope.

Unit 3

Metabolism Engineering Internship

Domains: Life Science, Engineering Design

Unit type: Engineering internship

Student role: Food engineers

Phenomenon: Designing health bars with different molecular compositions can effectively meet the metabolic needs of patients or rescue workers.

An image showing a graphic of spiders of different colors with distinct leg and body patterns, including brown, yellow, and blue variations. The background is a dark, textured surface.

Unit 4

Traits and Reproduction

Domain: Life Science

Unit type: Core

Student role: Biomedical students

Phenomenon: Darwin’s bark spider offspring have different silk flexibility traits, even though they have the same parents.

Illustration of a person in a red hat and fur-lined coat with eyes closed, surrounded by large orange circles on a dark background.

Unit 5

Thermal Energy

Domain: Physical Science

Unit type: Core

Student role: Thermal scientists

Phenomenon: One of two proposed heating systems for Riverdale School will best heat the school.

Abstract artwork depicting a bright sun with blue and orange swirling patterns next to green hills under a sky with shades of blue, orange, and red.

Unit 6

Ocean, Atmosphere, and Climate

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Climatologists

Phenomenon: During El Niño years, the air temperature in Christchurch, New Zealand is cooler than usual.

Illustration of a village with houses, fields and mountains under a cloudy sky with waves of wind or rain.

Unit 7

Weather Patterns

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Forensic meteorologists

Phenomenon: In recent years, rainstorms in Galetown have been unusually severe.

A polar bear stands on a small ice floe in the ocean with an orange sun in the sky and distant icy mountains in the background.

Unit 8

Earth’s Changing Climate

Domains: Earth and Space Science, Life Science

Unit type: Core

Student role: Climatologists

Phenomenon: The ice on Earth’s surface is melting.

Abstract geometric design in shades of blue and purple featuring a hexagon with icons of a building, wrench, molecules, sun, paint can, and screwdriver.

Unit 9

Earth’s Changing Climate Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Civil engineers

Phenomenon: Designing rooftops with different modifications can reduce a city’s impact on climate change.

A barren, rocky desert landscape with rover tracks leading to a distant vehicle on a hill under a hazy sky.

Unit 1

Geology on Mars

Domain: Earth and Space Science

Unit type: Launch

Student role: Planetary geologists

Phenomenon: Analyzing data about landforms on Mars can provide evidence that Mars may have once been habitable.

Two prehistoric reptiles with long snouts and tails are near the shore, one on land and one in water, with plants, rocks, and an island in the background.

Unit 2

Plate Motion

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Mesosaurus fossils have been found on continents separated by thousands of kilometers of ocean, even though the Mesosaurus species once lived all together.

Geometric design featuring a telescope, mountain, sound waves, and cosmic elements on a purple hexagonal background.

Unit 3

Plate Motion Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Patterns in earthquake data can be used to design an effective tsunami warning system.

Illustration of a cross-section of Earth showing a volcano near the ocean. Trees, mountains, and clouds are visible above, with subterranean layers below.

Unit 4

Rock Transformations

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Rock samples from the Great Plains and from the Rocky Mountains — regions hundreds of miles apart — look very different, but have surprisingly similar mineral compositions.

Illustration showing the stages of melting an orange popsicle: whole, partially melted, more melted, and almost completely melted, with wooden sticks, on a purple background.

Unit 5

Phase Change

Domains: Physical Science, Earth and Space Science

Unit type: Core

Student role: Chemists

Phenomenon: A methane lake on Titan no longer appears in images taken by a space probe two years apart

Green geometric background with a hexagonal emblem containing a parachute icon, ruler, bandage, and stacked layers on a gradient pattern.

Unit 6

Force and Motion Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Designing emergency supply delivery pods with different structures can maintain the integrity of the supply pods and their contents.

Abstract digital artwork featuring numerous red and gray circles overlapping a split background of blue and light purple, creating a dynamic and energetic composition.

Unit 7

Chemical Reactions

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Forensic chemists

Phenomenon: A mysterious brown substance has been detected in the tap water of Westfield.

Unit 8

Populations and Resources

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The size of the moon jelly population in Glacier Sea has increased.

Low-poly landscape with trees and mushrooms. A fox sniffs the ground, a rabbit sits nearby, and mountains and sun are in the background.

Unit 9

Matter and Energy in Ecosystems

Domains: Life Science, Earth and Space Science, Physical Science

Unit type: Core

Student role: Ecologists

Phenomenon: The biodome ecosystem has collapsed.

Two people climbing rocky terrain; illustrations show a hiking boot and a belt with gear.

Unit 1

Harnessing Human Energy

Domains: Physical Science, Earth and Space Science, Engineering Design

Unit type: Launch

Student role: Energy scientists

Phenomenon: Rescue workers can use their own human kinetic energy to power the electrical devices they use during rescue missions.

A spacecraft approaches and docks with a space station featuring large blue solar panels, set against a backdrop of outer space.

Unit 2

Force and Motion

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: The asteroid sample-collecting pod failed to dock at the space station as planned.

Green geometric graphic featuring icons: a baby, thermometer, layers, medical alert, and a flame.

Unit 3

Phase Change Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Chemical engineering interns

Phenomenon: Designing portable baby incubators with different combinations of phase change materials can keep babies at a healthy temperature.

Unit 4

Magnetic Fields

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: During a test launch, a spacecraft traveled much faster than expected.

Illustration of Earth with arrows and wavy lines representing solar radiation entering the atmosphere, showing a focus on the Asia-Pacific region.

Unit 5

Light Waves

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Spectroscopists

Phenomenon: The rate of skin cancer is higher in Australia than in other parts of the world.

A city skyline at night with a prominent full moon, stars in the sky, and a bridge silhouette on the left.

Unit 6

Earth, Moon, and Sun

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Astronomers

Phenomenon: An astrophotographer can only take pictures of specific features on the Moon at certain times.

Four low-poly dinosaurs with missing body sections are standing in a row; one is yellow, and the others are green. They have purple spikes and red patches on their bodies.

Unit 7

Natural Selection

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The newt population in Oregon State Park has become more poisonous over time.

Red geometric background with icons including a mosquito, DNA strand, bar chart, and world map inside a hexagon.

Unit 8

Natural Selection Engineering Internship

Domains: Engineering Design, Life Science

Unit type: Engineering internship

Student role: Clinical engineers

Phenomenon: Designing malaria treatment plans that use different combinations of drugs can reduce drug resistance development while helping malaria patients.

Two giant tortoises with long necks stand near water; one tortoise feeds on leaves from a tree while the other is near dense vegetation.

Unit 9

Evolutionary History

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Paleontologists

Phenomenon: A mystery fossil at the Natural History Museum has similarities with both wolves and whales.

Access program

Watch the video to the right plus the ones below showing you how to navigate our digital platform. When you’re ready, follow the instructions below to log into our live demo account.

Click the orange button below to access the platform.
Choose the resources you’d like to review.
Pick your grade level from the drop-down menu.
Scroll down to find additional grade-level resources.

Access the digital platform now

Navigating an Engineering Internship (Part 1)

This Part 1 video demonstrates how Engineering Internship units invite students to design solutions for real-world problems as interns for a fictional company called Futura. In the process, they apply and deepen their learning from Core units.

Navigating an Engineering Internship (Part 2)

This Part 2 video demonstrates how to use the Futura Workspace to manage the immersive experience of the Engineering Internship units. This includes guidance on how to create student groups, how to review student work, and how to send students targeted feedback on their designs.

Navigating our reporting tools

Teachers of Amplify Science grades 6–8 have access to a feature called Reporting. When unit assessments are administered digitally, the Reporting tool enables teachers to analyze student performance on the unit assessments.

Differentiation post-assessment

Every core unit of Amplify Science 6–8 features a formal formative assessment opportunity at the mid-way point, or “Critical Juncture,” of the unit, which provides an important opportunity for differentiation.

Resources

An adult sits on a couch using a laptop while a child next to them does homework in a notebook.

Remote and Hybrid Learning Guide

Learn more about new product enhancements and resources to help you and your sta…

Two students collaborate at a desk, discussing a science workbook. Other students are visible in the background, engaged in the vibrant atmosphere of the classroom.

Course structure for 6–8

Take a closer look at how the program is organized.

Unit phenomena for 6–8

Take a closer look at the middle school unit phenomena featured in each grade le…

A laptop screen displays a simulation about Earth's energy system, with surrounding images showing diagrams and energy flow models.

Classroom Slides for 6–8

Classrooms Slides for middle school are coming soon! These customizable PowerPoi…

A laptop screen displaying a map with three ecosystem options, each illustrated by different animal icons and accompanied by relevant data lists.

Sims for 4–8

Take a closer look at the digital Simulations included at each grade level.

A student reviews a science textbook and looks at a laptop in a classroom, while other students work together on their science projects in the background.

Active reading in 6–8

Learn how we support students in learning how to interact with scientific texts….

A young person wearing gloves looks through a microscope at a table with laboratory supplies, including bottles, slides, and a tray, against a plain blue background.

Investigations for 6–8

Explore the types of investigations that take place in middle school classrooms….

A collection of assorted electronic components and supplies, including batteries, motors, wires, switches, rubber bands, small propellers, cups, solar panel, bulbs, and fasteners.

Materials Kits for 6–8

See what components come in our materials kits!

Two students sit at desks writing in notebooks and using laptops in a classroom setting.

Approaches to assessment in 6–8

Learn about our middle school embedded assessments.

Get in touch

Smiling man with short hair and a trimmed beard wearing a light blue collared shirt against a plain white background.

Have questions? Bob McCarty is standing by and ready to help.

Robert “Bob” McCarty
Senior Account Executive
(435) 655-1731
rmccarty@amplify.com

Amplify Desmos Math Summer bridge program

This upcoming back-to-school season is sure to be anything but normal. It will be critical to use the summer months to tend to unfinished learning and prepare students for the math to come.

Illustration of a virtual classroom screen with nine diverse children displayed in a grid format, each in separate colored squares.

Text message conversation between two children discussing an enjoyable online math lesson, with one child admitting to cheating.

Thinking ahead

Amplify is offering free complete middle school and Algebra 1 units that support a number of typical summer school or bridge programs. The lessons are based on the highly rated Illustrative Mathematics program and designed to make problem-based instruction easier for teachers and more exciting for students.

Units available (June 2020)

COURSE	UNITS
6	Expressions and Equations (19 lessons) Key for algebra readiness (variables)	Rational Numbers (19 lessons) Key for algebra readiness (negatives)
7	Expressions, Equations, and Inequalities (23 lessons) Key for algebra readiness	Angles, Triangles, and Prisms (18 lessons)
8	Associations in Data (9 lessons) Data and modeling skills are critical	Exponents and Scientific Notation (15 lessons) Understanding exponential behavior in today’s world is critical
Algebra 1	Introduction to Exponentials (22 lessons) Understanding exponential behavior in today’s world is critical	Introduction to Quadratic Functions (23 lessons) A key connection to physics

Find a complete list of lessons available here.

Materials available June 2020

Complete unit Teacher’s Guide available online or for printing
- Delivery format: Google Docs
Complete unit Student Edition pages available online or for printing
- Delivery format: Google Docs
Digital lessons
- Delivery format: Desmos
Pre- and post-assessments
- Delivery format: Desmos and Google Docs

A text message exchange between two individuals discussing a math work arrangement, with a friendly and supportive tone.

Making the materials work for you

We’re offering free, asynchronous professional learning resources to help your teachers quickly get up to speed with the Amplify Desmos Math lessons. These resources include:

Quick-start videos for each unit, including a unit overview and a walkthrough of the print and digital lessons.
Pacing suggestions for a variety of summer school scenarios.
Regularly scheduled office hours in July and August with an Amplify Desmos Math product expert.

Proposed learning models

Icons representing three educational models: in-school lessons, mix of at-home and in-school lessons, and digital lessons, each with brief descriptions.

A laptop screen displaying a presentation slide titled "detecting counterfeit coins," with graphs, text, and images of coins.

Samples

Printable Google Docs

Including Teacher Edition pages, Student Edition pages, and practice

Digital lessons powered by Desmos

A closer look at grades 6–8 (domain)

Amplify Science is based on the latest research on teaching and learning and helps teachers deliver rigorous and riveting lessons through hands-on investigations, literacy-rich activities, and interactive digital tools that empower students to think, read, write, and argue like real scientists.

In the 6–8 classroom, this looks like students:

Collecting evidence from a variety of sources.
Making sense of evidence in a variety of ways.
Formulating convincing scientific arguments.

Is your school implementing the domain model? Click here.

Collage of four images showing children engaged in educational activities such as conducting experiments and crafting in a classroom setting.

Program structure

Our cyclical lesson design ensures students receive multiple exposures to concepts through a variety of modalities. As they progress through the lessons within a unit, students build and deepen their understanding, increasing their ability to develop and refine complex explanations of the unit’s phenomenon.

It’s this proven program structure and lesson design that enables Amplify Science to teach less, but achieve more. Rather than asking teachers to wade through unnecessary content, we designed our 6–8 program to address 100% of the NGSS in fewer lessons than other programs.

Scope and sequence

Every year our grades 6–8 sequence consists of 9 units, with each unit containing 10–19 lessons. Lessons are written to last a minimum of 45-minutes, though teachers can expand or contract the timing to meet their needs.

A grid of educational icons, each representing a different science topic, such as earth and space science, life science, and physical science, with titles and lesson counts.

Unit types

Each unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, while also serving a unique purpose.

In grades 6–8, there are three types of units:

One unit is a launch unit.
Three units are core units.
Two units are engineering internships.

Launch units

Launch units are the first units taught in each year of Amplify Science. The goal of the Launch unit is to introduce students to norms, routines, and practices that will be built on throughout the year, including argumentation, active reading, and using the program’s technology. For example, rather than taking the time to explain the process of active reading in every unit in a given year, it is explained thoroughly in the Launch unit, thereby preparing students to actively read in all subsequent units.

Core units

Core units establish the context of the unit by introducing students to a real-world problem. As students move through lessons in a Core unit, they figure out the unit’s anchoring phenomenon, gain an understanding of the unit’s disciplinary core ideas and science and engineering practices, and make linkages across topics through the crosscutting concepts. Each Core unit culminates with a Science Seminar and final writing activity.

Engineering Internship units

Engineering Internship units invite students to design solutions for real-world problems as interns for a fictional company called Futura. Students figure out how to help those in need, from tsunami victims in Sri Lanka to premature babies, through the application of engineering practices. In the process, they apply and deepen their learning from Core units.

Units at a glance

Geology on Mars

Plate Motion

Plate Motion Engineering Internship

Domain: Earth and Space Science

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Patterns in earthquake data can be used to design an effective tsunami warning system.

Rock Transformations

Earth, Sun, and Moon

Domain: Earth and Space Science

Unit type: Core

Student role: Astronomers

Phenomenon: An astrophotographer can only take pictures of specific features on the Moon at certain times.

Ocean, Atmosphere, and Climate

Domain: Earth and Space Science

Unit type: Core

Student role: Climatologists

Phenomenon: During El Niño years, the air temperature in Christchurch, New Zealand is cooler than usual.

Weather Patterns

Domain: Earth and Space Science

Unit type: Core

Student role: Forensic meteorologists

Phenomenon: In recent years, rainstorms in Galetown have been unusually severe.

Earth’s Changing Climate

Domain: Earth and Space Science

Unit type: Core

Student role: Climatologists

Phenomenon: The ice on Earth’s surface is melting.

Earth’s Changing Climate Engineering Internship

Domain: Earth and Space Science

Unit type: Engineering internship

Student role: Civil engineers

Phenomenon: Designing rooftops with different modifications can reduce a city’s impact on climate change.

Microbiome

Metabolism

Domain: Life Science

Unit type: Core

Student role: Medical researchers

Phenomenon: Elisa, a young patient, feels tired all the time.

Metabolism Engineering Internship

Domain: Life Science

Unit type: Engineering internship

Student role: Food engineers

Phenomenon: Designing health bars with different molecular compositions can effectively meet the metabolic needs of patients or rescue workers.

Traits and Reproduction

Populations and Resources

Domain: Life Science

Unit type: Core

Student role: Biologists

Phenomenon: The size of the moon jelly population in Glacier Sea has increased.

Matter and Energy in Ecosystems

Domain: Life Science

Unit type: Core

Student role: Ecologists

Phenomenon: What caused the mysterious crash of a biodome ecosystem?

Natural Selection

Domain: Life Science

Unit type: Core

Student role: Biologists

Phenomenon: The newt population in Oregon State Park has become more poisonous over time.

Natural Selection Engineering Internship

Domain: Life Science

Unit type: Engineering internship

Student role: Clinical engineers

Phenomenon: Designing malaria treatment plans that use different combinations of drugs can reduce drug resistance development while helping malaria patients.

Evolutionary History

Domain: Life Science

Unit type: Core

Student role: Paleontologists

Phenomenon: A mystery fossil at the Natural History Museum has similarities with both wolves and whales.

Harnessing Human Energy

Domain: Physical Science

Unit type: Launch

Student role: Energy scientists

Phenomenon: Rescue workers can use their own human kinetic energy to power the electrical devices they use during rescue missions.

Force and Motion

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: The asteroid sample-collecting pod failed to dock at the space station as planned.

Force and Motion Engineering Internship

Domain: Physical Science

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Designing emergency supply delivery pods with different structures can maintain the integrity of the supply pods and their contents.

Magnetic Fields

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: During a test launch, a spacecraft traveled much faster than expected.

Thermal Energy

Domain: Physical Science

Unit type: Core

Student role: Thermal scientists

Phenomenon: One of two proposed heating systems for Riverdale School will best heat the school.

Phase Change

Domain: Physical Science

Unit type: Core

Student role: Chemists

Phenomenon: A methane lake on Titan no longer appears in images taken by a space probe two years apart.

Phase Change Engineering Internship

Domain: Physical Science

Unit type: Engineering internship

Student role: Chemical engineering interns

Phenomenon: Designing portable baby incubators with different combinations of phase change materials can keep babies at a healthy temperature.

Chemical Reactions

Domain: Physical Science

Unit type: Core

Student role: Forensic chemists

Phenomenon: A mysterious brown substance has been detected in the tap water of Westfield.

Light Waves

Domain: Physical Science

Unit type: Core

Student role: Spectroscopists

Phenomenon: The rate of skin cancer is higher in Australia than in other parts of the world.

Resources

Pilot support brochure for grades 6–8 (Domain…

Unit phenomena for grade 6-8 (Domain)

Take a closer look at the unit phenomena featured in each grade level.

Classroom Slides for 6–8

Your new hands-free TG is coming soon! These PowerPoints for every lesson make t…

What’s so phenomenal about phenomena?

Learn actionable strategies that will help you implement 3-D teaching and learni…

Planning Guide for grades 6–8 (Domain)

Check out these tips for planning to teach.

Active reading in grades 6–8

Scientists read and write with purpose too.

Investigations for grades 6–8 (Domain)

Explore the types of investigations that take place in 6–8 classrooms.

Sims for grades 4–8

Take a closer look at the digital simulations included at each grade level.

Approaches to assessment at 6–8

Learn about our embedded assessments.

A closer look at grades 6–8

In the 6–8 classroom, this looks like students:

Collecting evidence from a variety of sources.
Making sense of evidence in a variety of ways.
Formulating convincing scientific arguments.

Is your school implementing the domain model? Click here.

Program structure

Scope and sequence

Unit types

Each unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, while also serving a unique purpose.

In grades 6–8, there are three types of units:

One unit is a launch unit.
Three units are core units.
Two units are engineering internships.

Launch units

Core units

Engineering Internship units

Units at a glance

Microbiome

Metabolism

Domain: Life Science

Unit type: Core

Student role: Medical researchers

Phenomenon: Elisa, a young patient, feels tired all the time.

Metabolism Engineering Internship

Traits and Reproduction

Thermal Energy

Domain: Physical Science

Unit type: Core

Student role: Thermal scientists

Phenomenon: One of two proposed heating systems for Riverdale School will best heat the school.

Ocean, Atmosphere, and Climate

Weather Patterns

Earth’s Changing Climate

Domains: Earth and Space Science, Life Science

Unit type: Core

Student role: Climatologists

Phenomenon: The ice on Earth’s surface is melting.

Earth’s Changing Climate Engineering Internship

Geology on Mars

Plate Motion

Plate Motion Engineering Internship

Rock Transformations

Phase Change

Force and Motion Engineering Internship

Chemical Reactions

Populations and Resources

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The size of the moon jelly population in Glacier Sea has increased.

Matter and Energy in Ecosystems

Domains: Life Science, Earth and Space Science, Physical Science

Unit type: Core

Student role: Ecologists

Phenomenon: The biodome ecosystem has collapsed.

Harnessing Human Energy

Force and Motion

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: The asteroid sample-collecting pod failed to dock at the space station as planned.

Force and Motion Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Chemical engineering interns

Phenomenon: Designing emergency supply delivery pods with different structures can maintain the integrity of the supply pods and their contents.

Magnetic Fields

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: During a test launch, a spacecraft traveled much faster than expected.

Light Waves

Earth, Moon, and Sun

Natural Selection

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The newt population in Oregon State Park has become more poisonous over time.

Natural Selection Engineering Internship

Domains: Engineering Design, Life Science

Unit type: Engineering internship

Student role: Clinical engineers

Phenomenon: Designing malaria treatment plans that use different combinations of drugs can reduce drug resistance development while helping malaria patients.

Evolutionary History

Resources

Pilot support brochure for 6–8 (Integrated)

Unit phenomena for 6–8

Take a closer look at the unit phenomena featured in each grade level.

Classroom Slides for 6–8

Your new hands-free TG is coming soon! These PowerPoints for every lesson make t…

What’s so phenomenal about phenomena?

Learn actionable strategies that will help you implement 3-D teaching and learni…

Active reading in 6–8

Scientists read and write with purpose too.

Investigations for 6–8

Explore the types of investigations that take place in middle school classrooms….

Sims for 4–8

Approaches to assessment in 6–8

Learn about our middle school embedded assessments.

A closer look at grades K–2

Amplify Science is based on the latest research on teaching and learning and helps teachers deliver age-appropriate, high-quality, literacy-rich instruction that enables students to take on the roles of scientists and engineers to solve real-world phenomena every day.

In the K–2 classroom, this looks like students:

Collecting evidence from a variety of sources.
Making sense of evidence in a variety of ways.
Formulating convincing scientific arguments.

A collage shows science activities: toothpick structure, two kids reading, two kids pouring liquid into cups, and a light experiment with shadows.

Program structure

Our cyclical lesson design ensures students receive multiple exposures to concepts through a variety of modalities. As they progress through the lessons within a unit, their understanding gradually builds and deepens, ultimately leading to their ability to develop and refine increasingly complex explanations of the unit’s phenomenon.

It’s this proven program structure and lesson design that enables Amplify Science to teach less, but achieve more. Rather than asking teachers to wade through unnecessary content, we designed our K–2 program to address 100% of the NGSS in just 66 days.

Scope and sequence

Every year of our K–2 consists of 3 units and 66 total lessons. Said another way, each unit contains 20 lessons plus two dedicated assessment days (a Pre-Unit Assessment and End-of-Unit Assessment).

Lessons at grades K–1 are written for a minimum of 45-minutes, and grade 2 lessons are written for a minimum of 60-minutes—though teachers can expand or contract the timing to meet their needs.

Grid of nine educational subject cards for kindergarten, grade 1, and grade 2, each listing curriculum topics like "needs of plants and animals" and "engineering design" with lesson durations.

Unit types

While every unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, each unit also emphasizes a particular science and engineering practice.

In each grade K–2:

One unit emphasizes the practice of investigation.
One unit emphasizes the practice of modeling.
One unit emphasizes the practice of engineering design.

Investigation Units

Investigation units focus on the process of strategically developing investigations and gathering data to answer questions. Students are first asked to consider questions about what happens in the natural world and why, and are then involved in designing and conducting investigations that produce data to help answer those questions.

Modeling Units

Modeling units provide extra support to students engaging in the practice of modeling. Students use physical models, investigate with computer models, and create their own diagrams to help them visualize what might be happening on the nanoscale.

Engineering Design Units

Engineering design units provide opportunities for students to solve complex problems by applying science principles to the design of functional solutions, and iteratively testing those solutions to determine how well they meet preset criteria.

Units at a glance

Needs of Plants and Animals

Domains: Life Science, Earth and Space Science, Engineering Design

Unit type: Investigation

Student role: Scientists

Phenomenon: There are no monarch caterpillars in the Mariposa Grove community garden since vegetables were planted.

Pushes and Pulls

Domains: Physical Science, Engineering Design

Unit type: Engineering design

Student role: Pinball engineers

Phenomenon: Pinball machines allow people to control the direction and strength of forces on a ball.

Sunlight and Weather

Domains: Earth and Space Science, Life Science, Engineering Design

Unit type: Modeling

Student role: Weather scientists

Phenomenon: Students at Carver Elementary School are too cold during morning recess, while students at Woodland Elementary School are too hot during afternoon recess.

Animal and Plant Defenses

Domain: Life Science

Unit type: Modeling

Student role: Marine scientists

Phenomenon: Spruce the Sea Turtle lives in an aquarium and will soon be released back into the ocean, where she will survive despite ocean predators.

Light and Sound

Domains: Physical Science, Engineering Design

Unit type: Engineering design

Student role: Light and sound engineers

Phenomenon: A puppet show company uses light and sound to depict realistic scenes in puppet shows.

Spinning Earth

Domain: Earth and Space Science

Unit type: Investigation

Student role: Sky scientists

Phenomenon: The sky looks different to Sai and his grandma when they talk on the phone.

Plant and Animal Relationships

Domains: Life Science, Engineering Design

Unit type: Investigation

Student role: Plant scientists

Phenomenon: No new chalta trees are growing in the fictional Bengal Tiger Reserve in India.

Properties of Materials

Domains: Physical Science, Engineering Design

Unit type: Engineering design

Student role: Glue engineers

Phenomenon: Different glue recipes result in glues that have different properties.

Changing Landforms

Domain: Earth and Space Science

Unit type: Modeling

Student role: Geologists

Phenomenon: The cliff that Oceanside Recreation Center is situated on appears to be receding over time.

Resources

Pilot support brochure for K–2

Unit phenomena for K–5

Take a closer look at the unit phenomena featured in each grade level…

Classroom Slides for K–5

Meet your new hands-free TG! These PowerPoints for every lesson make teaching sc…

What’s so phenomenal about phenomena?

Learn actionable strategies that will help you implement 3-D teaching and learni…

Literacy-rich instruction in K–5

Scientists read and write with purpose too.

Student Books in K–5

Read a summary of each of our Student books.

Investigations for K–5

Explore the types of hands-on investigations that take place in K–5 classrooms.

The CER model for K–5

Learn how we integrate the Science and Engineering Practices (SEPs) into daily i…

Approaches to assessment in K–5

Learn about our embedded assessments.

Logotipo de la Cumbre de Liderazgo en Matemáticas 2020, patrocinada por Amplify. Presenta formas geométricas y texto estilizado "2020" sobre un fondo blanco.

Join us!

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March 2–4

The US Grant Hotel, San Diego

About the event

Join us for two days of interactive and inspirational talks with math education leaders from around the country to discuss where math education is headed. Meet like-minded K–12 leaders as well as change-makers from major universities, EdTech companies, and professional learning organizations dedicated to improving teacher experiences and student outcomes in mathematics.

We’re hosting an optional pre-conference workshop featuring Patrick Callahan and Chris Weber on Monday, March 2. The pre-conference starts at 12 p.m.

What to expect:

Two full days of keynote and breakout sessions covering a variety of K–12 math topics
Sessions led by district leaders sharing their work to raise math achievement
Evening networking events
Engaging speakers with a variety of expertise
Insights you can put to use in your district immediately

Meet a few of our speakers

Use this version when there are multiple presenters.

Jason Zimba

Founding Partner of Student Achievement Partners

Lead writer of the Common Core State Standards for Mathematics

Sunil Singh

Founding Partner of Student Achievement Partners

Lead writer of the Common Core State Standards for Mathematics

Christina Lincoln-Moore

Founding Partner of Student Achievement Partners

Lead writer of the Common Core State Standards for Mathematics

Meet our featured presenter

Use this version when there is only one presenter, rather than many.

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Natalie Wexler

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Event agenda

Monday, March 2

Arrivals

Pre-conference workshop featuring Chris Weber and Patrick Callahan

Sessions begin at 1 p.m. Pacific and include:

Adult and Student Mindsets and Math Supports
Enhanced Mathematics

3:00 p.m. Hotel check-in available

6:00 p.m. Welcome reception and dinner

Tuesday, March 3

8:30 a.m. Sessions begin

Sessions include:

Math milestones with Jason Zimba
Unfinished learning with Phil Daro
Powerful moments in math class with Mike Flynn
Utilizing math history to embrace equity, failure, and authentic problem-solving in leadership communities with Sunil Singh
Radical change in high school mathematics: Addressing wicked problems of tracking, acceleration, and curricular change with Mike Steele

6:30 p.m. Evening event

Wednesday, March 4

8:30 a.m. Sessions begin

Sessions include:

Embedding problem-solving into your curriculum with Fawn Nguyen
Writing in mathematics: The power of mathematics explanations with Jessica Balli
Talk Number 2 Me: Mathematics and mindfulness with Christina Lincoln-Moore
Writing in mathematics: The power of mathematical explanations with Patrick Callahan

4:00 p.m. Departures

Submit the form to register for the event!

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The fine print

While we’ve made every effort to ensure that this invitation is consistent with the gift and ethics rules adopted by most jurisdictions, we recognize that many public officials are subject to rules that do not permit acceptance of this offer or require approval of other officials at your agency. If you do plan to attend our event, please ensure that acceptance of our invitation is fully compliant with your local rules regarding travel, lodging, and meals for events with vendors. Please let us know if we can provide any additional information to support your determination.

Core curriculum programs

We strive to create low floors and high ceilings for students in our core curriculum programs, to borrow a phrase from learning theorist and Massachusetts Institute of Technology professor Seymour Papert. In other words, we engage all students with challenging content by creating multiple entry points and different modalities to access the content. We also empower teachers with tools to provide robust scaffolding and differentiated instruction (the stairs to climb up to the high ceiling), to ensure that all of their students can fully engage with rigorous subject matter.

See what the evaluators at EdReports have to say about Amplify’s high-quality core curriculum.

Two students in school uniforms focused on writing in their notebooks at a classroom desk during a science lesson.

Illustration of a bear on a rock overlooking a mountain landscape with a badge overlay reading "read the report EdReports review year 2011.

Amplify CKLA

Using a fundamentally different approach to language arts, Amplify Core Knowledge Language Arts (CKLA) is a PreK–5 program that sequences deep content knowledge with research-based foundational skills. CKLA met expectations and received green ratings from EdReports. Learn more about the program.

Read the review on EdReports

Amplify ELA

Built specifically for middle school, Amplify ELA is an interactive core curriculum that engages students by bringing complex texts to life. ELA received near-perfect scores from EdReports. Learn more about the program.

Read the review on EdReports

Two teenagers wearing safety goggles conduct a science experiment with beakers and liquids on a table, under an "EdReports 2020 Review" text banner.

Amplify Science

Amplify Science empowers students to think, read, and write like real scientists and engineers. Amplify Science K–8 received all-green ratings in EdReports’ review of national science curricula. Learn more about the program.

Read the review on EdReports

Amplify Desmos Math

Coming soon: Amplify Desmos Math is designed around the idea that a core math curriculum needs to serve 100 percent of students in accessing grade-level math every day. The program delivers engaging math lessons that are easier to teach, collaborative problem-solving experiences both online and off, and data that drives performance. (Amplify Desmos Math grades K–Algebra 1 are available to pilot starting back-to-school 2024.)

Leer la reseña en EdReports

amplify math middle schoolers in classroom

Ready to learn more?

Fill out this form, and we’ll be in touch with you shortly.

We are middle school.

Amplify ELA was designed to respond to the distinct opportunities and challenges faced by middle school students and teachers. It was conceived to support middle school students at this critical developmental moment.

The program helps teachers ensure that skills are taught, standards are covered, and the test is prepped—and it does this work in the background so that teachers can spend their time bringing text to life and providing each student the right instruction at the right time. Request a sample to take a closer look.

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Overview

A teacher stands in front of a classroom while students, seated at desks with laptops, raise their hands eagerly.

Amplify ELA is a blended curriculum designed for middle school students and teachers. It provides:

An engaging digital program with comprehensive print materials, including Teacher Editions, Student Editions, and Writing Journals for grades 6–8.
A year’s worth of instruction for each grade.
Complex, content-rich literary and informational texts.
Differentiation that supports all students with reading complex texts, and an interactive eReader with an array of multimedia tools.
Embedded assessments that allow for uninterrupted instructional time.
The Amplify Library—a digital collection of more than 650 full-length texts.

Why Amplify?

We designed every Amplify ELA lesson to help teachers teach the essential skills of reading, writing, speaking, and listening, in a classroom where students thrive academically, socially, and emotionally.

We use six proven pedagogical approaches to help teachers build a literate community in every middle school classroom:

1. Critical and collaborative engagement

With Amplify ELA, students engage with learning because they engage with each other. Amplify ELA fosters a classroom community that thrives on a wide range of student observations. The lessons immerse students in interactive close reading activities and cognitively challenging work, and keep them engaged through a variety of collaborative activities.

2. Integrated approach to target all standards

Every lesson requires students to work across multiple learning objectives—reading, writing, speaking, and listening—while focusing on one primary standard. Result: students work with complex texts that demand working across standards, while receiving instruction focused on building a specific skill.

3. Text at the center

Amplify puts complex text at the center of every lesson and activity to develop the critical capacities and build the vocabulary, knowledge, and skills students need to succeed in middle school, high school, and beyond. Great texts spark curiosity, reveal layered meanings, reflect a diversity of perspectives and identities, and cultivate meaningful conversation and reflection.

4. Multimodal and strategic technology

Activities harness multiple learning modes, using media tools, digital apps, and a variety of visual and physical experiences to strategically support and enhance student learning.

5. High expectations and strong supports

Strong supports built in at all levels give every student a chance to meet the highest possible expectations. Struggling readers, students ready for advanced work, English language learners: all can take on the challenge of rigorous work while data delivery and digital tools allow teachers to ensure progress.

6. Timely feedback and actionable data

Formative assessment measures and targeted feedback tools are embedded in every lesson. Result: teachers can make timely decisions about instructional strategy and provide the guidance students need to thrive as readers and writers.

What teachers are saying about Amplify ELA

“It was engaging for students, fun and easy to teach, and led to deeper discussions and written responses than I have seen in a long time! The embedded differentiation helped ensure students had just the right amount of challenge/supports. I wish I had this earlier in my teacher career!”

Ashley

Teacher

What teachers are saying about Amplify ELA

“Amplify has put it all together in one place so we can hook our kids with engaging material, then track how well they’re performing.

Brent

Principal

What teachers are saying about Amplify ELA

“Amplify uses technology to enhance best practices, not instead of best practices. It is multimodal and encourages movement, readers theater, writing, drawing, etc… It isn’t just a series of copied pdfs and worksheets made digital.”

Karen

Teacher

Blended model

Amplify ELA’s new blended curriculum can be used in classrooms with limited access to devices, allowing teachers to make choices about when their students use devices without compromising learning or full standards coverage.
Amplify ELA’s blended approach keeps a strong connection between print and digital by having the teacher project uniquely digital moments as students work in their print Student Editions and Writing Journals. This approach works when Wi-Fi or devices are unavailable for both brief or extended periods of time.

Resources

Program guide

This guide will tell you everything you need to know about Amplify ELA, includin…

Grade overviews

Explore the texts included in each unit and their level of complexity.

Formative and summative assessments…

Learn about our embedded assessments, reporting tools, and feedback system.

Common Core State Standards alignme…

Common Core State Standards unit level standards alignment.

Principles of true middle school en…

Learn actionable strategies that will help you in supporting students to meet ke…

Professional Development

View offerings that are designed to meet the unique needs of teachers and instru…

Try Amplify ELA

Ready to take a closer look at Amplify ELA? No problem. Just complete the form to get immediate access to:

Digital: trial that includes two units per grade level
Print: preview of Teacher Edition

How to implement the Science of Reading in your classroom today

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

10 books to get you started with the Science of Reading

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:

Decoding: The ability to recognize words in print, which includes phonics and phonemic awareness.
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:

Transcription: The physical act of writing, including handwriting, spelling, and typing.
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:

Listen: Science of Reading: The Podcast: The Simple View of Reading with Laurence Holt
Follow @amplify.education on Instagram for reading resources and information
Read: “Science of Reading principles that guide early literacy”

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

Solicitar muestras

Los resultados son fruto del conocimiento previo

AMPLIFY CKLA

38,000+

Salones de clase

2,700,000+

Estudiantes

Estados de EE. UU. y D.C.

Revisado de forma independiente y rigurosa

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

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

Adopta una metodología demostrada de adquisición de conocimientos

Creado en colaboración con la Core Knowledge Foundation

CONOCER MÁS SOBRE LA CORE KNOWLEDGE FOUNDATION

Cultivar la alfabetización bilingüe con programas paralelos en inglés y español

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

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.

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:

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mCLASS

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

See All Programs

Amplify CKLA Fairfax, VA

#1 most adopted California NGSS curriculum

Amplify Science California is a brand-new TK–8 curriculum built for the California NGSS. It also happens to be the most adopted science curriculum so far—out of 17 state-approved programs to choose from. We feel pretty honored to be the science curriculum partner of choice for so many districts. Find out what makes our program so phenomenal by exploring this site at your own pace.

Una computadora portátil muestra una diapositiva titulada "Lección 2.1: Introducción a la entrada y salida de energía". Al lado, hay un libro de texto cuya portada presenta diversos personajes animados y el lanzamiento de un cohete.

Overview

With Amplify Science California, students don’t just passively learn about science concepts. Instead, they take on the role of scientists and engineers to actively investigate and figure out real-world phenomena. They do this through a blend of cohesive and compelling storylines, hands-on investigations, collaborative discussions, literacy-rich activities, and interactive digital tools.

Listen to these educators share how the program empowers students to think, read, write, and argue like real scientists and engineers every day.

Grades K–5

Grades 6–8

Our approach

At the heart of Amplify Science California is our goal of helping students make the shift from learning about to figuring out scientific concepts. As they collect evidence, students actively work to construct a deeper and more complex understanding of each unit’s anchor phenomenon.

Throughout the Amplify Science California curriculum, students actively share and discuss evidence and work together to determine what claim the evidence supports. As they collaborate and engage in debate, they are practicing vital aspects of constructing explanations and argumentation, such as:

Deeply understanding evidence
Working with others to understand the meaning of evidence
Convincing others that their claim is the most sound
Providing logical reasoning to support their claims

Diagrama de flujo que ilustra un proceso de aprendizaje: aprender sobre un problema, recopilar evidencia, construir argumentos y aplicar la comprensión. La evidencia y el razonamiento conducen a una afirmación.

Why choose Amplify Science California?

Amplify Science California isn’t a traditional textbook program. Rather, it’s a next-generation curriculum designed to support a shift to a whole new way of teaching science. If your district is interested in making a successful and lasting transition to the California NGSS, Amplify Science California is a program that you can choose with confidence.

Newly built for the California NGSS

Unlike other companies that retrofitted an existing program, we built Amplify Science California from the ground up. That means that every unit, every chapter, every lesson, and every activity was newly crafted to deliver true three-dimensional learning that works. Said another way, our program didn’t exist until after the California NGSS Framework was complete.

Authored by California’s leading science education experts

Amplify Science California was developed by the science education experts at UC Berkeley’s Lawrence Hall of Science and the digital learning team at Amplify. As the Hall’s first curriculum designed to address the California NGSS, Amplify Science California reflects state-of-the-art practices in science teaching and learning.

Proven effective (for ELs, too!)

Grounded in research, proven effective, and classroom-tested—Amplify Science California was designed to work, and it does. Simply put: Students who use our science curriculum outperform their peers. That’s because our instructional design is rooted in UC Berkeley’s Do, Talk, Read, Write, Visualize approach, which has been backed by three gold-standard studies, efficacy research, and extensive field testing.

What’s more, learners who used this approach outperformed their English Learner peers in literacy skills and science content knowledge. Just check out the results to the left!

Easier lesson delivery with our new hands-free TG

With our new Classroom Slides, you can put down the Teacher’s Guide and focus on what matters most—your students. These lesson-specific PowerPoints make delivering daily instruction a snap with embedded links to related resources and suggested teacher talk in the Notes section of each slide. Classroom Slides are now available for Grades K-5 and will be ready for Grades 6-8 for the 2020-2021 school year!

Student resources in the format you choose

With more flexible implementation options at Grades 6-8, Amplify Science California suits every budget. Districts can now mix and match the following components to create their preferred student experience:

A new hardcover Student Edition

A new 2-volume consumable Student Investigation Notebook Set

Our current 9-volume consumable Student Investigation Notebook Set

Our digital student experience for reading articles and completing classwork

Built with affordability and manageability in mind

Amplify Science California helps your dollars stretch farther with more materials than any other program. Our K–5 kits support up to 36 students at a time, and include enough materials for a total of 72 student uses. Our 6–8 kits support up to 40 students at a time and include enough materials for a total of 200 student uses. What’s more, only 7 of the 27 units at this level require refills. For many California NGSS classrooms, that can equate to two years of use per grade level.

More materials also means more manageable and effective small-group instruction. Unlike other programs that require students to work in large groups of 8-9 students each, we give you enough materials to support up to 8 small groups of 4-5 students each.

No more waiting for new features

Other publishers require you to wait for program updates until the next revision—even if it’s six years away. That’s not the case with Amplify Science California. We’re committed to supporting your continued success with the California NGSS for the duration of your adoption period, which includes making digital updates and platform enhancements available to you in real time through our platform.

What educators say

“I just wanted to let you know how awesome the new slides are. I’m so appreciative of the work that it took to include them in the program. When used by a teacher in ‘presenter’ mode, they make teaching the lessons so much easier and seamless. It’s incredible!”

Lisa Lisle

Goleta USD

What educators say

“I just wanted to let you know that I am LOVING teaching this Natural Selection unit. This simulation is UNBELIEVABLE! We are on day 4 and the kids are loving it. One of my ADD kiddos even came in—during break time—to set up a scenario where he made the Ostralopes super hairy and then made it warm to see how they adapt! The slow, meaningful build of the concepts is SO awesome. I showed my principal and our instructional technology director what we were doing today, and they were blown away. Thank you!”

Kathy Blakemore

Grade 8 teacher, Lake Elsinore USD

What educators say

“It has been an absolute joy to work with Amplify these last two years…[the] data impact alone for English Language Arts has been astronomical! The student scores in ELA substantially increased compared to the other 4th and 5th grade rooms, thanks to the ELA embedded curriculum within Amplify Science.”

Kelly Young

Grade 5 teacher, San Diego USD

Welcome to the Amplify CKLA 3rd Edition program review site!

Amplify Classroom crosswalk

Amplify Classroom is a teaching and learning platform offering free digital lessons and lesson-building tools. Our free lessons include ones from our core K–12 math curriculum, Amplify Desmos Math, and can be used alongside any core math program. Here are a few crosswalk collections to popular programs.

Free Amplify Desmos Math K–12 lessons aligned to your core program!

Text on image: "Amplify Desmos Math lessons correlated to Big Ideas Math (2015 version).

Ready to learn more?

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

Amplify Classroom crosswalk

Free Amplify Desmos Math K–12 lessons aligned to your core program!

Ready to learn more?

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

Thank you for attending Amplify’s Impact Forum in Brooklyn!

We look forward to working with all the attending districts as you bring your change ideas back to your district.

if you have any questions, please email us at cfer@amplify.com.

Tools for Literacy Classrooms

Doug Lemov and Colleen Driggs

View videos

Using Improvement Science

Sharon Greenberg

Early Education and the Brain: Making Novel Connections

Bruce McCandliss

The Case of Curriculum

Robert Pondiscio

Getting Clear About the Goal: What Is Third-Grade Reading?

Elfrieda “Freddy” Hiebert

The Now, Days 1 and 2

Rebecca Goldberg, Alison Fuller, and Macharva Housley (Bellwether Education Partners)