Amplify CKLA Review for Alabama
CKLA – Knowledge Research Units for K–5
Introducing new units for Amplify CKLA and Amplify Caminos K–5
As part of our commitment to creating even richer and more wide-ranging curricula, we are excited to release six new units for both Amplify CKLA and Amplify Caminos!
About these units
Our brand-new Knowledge Research units carry forward the powerful and proven instructional approach of both Amplify CKLA and Amplify Caminos while also:
- Adding more variety to engage students from many walks of life. The rich topics and highly visual components featured in these units provide students with even more “windows and mirrors” and perspectives as they work to build knowledge.
- Adding more authentic literature. Each new research unit revolves around a collection of high-interest authentic trade books that will spark more curiosity and inspire more inquiry.
- Adding more flexibility. Units can be implemented for extended core instruction during flex periods, district-designated Pausing Points, or enrichment periods.
Units cover a variety of rich and relevant topics:
With these new units, students will soar to new heights with Dr. Ellen Ochoa, Amelia Earhart, and the Tuskegee Airmen. They’ll feel the rhythm as they learn about Jazz legends Miles Davis, Tito Puente, and Duke Ellington. And they’ll explore the far reaches of the world with Jacques Cousteau, Matthew Henson, and Eugenie Clark.
- Grade K: Art and the World Around Us/El arte y el mundo que nos rodea
- Grade 1: Adventure Stories: Tales from the Edge of the World/Cuentos de aventuras: relatos desde los confines de la Tierra
- Grade 2: Up, Up, and Away: The Age of Aviation/¡A volar! La era de la aviación
- Grade 3: All That Jazz/Jazz y más
- Grade 4: Energy: Past, Present, and Future/Energía: pasado, presente y futuro
- Grade 5: Beyond Juneteenth: 1865 to present/Más allá de Juneteenth: de 1865 al presente
Units are available in English and Spanish, and will include the following components:
- Teacher Guide
- Student Activity Books
- Image Cards
- Trade Book Collection
- Digital Components (grades K–3 and 5)
Grade K: Art and the World Around Us/El arte y el mundo que nos rodea
“Every child is an artist,” said Picasso, meaning that every child uses art to explore and understand the world around them. Art and the World Around Us honors that truth by introducing Kindergarten students to some of the ways in which artists have explored and understood the worlds around them, too.
This domain introduces students to artists from different time periods, countries, and cultures. Throughout the unit, students learn about different kinds of art and how artists use the world around them as they make art. They also connect this to what they have already learned about the earth, plants, and animals in other Amplify CKLA and Amplify Caminos domains: Farms/Granjas, Plants/Plantas, and Taking Care of the Earth/Cuidar el planeta Tierra. In addition, students connect this to what they have learned about sculptors in the Presidents and American Symbols/Presidentes y símbolos de los Estados Unidos domain. As they explore different artists and artistic traditions, they develop their ideas about how humans are connected to each other and to the world around them.
As you read the texts in this unit, students may observe ways in which the characters or subjects are both similar to and different from students. This is a good opportunity to teach students awareness and sensitivity, building on the idea that all people share some things in common, and have other things that make them unique. This unit also offers an excellent opportunity to collaborate with your school’s art teacher, as many lessons have suggested activities to help students understand the kind of art they are studying.
Within this unit, students have opportunities to:
- Use details to describe art.
- Identify three ways to create art.
- Identify characteristics of cave art.
- Sequence the steps of making pottery.
- Describe how artists can create work connected to the world around them.
- Describe what makes Kehinde Wiley’s portraits unique.
- Explain how the texture of a surface can affect artwork created on it.
- Explain what a sculpture is.
- Describe what makes James Turrell’s artwork about the sky unique.
- Explain what a museum is and what kinds of things you can see or do there.
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.
- The First Drawing by Mordicai Gerstein
- Van Gogh and the Sunflowers by Laurence Anholt
- My Name is Georgia by Jeanette Winter
- A Life Made by Hand by Andrea D’Aquino
- Rainbow Weaver by Linda Elovitz Marshall
- Luna Loves Art by Joseph Coelho
Grade 1: Adventure Stories: Tales from the Edge of the World/Cuentos de aventuras: relatos desde los confines de la Tierra
This domain introduces students to adventure stories set around the world and challenges students to dig into the adventures through research. By listening to the Read-Alouds and trade books, students increase their vocabulary and reading comprehension skills, learn valuable lessons about perseverance and teamwork, and become familiar with gathering information for research.
In this unit, students study the careers of real-world explorers Dr. Eugenie Clark and Sophia Danenberg, marvel at the inventions of Jacques Cousteau, think critically about how teamwork and collaboration can make greater adventures possible, learn about the science and technology that enable adventures, and research some of the ways humans have confronted challenges at the edges of the world, from the oceans below to space above.
Each lesson in the domain builds students’ research skills as they ask questions, gather information, and write a paragraph about their findings. Students share what they have learned about adventures in an Adventure Gallery Walkthrough. By taking on the persona of one of the adventurers they meet in the Read-Alouds and trade books, students deliver their final paragraphs as if they are a “speaking portrait” of that person. Students are invited to dress up as that adventurer if they desire.
In addition, teachers can set aside time outside of the instructional block to create the picture frames students will hold as they present to the Adventure Gallery Walk guests. Frames can be made from shirt boxes, cardboard, construction paper, or any art supplies that are on hand. This might be an opportunity to collaborate with the school’s art department if resources are available. Another option is to ask students to make their frames at home with their caregivers. On the day of the Adventure Gallery Walk, students will be the hosts and take on specific jobs, such as welcoming the guests, describing their work throughout the unit, and pointing out the areas of study on the domain bulletin board. You can find a complete list of student jobs in Lesson 13.
This unit builds upon the following Amplify CKLA and Amplify Caminos units that students will have encountered in the previous grade.
- Nursery Rhymes and Fables/Rimas y fábulas infantiles (Kindergarten)
- Stories/Cuentos (Kindergarten)
The specific core content targeted in these domains is particularly relevant to the Read-Alouds students will hear in Adventure Stories: Tales from the Edge of the World. The background knowledge students bring to this unit will greatly enhance their understanding of the trade books used in this unit.
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.
- My Name is Gabito/Me llamo Gabito by Monica Brown
- Tomas and the Galápagos Adventure by Carolyn Lunn
- The Astronaut with a Song for the Stars: The Story of Dr. Ellen Ochoa by Julia Finley Mosca
- Mae Among the Stars by Roda Ahmed
- Shark Lady: The True Story of How Eugenie Clark Became the Ocean’s Most Fearless Scientist by Jess Keating
- Manfish by Jennifer Berne
- Keep On! The Story of Matthew Henson, Co-Discoverer of the North Pole by Deborah Hopkinson
- The Top of the World: Climbing Mount Everest by Steve Jenkins
Grade 2: Up, Up, and Away: The Age of Aviation/¡A volar! La era de la aviación
With this domain, students head up, up, and away with an introduction to the soaring history of aviation. Students learn the stories of early aviators, such as the Montgolfier brothers, the Wright brothers, Aída de Acosta, and Amelia Earhart.
During the unit, students study the science of flight, including the physics concept of lift, and research the social impacts of the world of flight. Finally, students let their research skills take flight as they explore key figures from the world of aviation.
The lessons in this domain build on earlier Grade 2 CKLA and Amplify Caminos domains about the westward expansion, early Greek civilizations, and Greek myths, and lay the foundation for learning about other periods of world history in future grades.
This unit builds upon the following Amplify CKLA and Amplify Caminos units that students will have encountered earlier in the year.
- The Ancient Greek Civilization/La civilización griega antigua (Grade 2)
- Greek Myths/Mitos griegos (Grade 2)
- Westward Expansion/La expansión hacia el oeste (Grade 2)
The specific core content targeted in these domains is particularly relevant to the Read-Alouds students will hear in Up, Up, and Away: The Age of Aviation. The background knowledge students bring to this unit will greatly enhance their understanding of the trade books used in this unit.
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.
- Up and Away!: How Two Brothers Invented the Hot-Air Balloon by Jason Henry
- The Glorious Flight: Across the Channel with Louis Blériot by Alice and Martin Provensen
- The Flying Girl: How Aída de Acosta Learned to Soar by Margarita Engle
- Wood, Wire, Wings: Emma Lilian Todd Invents an Airplane by Kirsten Larson
- Helicopter Man: Igor Sikorsky and His Amazing Invention by Edwin Brit Wyckoff
- The Tuskegee Airmen Story by Lynn Homan and Thomas Reilly
- Skyward: The Story of Female Pilots in WWII by Sally Deng
- Aim for the Skies: Jerrie Mock and Joan Merriam Smith’s Race to Complete Amelia Earhart’s Quest by Aimee Bissonette
Grade 3: All That Jazz/Jazz y más
This domain teaches students about the vibrant music, poetry, and culture of the Jazz Age in the United States. Students learn about famous writers and musicians like Langston Hughes, Louis Armstrong, Billie Holiday, Melba Liston, Tito Puente, and Miles Davis. They study how the jazz art form took root in the South, then spread to the North to become the sound of the Harlem Renaissance, eventually connecting people around the world in musical expression.
During this unit, students perform guided research to further explore both the history of jazz and what jazz is today. They develop research skills and then use those skills to find deeper connections between the stories and music of the Jazz Age and music today. As students learn about the world of jazz, they collaborate and share ideas with their classmates. They also practice sharing feedback focused on their written work, and, at the end of the unit, students present their research to the group.
The lessons give students opportunities to dive into the rhythms and stories of jazz, utilizing the knowledge sequence in this unit to:
- Collaboratively generate research questions about jazz, jazz musicians, contemporary musicians from the state where they live or have lived, and the evolution of jazz music.
- Utilize Read-Alouds, independent reading, and partner reading to learn about the Jazz Age, the Harlem Renaissance, jazz music, and biographies of celebrated jazz musicians and writers.
- Research the answers to their generated questions, gather information, write a short research essay about a famous jazz musician, write a short essay about a contemporary musician from the state where they live or have lived, and give a presentation about their research.
Within this unit, students have opportunities to:
- Ask relevant questions and make pertinent comments
- Identify details in texts
- Determine key ideas of texts by evaluating details
- Make text-based inferences
- Generate questions based on prior knowledge and gathered information
- Synthesize details across texts to demonstrate comprehension
- Discuss and explain an author’s purpose
- Identify and cite reliable primary and secondary sources of information
- Compose a well-organized and focused informative essay
- Make connections between topics
- Present information using appropriate media
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.
- Birth of the Cool: How Jazz Great Miles Davis Found His Sound by Kathleen Cornell Berman
- Little Melba and Her Big Trombone by Kathryn Russell-Brown
- Benny Goodman and Teddy Wilson: Taking the Stage as the First Black and White Jazz Band in History by Lesa Cline-Ransome
- Tito Puente, Mambo King by Monica Brown
- Drum Dream Girl: How One Girl’s Courage Changed Music by Margarita Engle
- Duke Ellington: The Piano Prince and His Orchestra by Andrea Pinkney
In this unit, students also read the poem “Harlem” by Langston Hughes. (Available for free through the Academy of American Poets website and the Poetry Foundation website, with recorded audio available through the website for John Hancock College Preparatory High School.)
Grade 4: Energy: Past, Present, and Future/Energía: pasado, presente y futuro
With this domain, students become tomorrow’s problem solvers in this study of energy in the United States. Analytical reading skills are developed by examining the challenges of early energy innovators. Students then read about current energy practices and young energy change-makers across the world.
Throughout the unit, students conduct research into different sources of energy and present a proposal, putting them in the shoes of future energy innovators. They also use the knowledge sequence in this unit to:
- Collaboratively analyze texts to identify cause-effect and problem-solution relationships.
- Generate questions and conduct research about energy.
- Write an opinion essay making their case for a fuel of the future.
- Create energy proposals using primary and secondary resources.
This unit builds upon the following Amplify CKLA units that students will have encountered in previous grades as well as earlier in the year.
- Plants/Plantas (Grade K)
- The History of the Earth/La historia de la Tierra (Grade 1)
- Eureka! Student Inventor/¡Eureka! El arte de la invención (Grade 4)
The specific core content targeted in these domains is particularly relevant to the Read-Alouds students will hear in Energy: Past, Present, and Future. The background knowledge students bring to this unit will greatly enhance their understanding of the trade books used in this unit.
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.
- Buried Sunlight: How Fossil Fuels Have Changed the Earth by Molly Bang and Penny Chisholm
- Energy Island: How One Community Harnessed the Wind and Changed their World by Allan Drummond
- The Boy Who Harnessed the Wind: Picture Book Edition by William Kamkwamba and Bryan Mealer
Grade 5: Beyond Juneteenth: 1865 to present/Más allá de Juneteenth: de 1865 al presente
Within this domain, Students learn about General Granger’s announcement in Galveston, Texas on June 19, 1865, a day marked in history as Juneteenth. Texts and multimedia sources will support foundational knowledge-building about the end of slavery in the United States. A review of the first freedom announcement, President Lincoln’s Emancipation Proclamation, provides students with background knowledge to further emphasize the significance of Juneteenth in American history.
This unit also takes students on a journey beyond Juneteenth, as they study specific contributions of African Americans from 1865 to the present day. Students participate in a virtual field trip to Emancipation Park in Houston, Texas and use the knowledge sequence in this unit to:
- Collaboratively generate research questions about Juneteenth, The Great Migration, innovators and inventors, education, the humanities, activists, and allies.
- Use Read-Alouds, independent, and partner reading to learn about African American contributions from 1865 to the present.
- Research to find answers to their generated questions, gather information, and write a four-chapter Beyond Juneteenth book.
This unit builds upon the following Amplify CKLA units that students will have encountered in previous grades.
- Native Americans/Los nativos americanos (Grade K)
- A New Nation: American Independence/Una nueva nación: la independencia de los Estados Unidos
(Grade 1) - The U.S. Civil War/La Guerra Civil de los Estados Unidos (Grade 2)
- Immigration/La inmigración (Grade 2)
- Native Americans/Los nativos americanos (Grade 5)
The specific core content targeted in these domains is particularly relevant to the Read-Alouds students will hear in Beyond Juneteenth: 1865 to present. The background knowledge students bring to this unit will greatly enhance their understanding of the trade books used in this unit.
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.
- All Different Now: Juneteenth, the First Day of Freedom by Angela Johnson
- The Great Migration: An American Story by Jacob Lawrence
- Sing a Song: How “Lift Every Voice and Sing” Inspired Generations by Kelly Starling Lyons
- Side by Side/ Lado a lado: The Story of Dolores Huerta and Cesar Chavez/ La Historia de Dolores Huerta y Cesar Chavez by Monica Brown
- Of Thee I Sing: A Letter to My Daughters by Barack Obama
Amplify and SFUSD Partnership
We recognize and respect the unique differences of each of our partnering districts—and that includes San Francisco USD.
Out of the box, Amplify Caminos offers districts a rich, comprehensive, research-based SELA experience. That said, no two districts are exactly alike. To that end, we are committed to working with San Francisco USD to ensure that Amplify Caminos addresses the needs of your community. This includes providing implementation guidance and support, as well as collaborating with your staff to determine which domains need to be modified or exchanged.
What is Amplify Caminos?
Amplify Caminos is a core Spanish language arts program for grades TK–5 that delivers:
- Authentic instruction built from the ground up for the Spanish language.
- A unique research-based approach truly built on the Science of Reading.
- A combination of explicit foundational skills with meaningful knowledge-building.
- Embedded support and differentiation that gets all students reading grade-level texts together.
- Opportunities for students to see the strengths and experiences that all people share while also celebrating each others’ unique identities and experiences.
Watch the video below to learn more about Amplify Caminos for Grades K–2.
Watch the video below to learn more about Amplify Caminos for Grades 3–5.
How does Amplify Caminos work?
Amplify Caminos is built on the science of how kids learn to read—in Spanish.
Amplify Caminos is all about helping you teach students how to read, all while giving them authentic and engaging reasons to read. That’s why Amplify Caminos develops foundational skills and builds knowledge in tandem.
- Knowledge: Through complex and authentic Spanish read-alouds with an emphasis on classroom interactivity, oral comprehension, and contextual vocabulary, students start to build their awareness of the world around them—and the way the reading skills they’re building give them access to it.
- Skills: Starting with the sounds at the core of the Spanish
language, students practice their phonemic awareness, handwriting skills, vocabulary, spelling, and grammar. Through daily practice, students become aware of the connection between reading and writing, building confidence as they go.
Respecting the development differences between grade ranges, Amplify Caminos teaches foundational skills and background knowledge as two distinct strands in grades K–2, and combines them into one integrated strand in grades 3–5.
Grades K–2:
Every day, students in grades K–2 complete one full lesson that explicitly and systematically builds foundational reading skills in the Amplify Caminos Lectoescritura strand, as well as one full lesson that builds robust background knowledge to access complex text in the Amplify Caminos Conocimiento strand. Through learning in each of these strands, students develop the early literacy skills necessary to help them become confident readers and build the context to understand what they’re reading.
Grades 3–5:
In grades 3–5, the Amplify Caminos Lectoescritura and Conocimiento strands are integrated in one set of instructional materials. Lessons begin to combine skills and knowledge with increasingly complex texts, close reading, and a greater writing emphasis. Students can then use their skills to go on their own independent reading adventures.
What do Amplify Caminos students explore?
Amplify Caminos builds students’ knowledge about the world.
In addition to teaching all students to crack the written code (which is vital for equity), the Amplify Caminos program helps students see the strengths and experiences we all share while celebrating their own unique identities and experiences.
This is accomplished through the exploration of topics and text that feature people who resemble students and familiar situations or experiences while also exposing them to people whose appearances, lives, beliefs, and backgrounds differ from their own.
Engaging domains
Amplify Caminos builds knowledge coherently across subjects and grades.
Throughout the program, students use their skills to explore domains that relate to storytelling, science, and the history of our world as seen through the eyes of many different groups.
Carefully selected to build from year-to-year, our grade-appropriate topics help students make and deepen connections while also reading, writing, and thinking creatively and for themselves.
New Knowledge Research Units for Grades K–5
Our brand-new Knowledge Research units carry forward Amplify Caminos’ powerful and proven instructional approach while also:
- Adding more diversity. The rich topics and highly visual components featured in these units provide students with even more “windows and mirrors” and perspectives as they work to build knowledge.
- Adding more authentic literature. Each new research unit revolves around a collection of high-interest authentic trade books that will spark more curiosity and inspire more inquiry.
- Adding more flexibility. Units can be implemented for extended core instruction during flex periods, district-designated Pausing Points, or enrichment periods.
Units cover a variety of rich and relevant topics:
With these new units, students will soar to new heights with Dr. Ellen Ochoa, Amelia Earhart, and the Tuskegee Airmen. They’ll feel the rhythm as they learn about Jazz legends Miles Davis, Tito Puente, and Duke Ellington. And they’ll explore the far reaches of the world with Jacques Cousteau, Matthew Henson, and Eugenie Clark.
- Grade K: El arte y el mundo que nos rodea
- Grade 1: Cuentos de aventuras: relatos desde los confines de la Tierra
- Grade 2: ¡A volar! La era de la aviación
- Grade 3: Jazz y más
- Grade 4: Energía: pasado, presente y futuro
- Grade 5: Más allá de Juneteenth: de 1865 al presente
Units will be made available in English and Spanish, and will include the following components:
Why we added this unit:
“Every child is an artist,” said Picasso, meaning that every child uses art to explore and understand the world around them. El arte y el mundo que nos rodea honors that truth by introducing Kindergarten students to some of the ways in which artists have explored and understood the world around them.
This domain introduces students to artists from different time periods, countries, and cultures. Throughout the unit, students learn about different kinds of art and how artists use the world around them as they make art. They also connect this to what they have already learned about the earth, plants, and animals in other Caminos domains: Granjas, Plantas, and Cuidar el planeta Tierra. In addition, students connect this to what they have learned about sculptors in the Presidentes y símbolos de los Estados Unidos domain. As they explore different artists and artistic traditions, they develop their ideas about how humans are connected to each other and to the world around them.
As you read the texts in this unit, students may observe ways in which the characters or subjects are both similar to and different from students. This is a good opportunity to teach students awareness and sensitivity, building on the idea that all people share some things in common, even as they have other things that make them unique. This unit also offers an excellent opportunity to collaborate with your school’s art teacher, as many lessons have suggested activities to help students understand the kind of art they are studying.
Within this unit, students have opportunities to:
- Use details to describe art.
- Identify three ways to create art.
- Identify characteristics of cave art.
- Sequence the steps of making pottery.
- Describe how artists can create work connected to the world around them.
- Describe what makes Kehinde Wiley’s portraits unique.
- Explain how the texture of a surface can affect artwork created on it.
- Explain what a sculpture is.
- Describe what makes James Turrell’s artwork about the sky unique.
- Explain what a museum is and what kinds of things you can see or do there.
Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.
- Georgia O’Keeffe por Erica Salcedo
- Yayoi Kusama: De aquí al infinito por Sarah Suzuki
- Tejedora del arcoíris por Linda Elovitz Marshall
- Las tijeras de Matisse por Jeanette Winter
- El museo por Susan Verde
- Quizás algo hermoso: Cómo el arte transformó un barrio por F. Isabel Campoy
Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.
Why we added this unit:
This domain introduces students to adventure stories set around the world and challenges students to dig into the adventures through research. By listening to the Read-Alouds and trade books, students increase their vocabulary and reading comprehension skills, learn valuable lessons about perseverance and teamwork, and become familiar with gathering information for research.
In this unit, students study the careers of real-world explorers Dr. Eugenie Clark and Sophia Danenberg, marvel at the inventions of Jacques Cousteau, think critically about how teamwork and collaboration can make greater adventures possible, learn about the science and technology that enable adventures, and research some of the ways humans have confronted challenges at the edges of the world, from the oceans below to space above.
Each lesson in the domain builds students’ research skills as they ask questions, gather information, and write a paragraph about their findings. Students share what they have learned about adventures in an Adventure Gallery Walkthrough. By taking on the persona of one of the adventurers they meet in the Read-Alouds and trade books, students deliver their final paragraphs as if they are a “speaking portrait” of that person. Students are invited to dress up as that adventurer if they desire.
In addition, teachers can set aside time outside the instructional block to create the picture frames students will hold as they present to the Adventure Gallery Walk guests. Frames can be made from shirt boxes, cardboard, construction paper, or any art supplies that are on hand. This might be an opportunity to collaborate with the school’s art department if resources are available. Another option is to ask students to make their frames at home with their caregivers. On the day of the Adventure Gallery Walk, students will be the hosts and take on specific jobs, such as welcoming the guests, describing their work throughout the unit, and pointing out the areas of study on the domain bulletin board. You can find a complete list of student jobs in Lesson 13.
How this unit builds knowledge:
This unit builds upon the following Caminos units that students will have encountered in the previous grade.
- Rimas y fábulas infantiles (Kindergarten)
- Cuentos (Kindergarten)
The specific core content targeted in these domains is particularly relevant to the Read-Alouds students will hear in Cuentos de aventuras: relatos desde los confines de la Tierra. The background knowledge students bring to this unit will greatly enhance their understanding of the trade books used in this unit.
Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.
- My Name Is Gabito/Me llamo Gabito por Monica Brown
- Galápagos Girl/Galapagueña por Marsha Diane Arnold
- My Name Is Gabriela/Me llamo Gabriela por Monica Brown
- El viaje de Kalak por María Quintana Silva y Marie-Noëlle Hébert
- Señorita Mariposa por Ben Gundersheimer
- Sharuko, el arqueólogo peruano/Peruvian Archaeologist Julio C. Tello por Monica Brown
- Abuelita fue al mercado por Stella Blackstone
Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.
- Guía del maestro: Cuentos de aventuras: relatos desde los confines de la Tierra
- Cuaderno de actividades: Cuentos de aventuras: relatos desde los confines de la Tierra
- Tarjetas de imágenes: Cuentos de aventuras: relatos desde los confines de la Tierra
- Componentes digitales: Cuentos de aventuras: relatos desde los confines de la Tierra
Why we added this unit:
With this domain, students head up, up, and away with an introduction to the soaring history of aviation. Students learn the stories of early aviators, such as the Montgolfier brothers, the Wright brothers, Aida de Acosta, and Amelia Earhart.
During the unit, students study the science of flight, including the physics concept of lift, and research the social impacts of the world of flight. Finally, students let their research skills take flight as they explore key figures from the world of aviation.
The lessons in this domain build on earlier Grade 2 Caminos domains about the westward expansion, early Greek civilizations, and Greek myths, and lay the foundation for learning about other periods of world history in future grades.
How this unit builds knowledge:
This unit builds upon the following Caminos units that students will have encountered earlier in the year.
- La civilización griega antigua (Grade 2)
- Mitos griegos (Grade 2)
- La expansión hacia el oeste (Grade 2)
The specific core content targeted in these domains is particularly relevant to the Read-Alouds students will hear in ¡A volar! La era de la aviación. The background knowledge students bring to this unit will greatly enhance their understanding of the trade books used in this unit.
Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.
- ¡A volar! Todo sobre aviones por Jennifer Prior
- Amelia sabe volar por Mara dal Corso
- Héroes de la aviación que cambiaron el mundo por Dan Green
- El niño que alcanzó las estrellas por José M. Hernández
- La niña que aprendió a volar por Sylvia Acevedo
- Buenas Noches Capitán Mamá por Graciela Tiscareño-Sato
Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.
Why we added this unit:
This domain teaches students about the vibrant music, poetry, and culture of the Jazz Age in the United States. Students learn about famous writers and musicians like Langston Hughes, Louis Armstrong, Billie Holiday, Melba Liston, Tito Puente, and Miles Davis. They study how the jazz art form took root in the South, then spread to the North to become the sound of the Harlem Renaissance, eventually connecting people around the world in musical expression.
During this unit, students perform guided research to further explore both the history of jazz and what jazz is today. They develop research skills and then use those skills to find deeper connections between the stories and music of the Jazz Age and music today. As students learn about the world of jazz, they collaborate and share ideas with their classmates. They also practice sharing feedback focused on their written work, and, at the end of the unit, students present their research to the group.
The lessons give students opportunities to dive into the rhythms and stories of jazz, utilizing the knowledge sequence in this unit to:
- Collaboratively generate research questions about jazz, jazz musicians, contemporary musicians from the state where they live or have lived, and the evolution of jazz music.
- Utilize Read-Alouds, independent reading, and partner reading to learn about the Jazz Age, the Harlem Renaissance, jazz music, and biographies of celebrated jazz musicians and writers.
- Research the answers to their generated questions, gather information, write a short research essay about a famous jazz musician, write a short essay about a contemporary musician from the state where they live or have lived, and give a presentation about their research.
How this unit builds knowledge:
Within this unit, students have opportunities to:
- Ask relevant questions and make pertinent comments
- Identify details in texts
- Determine key ideas of texts by evaluating details
- Make text-based inferences
- Generate questions based on prior knowledge and gathered information
- Synthesize details across texts to demonstrate comprehension
- Discuss and explain an author’s purpose
- Identify and cite reliable primary and secondary sources of information
- Compose a well-organized and focused informative essay
- Make connections between topics
- Present information using appropriate media
Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.
- ¡Esquivel! Un artista del sonido de la era espacial por Susan Wood
- Ray Charles por Sharon Bell Mathis
- Tito Puente, el Rey del Mambo por Monica Brown
- Me llamo Celia, la vida de Celia Cruz por Monica Brown
- ¡Azúcar! por Ivar Da Coll
In this unit, students also read the poem “Harlem” by Langston Hughes. (Available for free through the Academy of American Poets website and the Poetry Foundation website, with recorded audio available through the website for John Hancock College Preparatory High School.)
Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.
Why we added this unit:
With this domain, students become tomorrow’s problem solvers in this study of energy in the United States. Analytical reading skills are developed by examining the challenges of early energy innovators. Students then read about current energy practices and young energy change-makers across the world.
Throughout the unit, students conduct research into different sources of energy and present a proposal, putting them in the shoes of future energy innovators. They also use the knowledge sequence in this unit to:
- Collaboratively analyze texts to identify cause-effect and problem-solution relationships.
- Generate questions and conduct research about energy.
- Write an opinion essay making their case for a fuel of the future.
- Create energy proposals using primary and secondary resources.
How this unit builds knowledge:
This unit builds upon the following Caminos units that students will have encountered in previous grades as well as earlier in the year.
- Plantas (Grade K)
- La historia de la Tierra (Grade 1)
- ¡Eureka! Estudiante inventor (Grade 4)
The specific core content targeted in these domains is particularly relevant to the Read-Alouds students will hear in Energía: pasado, presente y futuro. The background knowledge students bring to this unit will greatly enhance their understanding of the trade books used in this unit.
Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.
- La historia de los combustibles fósiles por William B. Rice
- El niño que domó el viento por William Kamkwamba y Bryan Mealer
Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.
Why we added this unit:
Within this domain, Students learn about General Granger’s announcement in Galveston, Texas on June 19, 1865, a day marked in history as Juneteenth. Texts and multimedia sources will support foundational knowledge-building about the end of slavery in the United States. A review of the first freedom announcement, President Lincoln’s Emancipation Proclamation, provides students with background knowledge to further emphasize the significance of Juneteenth in American history.
This unit also takes students on a journey beyond Juneteenth, as they study specific contributions of African Americans from 1865 to the present day. Students participate in a virtual field trip to Emancipation Park in Houston, Texas and use the knowledge sequence in this unit to:
- Collaboratively generate research questions about Juneteenth, The Great Migration, innovators and inventors, education, the humanities, activists, and allies.
- Use Read-Alouds, independent, and partner reading to learn about African American contributions from 1865 to the present.
- Research to find answers to their generated questions, gather information, and write a four-chapter Beyond Juneteenth book.
How this unit builds knowledge:
This unit builds upon the following Caminos units that students will have encountered in previous grades.
- Los nativos americanos (Grade K)
- Una nueva nación: la independencia de los Estados Unidos (Grade 1)
- La Guerra Civil de los Estaods Unidos (Grade 2)
- La inmigración (Grade 2)
- Los nativos americanos (Grade 5)
The specific core content targeted in these domains is particularly relevant to the Read-Alouds students will hear in Más allá de Juneteenth: de 1865 al presente
. The background knowledge students bring to this unit will greatly enhance their understanding of the trade books used in this unit.
Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.
- Martí’s Song for Freedom/Martí y sus versos por la libertad escrito por Emma Otheguy
- ¡Celebremos Juneteenth! escrito por Carole Boston Weatherford
- Side by Side/Lado a Lado: The Story of Dolores Huerta and Cesar Chavez/La Historia de Dolores Huerta y César Chávez escrito por Monica Brown
- Canto de alabanza para el día: Poema para la ceremonia inaugural del mandato de Barack Obama escrito por Elizabeth Alexander, traducido por Rodrigo Rojas
Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.
Diverse texts
Amplify Caminos puts a variety of texts in the hands of students every day.
Amplify Caminos includes both transadaptations and authentic texts written by Latin American and Spanish authors. In addition to featuring a diverse range of authors and topics, our texts represent individuals and characters with a broad range of identity factors, including socioeconomic status, age, ability, race, ethnicity, country of origin, religion, and more.
Amplify Caminos texts include:
- Authentic literature: Authentic literature exposes students to a variety of text types and perspectives to deepen their knowledge of fascinating topics in social studies, science, literature, and the arts. Authentic texts support text-to-self, text-to-world, and text-to-text connections for readers.
- Decodable Student Readers: Amplify Caminos is built on the conviction that equitable instruction is vital to an effective program. Decodable Student Readers at grades K–2 are newly re-designed to celebrate students’ diverse experiences and feature individuals with a broad range of identity factors, including socioeconomic status, age, ability, race, ethnicity, country of origin, religion, and more.
- ReadWorks® texts: Amplify and ReadWorks have partnered to deliver high-quality texts curated to support the Amplify Caminos Knowledge Sequence and to extend student learning. Texts include high-interest nonfiction articles in topics in social studies, science, literature, and the arts. These texts are accompanied by vocabulary supports and standards-aligned formative assessment opportunities. Teachers can monitor their students’ progress using the ReadWorks reporting features.
Amplify Caminos Trade Book Collection Guide
Each book in our authentic literature collection was selected specifically to support and enhance the content of the K-2 Conocimiento Strand. These anchor texts are intended for use as an introduction to each domain—engaging students, piquing their curiosity, and building initial background knowledge—before diving into the deeper content of the domain Read-Alouds.
Every trade book has an instructional guide that includes the following:
- Author and illustrator
- Book summary
- The Essential Question of the Knowledge domain, connecting the book to the domain
- Key Tier 2 and Tier 3 vocabulary words found in the book
- A group activity to reinforce and extend students’ knowledge and understanding
- A performance task to help gauge students’ comprehension of concepts in the text
- Writing prompts to expand understanding and critical thinking
- Text complexity ratings and descriptors for quantitative, qualitative, and reader/task categories
Download the Amplify Caminos Trade Book Collection Guide for Grades K–2.
Detailed information about text complexity ratings and descriptors; additional uses for the books before, during, and after domain instruction; and the complete list of domains and books for each grade level can be found in the More About the Books section of this guide.
What makes Amplify Caminos different?
Built on the Science of Reading
Built out of the latest research in the Science of Reading, Amplify Caminos delivers explicit instruction in both foundational literacy skills (systematic phonics, decoding, and fluency) and background knowledge in grades K–2 with an integrated approach to explicit instruction in grades 3–5.
Explicit systematic skills instruction
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.
Reading instruction begins with the vowels first, then the most common consonants, and finally the least common consonants. Students will blend and segment sounds to form syllables, and syllables to form words.
Although Spanish has a highly predictable orthography, there are a few silent letters (h is always silent, u is silent after g or q), as well as letters that can make different sounds, depending on the letters that follow them. For that reason, syllables with these letters are taught somewhat later in the progression. The same is true for syllables with infrequently occurring consonants, such as z, k, x, and w.
Coherent knowledge instruction
While students are learning how to read, the Conocimiento strand gives them authentic and engaging reasons to read.
Amplify Caminos uses spiral learning to reinforce every student’s ability to develop skills like reading, writing, speaking, and listening in Spanish that can be transferred to English. As students engage with their lessons, they explore the similarities and differences in grammar, vocabulary, writing, and language use between Spanish and English. This bridge helps students learning two languages to strengthen their knowledge in both.
Through cross-curricular content, students explore units that relate to storytelling, science, and the history of our world in a holistic and thoughtful way. With these units, you’ll bring the world to your students, showing them how reading can become an exciting, rewarding, and useful part of their lives.
Embedded differentiation for all learners
Amplify Caminos provides built-in differentiation strategies and supports in every lesson.
- Apoyo a la enseñanza y desafío: Support and Challenge suggestions in every lesson provide assistance or opportunities for more advanced work toward the goal of the lesson.
- Notas culturales: These point-of-use notes provide additional information about the traditions, foods, holidays, word variations, and more from across the Spanish-speaking world.
- Apoyo adicional: Every lesson in the Lectoescritura (Skills) Strand provides additional support activities suggested to reinforce foundational skills instruction. These activities can be given to any student who requires extra help, including students with special needs.
Systematic and cohesive writing instruction
Writing instruction in Amplify Caminos builds systematically and cohesively within and across grades.
In Grades K-2, writing mechanics—including handwriting and spelling—are taught in the Amplify Caminos Lectoescritura strand. Starting in Grade 1, instruction includes four steps in the writing process: planning, drafting, editing, and publishing and features lessons that have modeling, collaboration, and sharing. As students gain skills and confidence, they are able to take on more of these steps independently. Students learn to use planning techniques, including brainstorming and graphic organizers.
Beginning in Grade 4, the Amplify Caminos writing process expands to also include sharing and evaluating. In Grades 4 and 5, the writing process is no longer conceptualized as a series of scaffolded, linear steps (an important change from the Grade 3 writing process). Rather, students move between components of the writing process in a flexible manner, similar to the process mature and experienced writers follow naturally.
Amplify Caminos’ writing instruction provides a clear progression through the text types in each grade.
Because Amplify Caminos has two strands of lessons in Grades K-2, Lectoescritura and Conocimiento, students are exposed to both narrative and informational texts throughout the year. In Grades 3-5, the integrated units feature study in literary, informational, or a mix of both types of texts, depending on the content of the unit.
- Grades K–2 introduce and establish the key elements of each text type, allowing students to gain comfort and confidence writing narratives, opinions, and informative texts. This enables students to practice thinking about content in different ways, offering more depth and breadth to their understanding of core content and of the writing text types.
- By Grade 3, students will have gained significant practice in narrative, opinion/argumentative, and informational/explanatory forms of writing and will continue to apply those skills through Grade 5.
How does Amplify Caminos integrate with the other parts of the literacy system?
Amplify Caminos + mCLASS® Lectura
Achieve complete parity between English and Spanish assessments with mCLASS Lectura for K–6. mCLASS Lectura allows teachers to connect with their Spanish-speaking students face-to-face, one-on-one, and in the language most comfortable to them. The result? Valid and reliable student data reports
available in both English and Spanish, enabling teachers to pinpoint where their Spanish-speaking or emergent bilingual students really are in their skill development and what instruction to prioritize.
Amplify Caminos + Amplify Reading
Amplify Reading is an engaging, adaptive digital program that extends the learning in Amplify Caminos. Amplify Reading offers support to a large sub-group of English learners (ELs) through Spanish voice-over. Spanish voiceover instructions are available in vocabulary and sentence-level comprehension games so ELs can build their vocabulary, language, and critical comprehension skills before moving into analyzing complex texts
Demo access and sample materials
Ready to explore on your own? First, watch the videos below to learn about the program’s components and how to navigate the digital platform.
Physical materials walkthrough video
Digital navigation video
Demo access
Next, follow the instructions below to access your demo account.
- Click the CKLA and Caminos Demo button below.
- Select Log in with Amplify.
- To explore as a teacher, enter this username: t1.sfusdreviewer@demo.tryamplify.net
- To explore as a student, enter this username: s1.sfusdreviewer@demo.tryamplify.net
- Enter the password: Amplify1-sfusdreviewer
- Click the Programs and apps menu
- Select CKLA Teacher Resource Site
- Select the desire grade level
- Use the toggle to switch between English (CKLA) and Spanish (Caminos) resources.
Sample materials
Finally, click on the grade levels below to explore your requested sample units.
Each book in our authentic literature collection was selected specifically to support and enhance the content of the K-2 Conocimiento Strand. These anchor texts are intended for use as an introduction to each domain—engaging students, piquing their curiosity, and building initial background knowledge—before diving into the deeper content of the domain Read-Alouds.
Every trade book has an instructional guide that includes the following:
- Author and illustrator
- Book summary
- The Essential Question of the Knowledge domain, connecting the book to the domain
- Key Tier 2 and Tier 3 vocabulary words found in the book
- A group activity to reinforce and extend students’ knowledge and understanding
- A performance task to help gauge students’ comprehension of concepts in the text
- Writing prompts to expand understanding and critical thinking
- Text complexity ratings and descriptors for quantitative, qualitative, and reader/task categories
Download the Amplify Caminos Trade Book Collection Guide for Grades K–2.
Detailed information about text complexity ratings and descriptors; additional uses for the books before, during, and after domain instruction; and the complete list of domains and books for each grade level can be found in the More About the Books section of this guide.
Conocimiento Strand:
- Guía del maestro, Conocimiento 12: Luchar por una causa
- Cuaderno de actividades, Conocimientos 7–12
- Rotafolio de imágenes, Conocimiento 12
- Tarjetas de imágenes, Conocimiento 12
Lectoescritura Strand:
Additional resources
- Caminos Program Guide
- Biliteracy and Science of Reading Principles
- Amplify Caminos Conocimiento Scopes and Sequences
- Grade K Knowledge Strand
- Grade 1 Knowledge Strand
- Grade 2 Knowledge Strand
- Grade 3 Integrated Strand
- Grade 4 Integrated Strand
- Grade 5 Intgrated Strand
Amplify Caminos for SFUSD
Amplify Caminos is an authentic elementary Spanish language arts program. Like its English language counterpart, Amplify CKLA, Amplify Caminos provides explicit, systematic foundational skills instruction sequenced with deep knowledge-building content to foster comprehension. When used with Amplify CKLA, Amplify Caminos provides full parity across English and Spanish that’s suitable for any dual language implementation model.
Amplify and SFUSD Partnership
We recognize and respect the unique differences of each of our partnering districts—and that includes San Francisco USD.
Out of the box, Amplify Caminos offers districts a rich, comprehensive, research-based SELA experience. That said, no two districts are exactly alike. To that end, we are committed to working with San Francisco USD to ensure that Amplify Caminos addresses the needs of your community. This includes providing implementation guidance and support, as well as collaborating with your staff to determine which domains need to be modified or exchanged.
What is Amplify Caminos?
Amplify Caminos is a core Spanish language arts program for grades TK–5 that delivers:
- Authentic instruction built from the ground up for the Spanish language.
- A unique research-based approach truly built on the Science of Reading.
- A combination of explicit foundational skills with meaningful knowledge-building.
- Embedded support and differentiation that gets all students reading grade-level texts together.
- Opportunities for students to see the strengths and experiences that all people share while also celebrating each others’ unique identities and experiences.
Watch the video below to learn more about Amplify Caminos for Grades K–2.
Watch the video below to learn more about Amplify Caminos for Grades 3–5.
How does Amplify Caminos work?
Amplify Caminos is built on the science of how kids learn to read—in Spanish.
Amplify Caminos is all about helping you teach students how to read, all while giving them authentic and engaging reasons to read. That’s why Amplify Caminos develops foundational skills and builds knowledge in tandem.
- Knowledge: Through complex and authentic Spanish read-alouds with an emphasis on classroom interactivity, oral comprehension, and contextual vocabulary, students start to build their awareness of the world around them—and the way the reading skills they’re building give them access to it.
- Skills: Starting with the sounds at the core of the Spanish
language, students practice their phonemic awareness, handwriting skills, vocabulary, spelling, and grammar. Through daily practice, students become aware of the connection between reading and writing, building confidence as they go.
Respecting the development differences between grade ranges, Amplify Caminos teaches foundational skills and background knowledge as two distinct strands in grades K–2, and combines them into one integrated strand in grades 3–5.
Grades K–2:
Every day, students in grades K–2 complete one full lesson that explicitly and systematically builds foundational reading skills in the Amplify Caminos Lectoescritura strand, as well as one full lesson that builds robust background knowledge to access complex text in the Amplify Caminos Conocimiento strand. Through learning in each of these strands, students develop the early literacy skills necessary to help them become confident readers and build the context to understand what they’re reading.
Grades 3–5:
In grades 3–5, the Amplify Caminos Lectoescritura and Conocimiento strands are integrated in one set of instructional materials. Lessons begin to combine skills and knowledge with increasingly complex texts, close reading, and a greater writing emphasis. Students can then use their skills to go on their own independent reading adventures.
What do Amplify Caminos students explore?
Amplify Caminos builds students’ knowledge about the world.
In addition to teaching all students to crack the written code (which is vital for fairness), the Amplify Caminos program helps students see the strengths and experiences we all share while celebrating their own unique identities and experiences.
This is accomplished through the exploration of topics and text that feature people who resemble students and familiar situations or experiences while also exposing them to people whose appearances, lives, beliefs, and backgrounds differ from their own.
Engaging domains
Amplify Caminos builds knowledge coherently across subjects and grades.
Throughout the program, students use their skills to explore domains that relate to storytelling, science, and the history of our world as seen through the eyes of many different groups.
Carefully selected to build from year-to-year, our grade-appropriate topics help students make and deepen connections while also reading, writing, and thinking creatively and for themselves.
New Knowledge Research Units for Grades K–5
Our brand-new Knowledge Research units carry forward Amplify Caminos’ powerful and proven instructional approach while also:
- Adding more content for students from all walks of life. The rich topics and highly visual components featured in these units provide students with even more “windows and mirrors” and perspectives as they work to build knowledge.
- Adding more authentic literature. Each new research unit revolves around a collection of high-interest authentic trade books that will spark more curiosity and inspire more inquiry.
- Adding more flexibility. Units can be implemented for extended core instruction during flex periods, district-designated Pausing Points, or enrichment periods.
Units cover a variety of rich and relevant topics:
With these new units, students will soar to new heights with Dr. Ellen Ochoa, Amelia Earhart, and the Tuskegee Airmen. They’ll feel the rhythm as they learn about Jazz legends Miles Davis, Tito Puente, and Duke Ellington. And they’ll explore the far reaches of the world with Jacques Cousteau, Matthew Henson, and Eugenie Clark.
- Grade K: El arte y el mundo que nos rodea
- Grade 1: Cuentos de aventuras: relatos desde los confines de la Tierra
- Grade 2: ¡A volar! La era de la aviación
- Grade 3: Jazz y más
- Grade 4: Energía: pasado, presente y futuro
- Grade 5: Más allá de Juneteenth: de 1865 al presente
Units will be made available in English and Spanish, and will include the following components:
- Teacher Guide
- Student Activity Books
- Image Cards
- Trade Book Collection
- Digital Components (for Grades K–3 and Grade 5 only)
Why we added this unit:
“Every child is an artist,” said Picasso, meaning that every child uses art to explore and understand the world around them. El arte y el mundo que nos rodea honors that truth by introducing Kindergarten students to some of the ways in which artists have explored and understood the world around them.
This domain introduces students to artists from different time periods, countries, and cultures. Throughout the unit, students learn about different kinds of art and how artists use the world around them as they make art. They also connect this to what they have already learned about the earth, plants, and animals in other Caminos domains: Granjas, Plantas, and Cuidar el planeta Tierra. In addition, students connect this to what they have learned about sculptors in the Presidentes y símbolos de los Estados Unidos domain. As they explore different artists and artistic traditions, they develop their ideas about how humans are connected to each other and to the world around them.
As you read the texts in this unit, students may observe ways in which the characters or subjects are both similar to and different from students. This is a good opportunity to teach students awareness and sensitivity, building on the idea that all people share some things in common, even as they have other things that make them unique. This unit also offers an excellent opportunity to collaborate with your school’s art teacher, as many lessons have suggested activities to help students understand the kind of art they are studying.
Within this unit, students have opportunities to:
- Use details to describe art.
- Identify three ways to create art.
- Identify characteristics of cave art.
- Sequence the steps of making pottery.
- Describe how artists can create work connected to the world around them.
- Describe what makes Kehinde Wiley’s portraits unique.
- Explain how the texture of a surface can affect artwork created on it.
- Explain what a sculpture is.
- Describe what makes James Turrell’s artwork about the sky unique.
- Explain what a museum is and what kinds of things you can see or do there.
Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.
- Georgia O’Keeffe por Erica Salcedo
- Yayoi Kusama: De aquí al infinito por Sarah Suzuki
- Tejedora del arcoíris por Linda Elovitz Marshall
- Las tijeras de Matisse por Jeanette Winter
- El museo por Susan Verde
- Quizás algo hermoso: Cómo el arte transformó un barrio por F. Isabel Campoy
Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.
- Guía del maestro: Cuentos de aventuras: relatos desde los confines de la Tierra
- Cuaderno de actividades: Cuentos de aventuras: relatos desde los confines de la Tierra
- Tarjetas de imágenes: Cuentos de aventuras: relatos desde los confines de la Tierra
- Componentes digitales: Cuentos de aventuras: relatos desde los confines de la Tierra
Why we added this unit:
This domain introduces students to adventure stories set around the world and challenges students to dig into the adventures through research. By listening to the Read-Alouds and trade books, students increase their vocabulary and reading comprehension skills, learn valuable lessons about perseverance and teamwork, and become familiar with gathering information for research.
In this unit, students study the careers of real-world explorers Dr. Eugenie Clark and Sophia Danenberg, marvel at the inventions of Jacques Cousteau, think critically about how teamwork and collaboration can make greater adventures possible, learn about the science and technology that enable adventures, and research some of the ways humans have confronted challenges at the edges of the world, from the oceans below to space above.
Each lesson in the domain builds students’ research skills as they ask questions, gather information, and write a paragraph about their findings. Students share what they have learned about adventures in an Adventure Gallery Walkthrough. By taking on the persona of one of the adventurers they meet in the Read-Alouds and trade books, students deliver their final paragraphs as if they are a “speaking portrait” of that person. Students are invited to dress up as that adventurer if they desire.
In addition, teachers can set aside time outside the instructional block to create the picture frames students will hold as they present to the Adventure Gallery Walk guests. Frames can be made from shirt boxes, cardboard, construction paper, or any art supplies that are on hand. This might be an opportunity to collaborate with the school’s art department if resources are available. Another option is to ask students to make their frames at home with their caregivers. On the day of the Adventure Gallery Walk, students will be the hosts and take on specific jobs, such as welcoming the guests, describing their work throughout the unit, and pointing out the areas of study on the domain bulletin board. You can find a complete list of student jobs in Lesson 13.
How this unit builds knowledge:
This unit builds upon the following Caminos units that students will have encountered in the previous grade.
- Rimas y fábulas infantiles (Kindergarten)
- Cuentos (Kindergarten)
The specific core content targeted in these domains is particularly relevant to the Read-Alouds students will hear in Cuentos de aventuras: relatos desde los confines de la Tierra. The background knowledge students bring to this unit will greatly enhance their understanding of the trade books used in this unit.
Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.
- My Name Is Gabito/Me llamo Gabito por Monica Brown
- Galápagos Girl/Galapagueña por Marsha Diane Arnold
- My Name Is Gabriela/Me llamo Gabriela por Monica Brown
- El viaje de Kalak por María Quintana Silva y Marie-Noëlle Hébert
- Señorita Mariposa por Ben Gundersheimer
- Sharuko, el arqueólogo peruano/Peruvian Archaeologist Julio C. Tello por Monica Brown
- Abuelita fue al mercado por Stella Blackstone
Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.
Why we added this unit:
With this domain, students head up, up, and away with an introduction to the soaring history of aviation. Students learn the stories of early aviators, such as the Montgolfier brothers, the Wright brothers, Aida de Acosta, and Amelia Earhart.
During the unit, students study the science of flight, including the physics concept of lift, and research the social impacts of the world of flight. Finally, students let their research skills take flight as they explore key figures from the world of aviation.
The lessons in this domain build on earlier Grade 2 Caminos domains about the westward expansion, early Greek civilizations, and Greek myths, and lay the foundation for learning about other periods of world history in future grades.
How this unit builds knowledge:
This unit builds upon the following Caminos units that students will have encountered earlier in the year.
- La civilización griega antigua (Grade 2)
- Mitos griegos (Grade 2)
- La expansión hacia el oeste (Grade 2)
The specific core content targeted in these domains is particularly relevant to the Read-Alouds students will hear in ¡A volar! La era de la aviación. The background knowledge students bring to this unit will greatly enhance their understanding of the trade books used in this unit.
Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.
- ¡A volar! Todo sobre aviones por Jennifer Prior
- Amelia sabe volar por Mara dal Corso
- Héroes de la aviación que cambiaron el mundo por Dan Green
- El niño que alcanzó las estrellas por José M. Hernández
- La niña que aprendió a volar por Sylvia Acevedo
- Buenas Noches Capitán Mamá por Graciela Tiscareño-Sato
Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.
Why we added this unit:
This domain teaches students about the vibrant music, poetry, and culture of the Jazz Age in the United States. Students learn about famous writers and musicians like Langston Hughes, Louis Armstrong, Billie Holiday, Melba Liston, Tito Puente, and Miles Davis. They study how the jazz art form took root in the South, then spread to the North to become the sound of the Harlem Renaissance, eventually connecting people around the world in musical expression.
During this unit, students perform guided research to further explore both the history of jazz and what jazz is today. They develop research skills and then use those skills to find deeper connections between the stories and music of the Jazz Age and music today. As students learn about the world of jazz, they collaborate and share ideas with their classmates. They also practice sharing feedback focused on their written work, and, at the end of the unit, students present their research to the group.
The lessons give students opportunities to dive into the rhythms and stories of jazz, utilizing the knowledge sequence in this unit to:
- Collaboratively generate research questions about jazz, jazz musicians, contemporary musicians from the state where they live or have lived, and the evolution of jazz music.
- Utilize Read-Alouds, independent reading, and partner reading to learn about the Jazz Age, the Harlem Renaissance, jazz music, and biographies of celebrated jazz musicians and writers.
- Research the answers to their generated questions, gather information, write a short research essay about a famous jazz musician, write a short essay about a contemporary musician from the state where they live or have lived, and give a presentation about their research.
How this unit builds knowledge:
Within this unit, students have opportunities to:
- Ask relevant questions and make pertinent comments
- Identify details in texts
- Determine key ideas of texts by evaluating details
- Make text-based inferences
- Generate questions based on prior knowledge and gathered information
- Synthesize details across texts to demonstrate comprehension
- Discuss and explain an author’s purpose
- Identify and cite reliable primary and secondary sources of information
- Compose a well-organized and focused informative essay
- Make connections between topics
- Present information using appropriate media
Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.
- ¡Esquivel! Un artista del sonido de la era espacial por Susan Wood
- Ray Charles por Sharon Bell Mathis
- Tito Puente, el Rey del Mambo por Monica Brown
- Me llamo Celia, la vida de Celia Cruz por Monica Brown
- ¡Azúcar! por Ivar Da Coll
In this unit, students also read the poem “Harlem” by Langston Hughes. (Available for free through the Academy of American Poets website and the Poetry Foundation website, with recorded audio available through the website for John Hancock College Preparatory High School.)
Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.
Why we added this unit:
With this domain, students become tomorrow’s problem solvers in this study of energy in the United States. Analytical reading skills are developed by examining the challenges of early energy innovators. Students then read about current energy practices and young energy change-makers across the world.
Throughout the unit, students conduct research into different sources of energy and present a proposal, putting them in the shoes of future energy innovators. They also use the knowledge sequence in this unit to:
- Collaboratively analyze texts to identify cause-effect and problem-solution relationships.
- Generate questions and conduct research about energy.
- Write an opinion essay making their case for a fuel of the future.
- Create energy proposals using primary and secondary resources.
How this unit builds knowledge:
This unit builds upon the following Caminos units that students will have encountered in previous grades as well as earlier in the year.
- Plantas (Grade K)
- La historia de la Tierra (Grade 1)
- ¡Eureka! Estudiante inventor (Grade 4)
The specific core content targeted in these domains is particularly relevant to the Read-Alouds students will hear in Energía: pasado, presente y futuro. The background knowledge students bring to this unit will greatly enhance their understanding of the trade books used in this unit.
Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.
- La historia de los combustibles fósiles por William B. Rice
- El niño que domó el viento por William Kamkwamba y Bryan Mealer
Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.
Why we added this unit:
Within this domain, Students learn about General Granger’s announcement in Galveston, Texas on June 19, 1865, a day marked in history as Juneteenth. Texts and multimedia sources will support foundational knowledge-building about the end of slavery in the United States. A review of the first freedom announcement, President Lincoln’s Emancipation Proclamation, provides students with background knowledge to further emphasize the significance of Juneteenth in American history.
This unit also takes students on a journey beyond Juneteenth, as they study specific contributions of African Americans from 1865 to the present day. Students participate in a virtual field trip to Emancipation Park in Houston, Texas and use the knowledge sequence in this unit to:
- Collaboratively generate research questions about Juneteenth, The Great Migration, innovators and inventors, education, the humanities, activists, and allies.
- Use Read-Alouds, independent, and partner reading to learn about African American contributions from 1865 to the present.
- Research to find answers to their generated questions, gather information, and write a four-chapter Beyond Juneteenth book.
How this unit builds knowledge:
This unit builds upon the following Caminos units that students will have encountered in previous grades.
- Los nativos americanos (Grade K)
- Una nueva nación: la independencia de los Estados Unidos (Grade 1)
- La Guerra Civil de los Estaods Unidos (Grade 2)
- La inmigración (Grade 2)
- Los nativos americanos (Grade 5)
The specific core content targeted in these domains is particularly relevant to the Read-Alouds students will hear in Más allá de Juneteenth: de 1865 al presente
. The background knowledge students bring to this unit will greatly enhance their understanding of the trade books used in this unit.
Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.
- Martí’s Song for Freedom/Martí y sus versos por la libertad escrito por Emma Otheguy
- ¡Celebremos Juneteenth! escrito por Carole Boston Weatherford
- Side by Side/Lado a Lado: The Story of Dolores Huerta and Cesar Chavez/La Historia de Dolores Huerta y César Chávez escrito por Monica Brown
- Canto de alabanza para el día: Poema para la ceremonia inaugural del mandato de Barack Obama escrito por Elizabeth Alexander, traducido por Rodrigo Rojas
Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.
Wide-ranging texts
Amplify Caminos puts a variety of texts in the hands of students every day.
Amplify Caminos includes both transadaptations and authentic texts written by Latin American and Spanish authors. Our texts feature a wide variety of authors, topics, individuals and characters representing many different socioeconomic statuses, ages, abilities, races, ethnicities, countries of origin, religions, and more.
Amplify Caminos texts include:
- Authentic literature: Authentic literature exposes students to a variety of text types and perspectives to deepen their knowledge of fascinating topics in social studies, science, literature, and the arts. Authentic texts support text-to-self, text-to-world, and text-to-text connections for readers.
- Decodable Student Readers: Decodable Student Readers at grades K–2 are newly redesigned to include students from all walks of life and educational backgrounds. They feature characters with a broad range of backgrounds, experiences, ages, races, religions, and more.
- ReadWorks® texts: Amplify and ReadWorks have partnered to deliver high-quality texts curated to support the Amplify Caminos Knowledge Sequence and to extend student learning. Texts include high-interest nonfiction articles in topics in social studies, science, literature, and the arts. These texts are accompanied by vocabulary supports and standards-aligned formative assessment opportunities. Teachers can monitor their students’ progress using the ReadWorks reporting features.
Amplify Caminos Trade Book Collection Guide
Each book in our authentic literature collection was selected specifically to support and enhance the content of the K-2 Conocimiento Strand. These anchor texts are intended for use as an introduction to each domain—engaging students, piquing their curiosity, and building initial background knowledge—before diving into the deeper content of the domain Read-Alouds.
Every trade book has an instructional guide that includes the following:
- Author and illustrator
- Book summary
- The Essential Question of the Knowledge domain, connecting the book to the domain
- Key Tier 2 and Tier 3 vocabulary words found in the book
- A group activity to reinforce and extend students’ knowledge and understanding
- A performance task to help gauge students’ comprehension of concepts in the text
- Writing prompts to expand understanding and critical thinking
- Text complexity ratings and descriptors for quantitative, qualitative, and reader/task categories
Download the Amplify Caminos Trade Book Collection Guide for Grades K–2.
Detailed information about text complexity ratings and descriptors; additional uses for the books before, during, and after domain instruction; and the complete list of domains and books for each grade level can be found in the More About the Books section of this guide.
What makes Amplify Caminos different?
Built on the Science of Reading
Built out of the latest research in the Science of Reading, Amplify Caminos delivers explicit instruction in both foundational literacy skills (systematic phonics, decoding, and fluency) and background knowledge in grades K–2 with an integrated approach to explicit instruction in grades 3–5.
Explicit systematic skills instruction
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.
Reading instruction begins with the vowels first, then the most common consonants, and finally the least common consonants. Students will blend and segment sounds to form syllables, and syllables to form words.
Although Spanish has a highly predictable orthography, there are a few silent letters (h is always silent, u is silent after g or q), as well as letters that can make different sounds, depending on the letters that follow them. For that reason, syllables with these letters are taught somewhat later in the progression. The same is true for syllables with infrequently occurring consonants, such as z, k, x, and w.
Coherent knowledge instruction
While students are learning how to read, the Conocimiento strand gives them authentic and engaging reasons to read.
Amplify Caminos uses spiral learning to reinforce every student’s ability to develop skills like reading, writing, speaking, and listening in Spanish that can be transferred to English. As students engage with their lessons, they explore the similarities and differences in grammar, vocabulary, writing, and language use between Spanish and English. This bridge helps students learning two languages to strengthen their knowledge in both.
Through cross-curricular content, students explore units that relate to storytelling, science, and the history of our world in a holistic and thoughtful way. With these units, you’ll bring the world to your students, showing them how reading can become an exciting, rewarding, and useful part of their lives.
Embedded differentiation for all learners
Amplify Caminos provides built-in differentiation strategies and supports in every lesson.
- Apoyo a la enseñanza y desafío: Support and Challenge suggestions in every lesson provide assistance or opportunities for more advanced work toward the goal of the lesson.
- Notas culturales: These point-of-use notes provide additional information about the traditions, foods, holidays, word variations, and more from across the Spanish-speaking world.
- Apoyo adicional: Every lesson in the Lectoescritura (Skills) Strand provides additional support activities suggested to reinforce foundational skills instruction. These activities can be given to any student who requires extra help, including students with special needs.
Systematic and cohesive writing instruction
Writing instruction in Amplify Caminos builds systematically and cohesively within and across grades.
In Grades K-2, writing mechanics—including handwriting and spelling—are taught in the Amplify Caminos Lectoescritura strand. Starting in Grade 1, instruction includes four steps in the writing process: planning, drafting, editing, and publishing and features lessons that have modeling, collaboration, and sharing. As students gain skills and confidence, they are able to take on more of these steps independently. Students learn to use planning techniques, including brainstorming and graphic organizers.
Beginning in Grade 4, the Amplify Caminos writing process expands to also include sharing and evaluating. In Grades 4 and 5, the writing process is no longer conceptualized as a series of scaffolded, linear steps (an important change from the Grade 3 writing process). Rather, students move between components of the writing process in a flexible manner, similar to the process mature and experienced writers follow naturally.
Amplify Caminos’ writing instruction provides a clear progression through the text types in each grade.
Because Amplify Caminos has two strands of lessons in Grades K-2, Lectoescritura and Conocimiento, students are exposed to both narrative and informational texts throughout the year. In Grades 3-5, the integrated units feature study in literary, informational, or a mix of both types of texts, depending on the content of the unit.
- Grades K–2 introduce and establish the key elements of each text type, allowing students to gain comfort and confidence writing narratives, opinions, and informative texts. This enables students to practice thinking about content in different ways, offering more depth and breadth to their understanding of core content and of the writing text types.
- By Grade 3, students will have gained significant practice in narrative, opinion/argumentative, and informational/explanatory forms of writing and will continue to apply those skills through Grade 5.
How does Amplify Caminos integrate with the other parts of the literacy system?
Amplify Caminos + mCLASS® Lectura
Achieve complete parity between English and Spanish assessments with mCLASS Lectura for K–6. mCLASS Lectura allows teachers to connect with their Spanish-speaking students face-to-face, one-on-one, and in the language most comfortable to them. The result? Valid and reliable student data reports
available in both English and Spanish, enabling teachers to pinpoint where their Spanish-speaking or emergent bilingual students really are in their skill development and what instruction to prioritize.
Amplify Caminos + Amplify Reading
Amplify Reading is an engaging, adaptive digital program that extends the learning in Amplify Caminos. Amplify Reading offers support to a large sub-group of English learners (ELs) through Spanish voice-over. Spanish voiceover instructions are available in vocabulary and sentence-level comprehension games so ELs can build their vocabulary, language, and critical comprehension skills before moving into analyzing complex texts
Demo access and sample materials
Ready to explore on your own? First, watch the videos below to learn about the program’s components and how to navigate the digital platform.
Physical materials walkthrough video
Digital navigation video
Demo access
Next, follow the instructions below to access your demo account.
- Click the CKLA and Caminos Demo button below.
- Select Log in with Amplify.
- To explore as a teacher, enter this username: t1.sfusdreviewer@demo.tryamplify.net
- To explore as a student, enter this username: s1.sfusdreviewer@demo.tryamplify.net
- Enter the password: Amplify1-sfusdreviewer
- Click the Programs and apps menu
- Select CKLA Teacher Resource Site
- Select the desire grade level
- Use the toggle to switch between English (CKLA) and Spanish (Caminos) resources.
Sample materials
Finally, click on the grade levels below to explore your requested sample units.
Conocimiento Strand:
- Guía del maestro, Conocimiento 12: Luchar por una causa
- Cuaderno de actividades, Conocimientos 7–12
- Rotafolio de imágenes, Conocimiento 12
- Tarjetas de imágenes, Conocimiento 12
Lectoescritura Strand:
Additional resources
- Caminos Program Guide
- Biliteracy and Science of Reading Principles
- Amplify Caminos Conocimiento Scopes and Sequences
- Grade K Knowledge Strand
- Grade 1 Knowledge Strand
- Grade 2 Knowledge Strand
- Grade 3 Integrated Strand
- Grade 4 Integrated Strand
- Grade 5 Intgrated Strand
S1-02: Community and joy within K–8 science instruction: Desiré Whitmore
In this episode, we join Eric Cross as he sits down with physicist and science education specialist, Desiré Whitmore. Listen in as Desiré explains her work at the Exploratorium, a public learning laboratory. Eric and Desiré discuss finding passion in science, the importance of meeting students we’re they’re at, and K–8 science instruction with real-life connections. Desiré chats with Eric about her work on supporting the science of teaching science content at the Exploratorium museum.
Explore more from Science Connections by visiting our main page.
Desiré Whitmore (00:00):
I think it’s really amazing when we can realize as teachers, like, no, our job is not to just enforce rules on our students, right? Our job is to help students to achieve more learning.
Eric Cross (00:37):
Welcome to Science Connections. I’m your host, Eric Cross. My guest today is Desiré Whitmore. Desiré has held positions as a science curriculum specialist with Amplify Science, a professor of laser and photonics technology at Irvine Valley College, and is now the senior physics educator in the Teacher Institute at the Exploratorium in San Francisco. Her current work is focused on providing support and professional development to middle and high school science teachers to help them teach through inquiry. In this episode, we discussed Desiré’s pathway into physics, the impact of educators in her life, and the importance of representation for students in the classroom. I’m so excited for you to meet my physicist friend, Dr. Desiré Whitmore. All right. So just like a superhero, STEM superhero, you have an origin story and so—
Desiré Whitmore (01:36):
How long is this podcast gonna be? ‘Cause, you know, I can talk for days, so you—
Eric Cross (01:40):
I know, I know! But it’s, it’s…so, OK. We can give us a highlight. So, you know, 30 minutes. But what would be the origin story? You can start from any point in time, but what’s that journey like?
Desiré Whitmore (01:51):
I’m gonna start at the beginning, when I was really young, just because I think it’s important. Neither of my parents were college-educated. My mother didn’t finish high school. My father went back and got a GED later. But my father’s grandmother, her name was Claudia Pairs, and she was a teacher, right? So when I was a kid, she actually kind of raised me from, I don’t know, until I was around seven or eight. And so she was very important in who I became, I think because she taught me that college is important and she taught me to think. She taught me to ask questions. She taught me how to ask questions. Just the Exploratorium likes to do. Which is why I fit so well here. She taught me to always wonder and always think about things. And I remember as a kid, she taught me to count and read and write when I was, like, three. And she would always have bubbles at her house. And I was obsessed with bubbles. I thought bubbles were the coolest thing in the world. And just how you can take your breath and create this thing that now you can see, and it’s your breath, right? It’s your breath inside of a bubble and it’s flying around and it has all these cool colors, and then it would fly up and then eventually just pop. And you’re like, where did it go? Now my breath is just up there. Not understanding, as a kid, but my breath is always everywhere. I didn’t understand any of that, but I understood that my breath was inside of a bubble. That’s my earliest memory of thinking about science, was from that. And she was not a science teacher. She was—I don’t even know what she taught. I think she was an elementary school teacher, maybe. She died when I was 12. So I don’t have super-strong memories or of understanding who she was, only that she raised me and what she taught me as a kid. But that in itself really helped me because then when I was in the environment that I was in at home with my parents, which was not at all the environment she provided for me, I always had the things she taught me in my head, right? So I was always asking questions. My mother hated it. I was always taking things apart and putting them back together. So I used to take apart TVs and VCRs and vacuum cleaners and telephones, and my mother’s like, “Oh my God, I’m gonna murder you.” And she tried a couple times, too.
Eric Cross (04:25):
Did you ever put ’em back together and realize you had extra parts? You’re like, oh, hi.
Desiré Whitmore (04:29):
Oh yeah. All the time. Yeah. Yeah. VCRs have a lot of extra pieces. You’re like, “What do you even…it still works. It’s fine.” <laugh> You know? And vacuum cleaners too. They had a lot of extra parts, <laugh> all the time. And TVs. I should not have been playing with TVs. But like I said, I didn’t have a lot of parental, guidance as a child. So, like, whatever—I’m opening up TVs.
Eric Cross (04:54):
There’s a lot of open inquiry going on in your household. Yeah. Unsupervised.
Desiré Whitmore (04:59):
Unsupervised. But I didn’t know what it was or what it meant as a kid. I mean, I used to put things in the microwave. I did so many microwave experiments as a child, trying to cook different foods or melt different things. And so I think those kinds of experiences, where I was allowed to just be curious, kind of shaped who I am today. And then I kind of got into…you know, when I was in school, I loved math. In 10th grade, I had my first Black teacher, he was my chemistry teacher. His name was Mr. Strickland. And I was like, chemistry is cool, dude. And he was not the best teacher, but he was fun. Like you were saying, he was me, and he was talking to us the way I speak. And he was so like, just kind of chill and happy-go-lucky, I guess. But he wasn’t…he hadn’t taught chemistry in a long time. So he wasn’t a very good teacher. And me and one other kid in the class were in love with chemistry. And so we would read the book and do all the homework and he’d be in class lecturing and we’re like, “That’s not right, Mr. Strickland, like, what are you talking about?” And then he’d be like, “Oh, really, Desiré? Do you wanna teach the class, then?” And I’d be like, “Yeah.” And so I would go up and I would teach my chemistry class in high school, because the teacher was trying to make an example out of me. But he was also, I think, willing to be like, “I really don’t know.” And I really appreciated that. That he wasn’t just like, “I know all of the answers and you’re wrong.” Like, he wasn’t being a jerk, right? Like, the fact that I said, “Yes, I do wanna teach it,” and he actually let me do it? That’s pretty dope. And then I liked physics in my senior year in high school, but I didn’t think it was where I was gonna go or anything. I loved music and I loved math. Those were my two subjects.
Eric Cross (06:51):
What was it about math that resonated with you?
Desiré Whitmore (06:55):
I think it helped me understand the world a lot better. I didn’t have strong science teachers, I guess, growing up. It was a lot of reading out of books or watching laser discs in class. That’s how old I am.
Eric Cross (07:12):
Laser discs.
Desiré Whitmore (07:13):
Laser discs. And you know, so there wasn’t a lot of…I moved around a lot as a kid. I didn’t have this straight curriculum. You know, in one year, in the third grade, I went to three different schools.
Eric Cross (07:25):
Mm. Oh wow.
Desiré Whitmore (07:26):
It was kinda hard for me to latch onto school. But with math, because I could look at math and actually understand the world in it, I could see how math can be used to describe how things work.
Eric Cross (07:40):
I almost imagine, especially with so much transition in your life, it helped make sense of things. You had a lot of transition going on, but you were able to understand the world through the process of math. And then this early exposure, it kind of reminds me my own story too. Because there were these books that would do these cross sections of a cruise ship or a machine; that’s what got me really into engineering. Kind of How Stuff Works. I would watch that on Nova, How Stuff Works. I’d always be fascinated. Even Sesame Street had a segment where they would show you crayons and how the dye was added. You remember that?
Desiré Whitmore (08:19):
Yep. Yeah.
Eric Cross (08:20):
Young Desiré, doing photronics…photronics?
Desiré Whitmore (08:24):
Photonics.
Eric Cross (08:24):
Photonics. Photonics at home with the microwave and all these other things.
Desiré Whitmore (08:29):
Sure. How ’bout that.
Eric Cross (08:30):
<laugh> Right. And then loving math. So, early, I could see this combination, sort of this alchemy, happening inside you. And then, how did that lead to you becoming a physicist?
Desiré Whitmore (08:46):
It’s not as straightforward as it seems it should be. It’s obvious to everyone. <laugh>. But it wasn’t obvious to me. ‘Cause I wanted to be a lawyer. You know, because my parents weren’t educated, they didn’t really know…both of my parents and their subsequent spouses when they broke up—so my parents and my stepparents—are all bus drivers. And so they don’t know what options are. Right? So for them it’s like, “You have to be—you can be a doctor. You can be a lawyer. ‘Cause you’re smart. I know you’re smart, so you’re gonna be one of those things.” And I was like, “I don’t wanna be a doctor. That’s not actually interesting to me.” I did wanna be a teacher when I was younger, because I knew that my grandmother was one. But yeah, I went in and I was like, “I’m gonna be a lawyer. I’m gonna be a lawyer.” And then I go to college and I was like, ‘Eh, I don’t. I hate writing.” <Laugh> Like, I love reading, but I don’t writing. So I don’t think I wanna be a lawyer. I love music and I love math. I was originally going to major in music and math, but then I went to community college because I missed my opportunity to go to university for…long story. And so I’m at community college and I was like, “You know what? I’m gonna just do something new. I’m gonna be a marine biologist.” So my major was marine biology, and then they’re helping me pick out my classes. And they had zero math there. And I was like, “Pardon me. I think there’s a mistake, but I’m not taking any math.” And they were like, “No, you’re done with all your math. For marine biology, you only need calculus. And you took all of that in high school, so you’re done.” And I was like, “No, this is not gonna work for me, dude.” So I continued taking calculus anyway and moving on in math. And then I realized that biology wasn’t what I needed, but I did love my chemistry and I loved my physics classes. So I asked those teachers—chemistry, physics, and math teachers in community college, my professors—”I don’t wanna be a marine biologist and I don’t wanna be a lawyer. What do I do? What do you think I could study? I really like chemistry and math and physics.” And so all of them, all three of these professors told me, “Oh, it sounds chemical engineering would be good for you, so you should be a chemical engineer.” And I was like, “OK, cool. No problem.” That’s what I did. So I got my degree in chemical engineering. Right. And I finished community college, studying chemical engineering. I was like, “This is really cool. This is a lot of fun. I love engineering.” And then I transferred to UCLA as a chemical engineering major. And I was like, “I hate this.” <Laugh>. “I hate it a lot.” It was just…
Eric Cross (11:07):
What was it about chemical engineering that you were just not feeling anymore? What was it that just made you go, “nope”?
Desiré Whitmore (11:12):
It didn’t—at least the way it was taught to me—it wasn’t as as…exploratory, I guess. There wasn’t a lot of theory in it. There was just a lot of “OK, pull out a ruler and you’re gonna draw a thing and then this is how you’re gonna build a reactor.” And it didn’t seem very scientific to me. The science was missing. And don’t get me wrong, I understand, now that I have a degree in chemical engineering, that it’s not that chemical engineering is not scientific. But it’s that you build up the science and then you don’t focus on it. You focus on the engineering aspect of it. Which is, you have the science and the scientists will work on that aspect. But then how can WE do kind of larger batch chemistry. And for me, that was just less interesting. It was a lot of pushing buttons and just plug-and-play equations stuff. Instead of diving into first principles of why things happen in chemical engineering. There was no “why things happen”; it was “this is what happens, so this is the next step.”
Eric Cross (12:25):
You had to go so far into your academic career to realize that this is what chemical engineering is. And we were talking about representation, and not having examples or parents; your families were bus drivers. My mom was a receptionist and executive assistant, things like that. And I was the first of many, like you…we kind of had to go through and invest all this time and money to finally get to this place to realize, “This ain’t it.”
Desiré Whitmore (12:58):
This is not for me, yeah.
Eric Cross (12:59):
This is not for me. That was a long journey to get to that point.
Desiré Whitmore (13:03):
It was. Especially because I went through community college and I took a long time in community college, ’cause I was working full-time. So I was working full-time, going to community college. Took me a while. And then I finally get to UCLA. I’m like, “Yeah, I’m finally gonna get my degree and go make money!” And then I was like, “Ooh, no.” I mean, I could go and make money, don’t get me wrong. I could have graduated and made a ton of money. But I was not happy at all and I did not enjoy what I was doing. So, while I was in undergrad, I realized I don’t wanna do chemical engineering anymore. But what do I wanna do? But then I was taking…I took a quantum mechanics class. And that class blew my whole mind. And I was like, “This is the coolest thing that I’ve ever learned in my life, and this is what I wanna do.” And so I went and talked to my professor and I was like, “Can I work for you? Can I do research? Because this is amazing and I wanna do this.” I felt it was too late for me. I had been in school for so long and I was already kind of burnt out. So I was, “I’m not going to change my major. That’s just outta the question for me right now. It costs so much money for this degree and I don’t have—I’m not just gonna waste my time and keep working all these jobs.” So I had three jobs in college. And it was like, I worked at Radio Shack, I did research for this professor, and I worked in the library, the chemistry and physics library.
Eric Cross (14:28):
I love the fact that we’ve talked about laser discs; you said Radio Shack; and we talked about the analog internet of the encyclopedia salespeople. And I know all of those things. And I’ve been through all of those things together.
Desiré Whitmore (14:43):
Just in case people don’t know how old I am. <Laugh>
Eric Cross (14:47):
For our listeners who are way younger, yeah, this is how we grew up. This is how we—these things are extinct now. There’s this element of this kind of cultural connection. I think that we experience that. It kind of it flies under the radar. People don’t really realize it until you’re in an environment that’s different from what you’re used to. And you realize that, “Oh wow. this is not what I’m used to.” And the things that I’m finding funnier, the things that I connect with, it’s not what everybody else connects with. And as a teacher, it’s the same thing, right? Like, we go in the classroom and you know, you and I are rapping about laser discs and Radio Shack and I’m trying to talk to my kids about it. And they’re like, “Yo, Cross, what is that? Are you gonna give us a history lesson? What are these things?”
Desiré Whitmore (15:35):
Yeah.
Eric Cross (15:36):
And I found myself having to stay connected to pop culture, because I teach 12- and 13-year-olds all day. And it’s great for keeping things relevant for my students. But when I talk to my friends that are my peers, they’re like, unless they’re a teacher, they’re like, “I got no idea what you’re talking about.”
Desiré Whitmore (15:55):
Yeah. I have a friend who’s also a middle-school teacher and she’s always coming to me with all this. I’m like, “What are you talking about?” She did the Glow-up Challenge, but she did the Glow-down Challenge. So she invented a new thing. She’s like, “No, I couldn’t do Glow Up ’cause that’s too much. So I did the Glow-Down Challenge.” And it’s the cutest thing ever. And the students think it’s amazing. And I’m like, “That’s awesome. But I have no idea what the point of that is.” <Laugh>
Eric Cross (16:21):
And there’s this theme, too, that when we talk about teaching kids STEM, there’s this soft part of it, this relational piece of it that you mentioned, of this connective aspect that in a certain way kind of even superseded the content knowledge that your teacher even had at that point, where you’re going up and teaching the class. But just the fact that someone looked like you or spoke like you or connected with you in a certain way made a big difference to who you are as…well, the trajectory of where you went.
Desiré Whitmore (16:57):
Yeah.
Eric Cross (16:57):
“I like chemistry. It resonates with me.” And it’s something I think can get lost. And I think just to kind of a good segue, I use Amplify my classroom, and one of the reasons why is because of the representation that is in these videos. And you were part of crafting this for…was it the fifth grade?
Desiré Whitmore (17:21):
I mean, it was K–8. So I was—
Eric Cross (17:23):
OK, so you were doing the whole thing.
Desiré Whitmore (17:24):
Yeah, I was a part of the K–8 science team. My title was science curriculum specialist. But in reality I was hired to do the engineering internships, mostly. Which are middle school. And to be a sim developer. So sims K–8. I worked on several of them in both middle school and elementary. Yeah.
Eric Cross (17:47):
What was that like for you? When you were designing curriculum? ‘Cause as a teacher, it’s, you know, I think with teachers it’s kind of…I would consider myself, if I was gonna use hip hop as a metaphor, I’m more of a DJ than an MC. Where I wanna remix things that exist, versus, I don’t wanna write the lyrics in freestyle. So I don’t want to go and write the curriculum completely; I wanna take something that’s solid and then I want to go ahead and remix it. You are great at both. What was the process for you, being on that team, designing? How did you go about making, “OK, we’re gonna create this experience for kids”?
Desiré Whitmore (18:25):
It was, it was amazing. I learned so much, so much. It was the best job I had before I came to the Exploratorium. The process was amazing, because it wasn’t just me, right? It wasn’t just me. It was a whole team. And each unit had its own team. So we had a scientist, which I was the scientist we had. So we had a scientist; we had a literacy specialist, because it was really important to increase science literacy so that students understand not just that science exists, but “What are the terms that are used in science and how can I speak and act a scientist? What are the things that scientists actually do in their real life?” Then we had an assessment specialist and then we had a simulation specialist. And so, on the units that I was on, sometimes I was both the sim developer and the scientist, or sometimes I was just the sim developer and I got to work alongside another scientist, which was always fun. And so it was really nice, because I was working alongside master teachers. People who had been teaching for years, and they were able to help me better understand. ‘Cause I’ll come in and I’ll be like, “Yeah, there’s a unit on light waves, let’s come in and teach this unit on light waves!” <laugh> I was the sim developer and scientist on that unit, and there was another scientist working on the unit, but they were like, “Well, Desiré literally builds lasers, so I think she should be the science developer.” So we kinda had two science developers on that one, which was fun. But I come in and she’ll come in and she’ll be like, “Yeah, I think this is where we wanna go and this is what we wanna teach.” I’m like, “No way! Like, that’s not accurate, right?” And so I can come in, but then I’m coming in with all this crazy lingo, right? I’m up here. But then also I have taught kids about lasers and optics and photonics my whole career. So I’m also very capable of bringing it down to where kids need it to be. What I don’t know is how effective that is, right? When to do it and when not to do it. When to bring the level up; when to bring the level down. And so working alongside these other teachers and assessors really helped me to do that. And so for me it was just two years of deep learning experience. I learned—every single day at work, I learned something new. Which is something that I value and I’ve wanted in my career, my whole life. We made active decisions in that room. Like, “We want to interview scientists who are scientists of color or who have different abilities or who have different representations in all kinds of ways.” Right? And then we also have these fake internships, or not even the internships, but just in the general units. And we actively wrote scripts for those. And we actively wrote in those scripts, like, “This is a Black woman. This is an Indian woman. This is a Jewish man in a wheelchair.” Like, we specifically dictated exactly who we wanted in these videos, because we knew that representation was super-important and we knew that we wanted students to be able to connect.
Eric Cross (21:35):
Right. One of the things, I appreciate what I’m hearing a lot in that is the amount of intentionality that went into this. But even now as you’re reliving it, you’re still almost iterating on how could we improve it or how can we make it different or reach more people. And I think that goes towards when we’re talking about including more people and inclusion. Like, it’s not a binary thing. You’re always modifying; you’re always iterating; you’re always redesigning and improving to be more inclusive, to reach more students. Because you know, to your point, part of it is, “Yes, we wanna do this really awesome science curriculum,” but the other part of it is there’s more to it than just your content. And I think now more than ever…I use—we just finished the food bar unit. Metabolism. And in there there’s a simulator. They always ask me when I show the videos, “Are these, are these real people? Are these real situations?” And I tell ’em, “Well, the story is real, but these are all fictional actors. But what’s actually happening happens. It’s real.” And they get really into it. And I think one of the other things is with your simulations—especially the engineering units—there’s no one right answer. And so my students who want to go, “Mr. Cross, I wanna make the best bar! Perfect 10, best taste, cheapest!” And I’m like, “All right, good luck!”
Desiré Whitmore (23:06):
Yeah. Go do that.
Eric Cross (23:09):
Casue there’s something called trade-offs! It could happen! And they’re like, they’re trying. They get into the code. They try to open up the Inspect Element, when they feel like hackers.
Desiré Whitmore (23:17):
Yeah, they do. But these kids like, they’re so smart and they’re so resourceful. And I’m just thinking like, maybe that’s how we challenge them more, right? Sometimes we can give them these kinds of things where it’s like, “Go and create a program, ’cause that’s the level you’re at <laugh>. Go and create this program to do something similar that’s related to the work that we’re doing.”
Eric Cross (23:38):
I’ve had some of my own students redesign—I have one student who redesigns every assessment I give him. I give the project; I give the options for the final goal; and he always chooses—if I give three options, he always chooses option four. If I choose two options, he’s choosing option three. And so he’ll go into Google Sheets, he’ll pull all the data and then he’ll construct his own kind of spreadsheet with all the probabilities of different things.
Desiré Whitmore (24:06):
You tell this kid to make a GitHub right now <laugh> so that he can get a job as soon as he’s done with high school. <laugh>.
Eric Cross (24:12):
He’s amazing. And we did this one project where students had to design a Netflix show to show their understanding of metabolism. And they had to do four episodes. So I gave him a template. It’s not from me; it’s from, I think, EdTechPicks.org or something. And it looks like the whole Netflix splash page. They took photos, did the whole deal. He created NOTflix. Everyone else did Google Slides. His Google Slides was interactive. So when you clicked on different boxes, it actually took you to the next splash page of that show. I mean, it was….
Desiré Whitmore (24:48):
That’s fantastic.
Eric Cross (24:49):
It was, it was. I recorded his presentation. It was brilliant.
Desiré Whitmore (24:53):
But that’s amazing. And that speaks to your strengths as a teacher and why you’re an amazing teacher. Because you see the students and what they’re trying to do and you work with them; you meet them where they are. Right? There are so many teachers who would just be frustrated with that student. And it’d be like, “No, these are not your options. Your option was to do what I told you to do.” And there are many teachers who would do that. And I think it’s really amazing when we can realize as teachers, “No, our job is not to just enforce rules on our students. I mean, that is part of the job, because that’s what school was when it was created. But our job is to help students to achieve more learning in what we’re trying to do. And so the fact that you are so good with this student and that you encourage him to go above and beyond when he can, I think it’s so amazing.
Eric Cross (25:49):
Well, that brings me to my favorite group, organization, and the phase of your career of where you are now: The Exploratorium. And I wanted to kind of rap, talking about what you do now. Because the Exploratorium—I tell people, they go, what is that place? And maybe you can tell us what it is and then what you do. But for me, I’ll just tell everybody: It’s Disneyland for science teachers. And I love going there. I not only love going there because of what I receive from it professionally. Many of the PDs, I don’t even call ’em PDs—just communal learning experiences, that I’ve had that have been led by you and Lori and, and Tammy and the rest, and everybody that’s there have been incredible. And I have so much fun. Emotionally, I get excited when I go. When I’m on the plane, I’m like, “Here we go!” And then we go and we’re making fudge or we’re blowing darts with marshmallows across the room in the theme of Boba Fett. There’s just these rad things that are going on there. And it’s not like anything I’ve ever experienced before. So maybe we can close with talking about what the Exploratorium is, what you do there, for people who’ve never been and have been a part of it.
Desiré Whitmore (27:19):
I’m gonna give you what my definition of the Exploratorium is.
Eric Cross (27:21):
That’s what we want.
Desiré Whitmore (27:22):
So, the actual definition is, we are a public learning laboratory. We are known as the Museum of Art, Science and Human Perception. Cool. But, like, what does that all mean? Right? And I think your description of the Disneyland for science teachers, I think that’s a perfect description. ‘Cause for me, I tell people like, “Oh, I wanna go to the happiest place on earth.” And for me, that is the Exploratorium. And yes, I work there, and yes, it’s still true for me. So the Exploratorium is this huge museum. It’s an interactive science museum. And art—we have a lot of art. And it’s all about learning through doing. It’s not about learning science by going up to an exhibit and reading the little paper next to it. It’s like, no, you go up to an exhibit and you interact with it and you teach yourself science. The goal of the Exploratorium is really to help people understand that learning science, doing science, isn’t reserved for only scientists. Doing science is something that everyone in the world should and does do. And so helping people understand that everything we do is science is kind of the point of the Exploratorium to me.
Eric Cross (28:35):
Even the building itself…one of the other cool things too is, for people that don’t know, it’s the size of Costco or two.
Desiré Whitmore (28:43):
Yeah. Yeah.
Eric Cross (28:44):
It’s immense! And even the building itself teaches. Like, you have that whole workshop, dead-center in the middle of the floor where they’re designing things. It’s like inside-out. And then I remember going to the one experience where I think it was Eric who showed us that it’s one of the few facilities that is actually cooled by the Bay water. And there’s only a couple of those in the state that can do that. And it has a platinum rating, something wild that. So even just the building itself…everything that if they can extract every ounce of science teaching in that, it’s in there. And you are in a very important program for me. And can you talk a little bit about maybe what you’re doing in T.I.?
Desiré Whitmore (29:33):
So I am in the Teacher Institute. I’m a physicist in the Teacher Institute. And the Teacher Institute is a group of teachers and scientists. And our job is to basically support middle school and high school science teachers and teacher leaders in the state of California, but science teachers around the world, in their pursuit of science teaching. And by support, I mean we provide professional development. We provide other things, communities of practice, and we go and do workshops in certain places. We go to India to teach Tibetan monks and nuns science. And we go to Costa Rica to teach teachers all over the country of Costa Rica about science. And so our job is really, to help science teachers feel more secure in their science teaching and help to retain them in the field, because a good science teacher is so important in helping our students thrive. And so our job—and we take this very seriously—is to help science teachers thrive. And we are made up of PhD scientists and veteran classroom teachers. So we have on the one side teachers who have been teaching middle school or high school for years. One of my coworkers, Zeke, who I work with the most, he was a high school physics and environmental science teacher for 21 years before coming to the Exploratorium. And then me, I was never a classroom teacher. I was a professor; I was a physics professor at a community college, and I was a researcher. So my deep knowledge of physics and current knowledge of physics—or knowledge of current physics—combined with Zeke’s extremely experienced pedagogy is really how we work together as a team. And it’s not just Zeke, right? We’ve got a geologist on the team, Eric Muller. We’ve got Tammy, who’s a middle-school bio teacher. We’ve got, Julie Yu, who is a chemical engineer, PhD, and also a prior middle school teacher, former middle school teacher. We’ve got Hilleary Osheroff, who was a PhD biologist who used to work at the American Museum of Natural History. We’ve got Lori Lambertson, who was a middle-school math teacher. And so, you know, we all come together to bring our experiences both in and out of the classroom and in and out of the research lab to provide teachers with the best inquiry-driven stuff we can. And we’re very—we’re so equity-focused, because we believe that that’s important, right? We know that the impact of our work is, I think, why most of us are here. It’s why I’m here. In undergrad, my grad school, and my postdoc, I would go into classrooms. I would go into science museums and teach science to people. And I probably reached out to maybe…over that whole time, I would say a couple thousand people, right? Maybe a couple thousand people total. That’s great. But over 15 years of reaching out and only reaching a couple thousand people, that’s rough, right? And now I’m at the Exploratorium, and I know that if I reach one teacher, right? If I can teach one teacher…let’s say you. How many students do you have in your classes a year?
Eric Cross (33:11):
Two hundred a year.
Desiré Whitmore (33:12):
You have 200 students a year that you teach. So if you teach for 10 years, that’s 2000. That’s 2000 students. So I have, by teaching you today, assuming that I’m actually teaching you something that’s gonna be useful for you—
Eric Cross (33:29):
You do! And you are!
Desiré Whitmore (33:30):
You are going to be impacting these 2000 students over the next 10 years. And of course you’re gonna be in teaching for much longer than that. But let’s just say in 10 years, that payoff is so much higher, right? And you’re one teacher. But I have 30 of you in my workshop! And so if all of these 30 teachers each teach 2000 kids over the next 10 years, then I’m actually doing something. I’m actually changing the way that students see science, through changing the way that you see science. Right? And so I take my job very seriously, as we all do. Like, we’re so invested in our teachers. And it’s not that we don’t care about students, ’cause we absolutely do. But we understand that without good teachers, students aren’t going to be able to thrive, as often as they would otherwise. I was able to do it somehow. But I’m one. There are so many other kids who could have gone into science who didn’t because they felt they never connected to it. So our job is to try to help teachers connect to it. And an important part of that is allowing you all to experience science as a learner. We want you to play and have joyful experiences. We want you to enjoy science and to try to think about it from the perspective of your students. Walk in their shoes. So that when you then go back to your classroom, you are able to think about like, “Oh yeah, you know, my students totally asked the same question that I asked, or that another teacher asked in the workshop because they had the foresight to think about that’s what my students would ask.” Right?
Eric Cross (35:02):
Well, I think it’s really effective to create empathy for the learner. Because I find myself in that position. I don’t know if some kind of memory displacement field happens to me when I sit in those workshops, but Hillary will ask a question that I know the answer to and I’m like, “I don’t want to answer the question. I don’t—I might be wrong.” And I teach the subject! And I embody what it’s like to be a student. And when I leave, I might have to go back and reference exactly what the lesson was, but I remember how I felt when I didn’t know. And very rarely as teachers do we get put in positions like that. And so it helps me be in the position of my students emotionally, of what it’s like. Even even the intentionality of how do you ask questions and not showing an affect on your face when somebody says the right answer or the wrong answer.
Desiré Whitmore (35:55):
Well, I’m still learning that. I’m not great at it. Julie is the mast.
Eric Cross (35:59):
Julie’s got it nailed.
Desiré Whitmore (36:00):
I’m still trying to learn from her. She’s amazing. And I really would like to get there one day. But I’m still not there. I’ll be like, “Oh! Oh! Well, that’s…”. I have a terrible poker face. So I’ll be like, “Oh yeah, but you think that? Maybe…”. That’s a piece of it that’s really important, right? It’s this not giving away the answer, even when you have the right answer. Allowing people to ask the questions and explore and become invested in the problem, before giving away the answer. That’s something that I learn here at the Exploratorium. And like I said, I learn every day. And it’s something that I think is so important for us as teachers to learn and try to implement. Because oftentimes you’ll come and you’ll have students who are like, “I’m too stupid. I don’t know the answer.” And then somebody else will say the answer, and then the student is like, “Yeah, I was right. I’m too stupid.’” But it’s like no! But if you have that student actually think about it, then the student—once they do hear the right answer—they might be like, “Oh yeah, that would make sense.” Instead of “I’m stupid.” It’s like, no, this is, “I explored this and I figured it out on my own.”
Eric Cross (37:08):
Things keep coming back to how this experience and the process of them learning science even outweighs the content of it. ‘Cause the content is almost easier to share, it’s easier to get, you can look it up really quickly. But in your story and in many other people’s stories, the exposure, the experience, how they’re going through that process—I know that’s something that I’ve learned a lot in just watching. Not teaching science, but actually the science of teaching. Sitting in the workshops and watching how we’re treated as students, how you interact with us, and then being able to take that back to the classroom. And just to add onto the value that it’s created, I think one thing that it’s also done is given us community. And in addition to being able to impact students, it’s also been able to build resilience in teachers. Because we as teachers can feel very isolated. And especially now when things are incredibly difficult, and every teacher’s experiencing Covid and shutdowns and low staffing across the country in different ways, when you don’t feel you have community or people that you can connect with, it just makes everything feel exponentially harder. And you’ve done a great job at being able to build community with us in our community of practice. The Exploratorium has been able to do that. And it’s something that I’m super-grateful for probably more than anything else is that through these last two years, being able to connect really made me feel like, “OK, we’re gonna be able to do this.” And it’s not just about Cross or my other teacher in eighth grade or my sixth grade teacher who’s doing this. That message, I think, is really, really important. I wanna ask this: Was there a teacher or an experience that impacted you or inspired you throughout your educational career? You know, kindergarten all the way to college? Was there a moment or a person or anything that that really stuck with you, that you felt maybe influenced who you became? Met you where you were at? I know you mentioned your chemistry teacher at that point, but is there anyone else, or was it that person that was really the person who sticks out for you?
Desiré Whitmore (39:21):
There actually have been a few. Of course, the first is my great-grandmother, Claudia Pairs. But I think in the fourth and fifth grade I had the same teacher. She stayed with us going from fourth to fifth grade. And fourth grade was a new school for me. New town. I was the only Black child in the school, me and my sister. And my teacher recognized that I had no real help at home, I guess? And she really kind of…she saw that I was really smart. She would give me extra assignments when she could tell I was bored. It meant that someone outside of my house cared about me in a way that I didn’t feel cared about at home. Her name is Ms. Comet. Mrs. Comet.
Eric Cross (40:11):
Like…comet?
Desiré Whitmore (40:13):
Yeah. Mrs. Fran Comet. And I’ve tried looking her up as an adult and I can’t find her. But I work with so many teachers, and I know how hard teaching is and how degrading it can be…or demoralizing, I guess, to not be appreciated. And so I know what it feels to me when a student has reached out and shown me like, “Hey, I’m now in dental school,” or “I’m now getting a PhD in science,” and I’m just like….
Eric Cross (40:40):
I got a message this morning on Instagram from a student. And none of my students use their real names in their Instagram handles. So I got a message from Moonshine. <Laugh> And I was a seventh grade teacher. And through deduction, deductive reasoning, I figured out who it was. This person’s now in college and they responded in that…you know, you get one of those every once in a while. And I feel it just fills your tank. It’s just so important that we—it’s funny because, kind of to your point, we don’t realize who or how we’re making impacts on people. And in what ways. We just know that we are. And I tell other teachers, I said, “You have one of the few professions where you fall asleep worrying about other people’s kids.” And it’s the words that we speak, the things that we do, people are always watching. I know, no pressure, right!? Hopefully, someone listening can find Ms. Comet.
Desiré Whitmore (41:37):
Ms. Comet. Teacher at Buena Vista Elementary School back in the ’80s. But your talk about this impact, it reminds me of the thing I wanted to say, but I didn’t. But I’m gonna tell you right now. I mentioned how science was not a priority when I went to school, in my hometown. That’s Lancaster, California. But recently I got a phone call from a family friend and she was so excited. And she called me to tell me that her daughter was super-excited when she picked her up from school. Because I was in her classroom. She said, “Auntie Desiré was in my class today! And she works on lasers! And she does spectroscopy! And I wanna learn about spectroscopy now. So can we call Auntie Desiré?” And I was like, “Wait, what?” My friend was kind of confused. She’s like, “Desiré didn’t tell me she was in town.” She had no idea why her daughter was saying I was in her classroom, ’cause I was not physically there. And then I had to put the pieces together and I was like, “Oh my God, your daughter’s in eighth grade already.” It made me feel really old, ’cause I know this girl from a little baby. But I was like, “Oh my God, that’s the eighth grade unit on light waves for Amplify that I wrote, and I’m featured as the scientist.” Because we have real scientists in the units. And they featured me in that one, in my laser lab. And so this little girl who knows me really well, who lives in my hometown, is seeing representation in science. She doesn’t necessarily know I’m a scientist. She knows that—I don’t know what she knows about me. She just knows I’m Auntie Desiré and, you know, I like gumbo at Christmas. That’s what she knows about me. <Laugh>. And so she comes back and she’s so excited ’cause now she knows so much more about me. And she knows that if I can do it and I came from where she’s at, she can do it too. And she was super-excited. And I was just…it brought me to tears. I was just crying in the car. I was driving <laugh> at the time and I was like, “This is amazing. Work that I did is teaching you and all of your friends in this tiny little town that you live in. And that to me is so important because now this little girl knows that, like, she knows me as just a normal human right. Who likes Star Trek and Star Wars and The Owl House. And now she’s over here like, “Oh my gosh, this normal human wrote the science curriculum that I’m learning from.” Which I think is just so fantastic. And it really brought home for me kind of the importance of my work and why I’m doing what I’m doing. And that’s pretty awesome. And I get messages from Instagram, you know, from teachers who are like, “Hey, did you work on this? ‘Cause you were featured in the video, but did you write this light waves unit?” And I’m like, “Yeah.” And they’ll tell me, “I have students, this is their favorite unit. I’ve gotten notes from students saying, ‘This was my favorite unit in all of middle school.’” And I’m like, “Ohhhhhh!”<Laugh>
Eric Cross (44:33):
That story just gives me chills. Because I just can imagine how surreal that must feel. And you’re directly making that impact on those kids. And I’m glad that you shared that story so that everyone can hear it, because it’s a powerful story and I lived—I feel I was living it through you, just now, as you were discussing it.
Desiré Whitmore (44:54):
Yeah.
Eric Cross (44:54):
And I feel that way in the classroom to a small degree, because I get to have—when my students create posters of scientists that we don’t typically see, I’ve got you on my list of scientists, and I’m they’re like…And I’m like, “I can call her!” Like, “Mr. Cross, you KNOW her?!” I’m like, “Yeah, she’s a friend of mine! I was talking to her the other day!” And they’re like, “Whoa. She works with lasers?!”
Desiré Whitmore (45:17):
<Whispers> I do.
Eric Cross (45:18):
Desiré. I’ve held you for so long and—
Desiré Whitmore (45:23):
Yes, I’m sorry! I told you, I talk so much! I’m a teacher!
Eric Cross (45:26):
No! No, no, no, no. It was great! I wanna honor your time. Can you tell everybody where they can find out more about you again?
Desiré Whitmore (45:33):
So first off, you can find me on Twitter at Darth Science, D A R T H S C I E N C E, and you can also find me at Instagram at Dr. Laser Chick: D R dot laser chick. Even though I don’t post on Instagram that much. I also have a website, which is laser chick dot net. I’m still working on it. It’s not the best website yet. But, you know, it’ll, it’ll be better in the future.
Eric Cross (46:02):
Would you be willing to come back later on in the year and do a part two?
Desiré Whitmore (46:07):
Oh, for sure. Yeah. So I can actually finish telling you the story of how I got into physics! ‘Cause I totally didn’t. ‘Cause I’m all over the place.
Eric Cross (46:15):
So, everybody, cliffhanger! Next time she comes back, she’ll continue to tell us the story. Desiré, thank you so much.
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Meet the guest
A Southern California native, Desiré earned an associate of science from Antelope Valley College, a bachelor of science in chemical engineering from UCLA, and a master of science and Ph.D. in chemical and material physics from UC Irvine. Her research focused on developing very fast laser and microscope systems that could capture molecules vibrating and rotating in real time. She was a postdoctoral fellow at UC Berkeley, where she designed and built attosecond lasers (the fastest laser pulses, which emit x-ray light, ever measured). At the Lawrence Hall of Science she wrote an all-digital K–8 science curriculum (Amplify Science), which aligned to the NGSS, with the Learning Design Group (LDG). Desiré left LDG to teach hands-on laser technology and physics courses at Irvine Valley College before joining the TI staff. She is the proud mom of Stella, a four-year-old boxer-pit mix. In her spare time, Desiré is restoring her 1967 VW bug.
About Science Connections
Welcome to Science Connections! Science is changing before our eyes, now more than ever. So…how do we help kids figure that out? We will bring on educators, scientists, and more to discuss the importance of high-quality science instruction. In this episode, hear from our host Eric Cross about his work engaging students as a K-8 science teacher. Listen here!
S4 – 03: LIVE from NCTM with Bethany and Dan
In this episode, co-hosts Bethany Lockhart Johnson and Dan Meyer are LIVE with more than one hundred Math Teacher Lounge listeners at the recent National Council of Teachers of Mathematics conference. Listen in as they answer the pressing question: Who is the best teacher in film or television?
Explore more from Math Teacher Lounge by visiting our main page.
Presenter (00:00):
Ladies and gentlemen, from Math Teacher Lounge, we have Bethany Lockhart Johnson and Dan Meyer! <cheering>
Bethany Lockhart Johnson (00:08):
Doesn’t go well that the door was locked. Like, I could not get in! <Laugh>
Dan Meyer (00:12):
Yeah. Gotcha. All right. We’re gonna sit a little bit. Let’s see how that works—
Bethany Lockhart Johnson (00:16):
Hi!
Dan Meyer (00:16):
Yeah. I think we’ll stand up? Or whaddaya think, sit…?
Bethany Lockhart Johnson (00:19):
Should we stand? Hi.
Dan Meyer (00:22):
Hello. Great to see you folks. Yeah, I can hear you.
Bethany Lockhart Johnson (00:25):
Can you hear me? That’s—I know YOU can me. Can you hear me OK? OK! We’re here. Hello. Thank you for like, lining up and coming out and being here. Thank you!
Dan Meyer (00:35):
Means so much to me that you could be here for me, on my show, with Bethany Lockhart Johnson, my co-host. <Audience laughs>
Bethany Lockhart Johnson (00:40):
The hour has just started.
Dan Meyer (00:42):
We’re just getting going. Yeah. If you folks have heard the podcast, you don’t know how much gets cut out. And it’s like, mostly me just having, you know, anxious nerves and saying something silly and then we cut it out and we can’t do that here today. So it should be real fun for all of us, I think. Yeah.
Bethany Lockhart Johnson (00:55):
It’s not true. It’s mostly dancing. “Bethany, can you stop talking? Bethany?” Cause it’s mostly—
Dan Meyer (00:59):
“It’s my turn. It’s my turn! Bethany <laugh>! I haven’t been heard for a while.”
Bethany Lockhart Johnson (01:02):
Dan. We’re at an in-person conference.
Dan Meyer (01:05):
In-person BIG conference, I would say. I’d say a big conference. Yeah.
Bethany Lockhart Johnson (01:08):
And have you been to the Amplify booth?
Dan Meyer (01:11):
I have! Have these people? There’s a claw machine with free socks.
Bethany Lockhart Johnson (01:16):
Yeah. You’re saving me socks, right? That’s what you’re saying. <Laugh> I mean, it’s exciting. How has your conference been so far?
Dan Meyer (01:21):
So far it’s been a blast. I feel fed. I feel like the community’s been awesome. How are you feeling about it?
Bethany Lockhart Johnson (01:29):
OK. Let’s talk about me for just a second.
Dan Meyer (01:31):
Yeah. Talk about you.
Bethany Lockhart Johnson (01:31):
Last night, Dan, was the very first night that I was away from my toddler. <Audience: Aw!>
Dan Meyer (01:38):
Big commitment being here. Thank you.
Bethany Lockhart Johnson (01:40):
I got super-emotional walking back to the hotel after dinner, and then I got in my room, <laugh> I put on pajamas, and I turned on music. I slept so good!
Dan Meyer (01:50):
Yeah. <Audience laughs> Give it up for no kids! <Audience laughs> Hey!
Bethany Lockhart Johnson (01:55):
I love him so much. But I slept all the way through the night. Oh, by the way, I ordered room service in the morning.
Dan Meyer (02:01):
On Amplify.
Bethany Lockhart Johnson (02:01):
That bill’s coming. But it’s been a great conference and I’m so delighted to be here in person and to get to share energy…and hopefully that’s all we’re sharing today. Y’all got your tests, right? Yep. Sharing energy and community today. Because we know it’s been hard. Hardness. Hard.
Dan Meyer (02:25):
Yeah.
Bethany Lockhart Johnson (02:26):
Years. Hard. And to be in person, I know conferences reinvigorate me and I go back into my educational spaces feeling revitalized with new connections and new ideas to try. So yeah, I’ve been excited to be here. And thank you all for being here.
Dan Meyer (02:40):
Yep. I don’t care if I get six different strains of Covid here. I’m just thrilled to be here. <Audience laughs> I don’t know if you’ve had the same feeling, though, Bethany, you folks…I’m a little bit confused to some degree about what we’re doing. I just wanna be really transparent. This is my sarcastic voice but I’m being sincere here. It kind of feels like we’re in a little bit of a time capsule. Like we all got in a time capsule in 2019 and, you know, you open it back up and it’s like, OK, so we’re still, you know, talking about X, Y, or Z protocol for establishing classroom routines or whatever. And I’m like, OK! Like, I loved that in 2019! But I do admit, I’m still trying to figure out a little bit like, what are we doing now? What’s our relationship to the world out there? Things are very different. I have had some great sessions that I’ve enjoyed. I’m also like, still waiting for a session to draw a little blood. Do you know what I mean? Like there’s been sessions…no? OK. You’ve been in these sessions where it’s like, “Oh, ow.” Like, and you look down and there’s and there’s blood there. It’s like, I thought I knew what we were up to. Like, I thought I knew what teaching was and how we relate to the world. I dunno, like in any Danny Martin session in 2019, “Take a Knee” was one, where I was like, “Oh, OK. Like, I’m not as hot as I think I am here. Like, I’m part of a system.” That kind of thing for me draws blood. And I haven’t been in one of those yet. Been some great sessions. I’m a little hopeful that today we draw a little blood and think about what we’re doing here, is my hope here, if that’s OK. So Bethany’s gonna moderate that impulse and she’ll be the fun one and I’ll be the blood-drawing one.
Bethany Lockhart Johnson (04:05):
No, I don’t…that metaphor doesn’t speak to me personally. But what I will say is, I get what you’re saying about really wanting to be in that room where there’s like this synergy happening. No promises about that today other than—
Dan Meyer (04:18):
I promise. <Audience laughs> Go on.
Bethany Lockhart Johnson (04:20):
Other than I get what you’re saying. I’ll find my own metaphor that does not involve bloodshed, but.
Dan Meyer (04:25):
Sure. There’s a lot of ways we we could go about this today. And the one that I’m excited about is, you know, we could like, you know, analyze some results from students, and talk about what went into that. Look at classroom video. Lots of possibilities. But here’s what we’re up to today. Hope you’re into it. Which is, we are here in the heart of the entertainment industry. You know, Tinseltown! Um, the Big Apple! Uh…
Bethany Lockhart Johnson (04:47):
No!
Dan Meyer (04:47):
Come on. What do you got here? Um…
Bethany Lockhart Johnson (04:51):
It was daytime at night. Like the lights were so bright.
Dan Meyer (04:54):
The City of Lights.
Bethany Lockhart Johnson (04:55):
There was a movie premiere outside my hotel room, which I was not invited to, unfortunately. But so what are we doing today?
Dan Meyer (05:01):
So here’s what we’re doing. We are gonna settle, once and for all, a question you have not asked yourself yet, perhaps, but will want to know the answer to in a moment. Which is: Who is the best teacher in all of film or television? OK? We’re gonna do that. It’ll be fun. But I hope that in debating this a little bit with a special guest we’ll bring up in a moment, that we will start to uncover some truths about what makes good teaching. How that’s different from teaching as we see it in movies and tv. Why middle-class America wants teachers to look a certain way in movies and tv. What all that means. And it’ll be awesome. I think. I’m hopeful it’ll be awesome. So what we did here is we’ve invited eight people. Eight folks you people may have known. You’ve been in their sessions today, in this conference, perhaps. And asked them: Who’s your fave? Like, we might have our favorites, but we wanted to democratize it a bit. So asked some cool people who you folks like, who are very smart and thoughtful about teaching: Who’s your favorite teacher?
Bethany Lockhart Johnson (05:58):
A few of whom are in this room. Thank you for your submission.
Dan Meyer (06:00):
Thank so much. Yeah. We’ll see what happens here. <laugh>
Bethany Lockhart Johnson (06:03):
As they shrink down.
Dan Meyer (06:03):
Yeah. Might draw some blood that I don’t mean to right now. We’ll see. OK.
Bethany Lockhart Johnson (06:06):
That metaphor, what IS that??
Dan Meyer (06:07):
Yeah. Yeah. I love it. I’m still going with it. <laugh> And you folks will be a huge part of this. THE part of this, really. So what will happen is I’ll share with you our first nominees. A few of us will make a case for our favorites, or least favorites, as the case may be sometimes. And then by applause, by acclamation, you folks will decide who wins and advances to the next round. Start with eight, move to four. You folks know math.You know where this goes. OK.
Bethany Lockhart Johnson (06:34):
No, keep going. Keep going.
Dan Meyer (06:36):
Two, then one.
Bethany Lockhart Johnson (06:36):
Yeah. Got it.
Dan Meyer (06:37):
Then a half of it. No?
Bethany Lockhart Johnson (06:38):
He had to school me on the making of brackets. But we got it. Yeah.
Dan Meyer (06:41):
How brackets work.
Bethany Lockhart Johnson (06:41):
But we got it. March Madness, what?
Dan Meyer (06:44):
Yeah, in order to do this right, we had to bring up—all the folks that you’ll see are also former Math Teacher Lounge guests, or like, just fan favorites. And we’re also bringing up a former Math Teacher Lounge guest to help us decide this and debate this in a respectful manner.
Bethany Lockhart Johnson (06:59):
New dad.
Dan Meyer (07:00):
New dad.
Bethany Lockhart Johnson (07:01):
You see where my brain’s still at? I miss him. <Laughs>
Dan Meyer (07:03):
Friend from San Diego. Really cool teacher.
Bethany Lockhart Johnson (07:06):
Incredible teacher.
Dan Meyer (07:06):
Works at Desmos and Amplify. And I just want you to welcome up your friend and mine. Chris Nho!
Bethany Lockhart Johnson (07:11):
Chris Nho!
Dan Meyer (07:13):
Come up, Chris. Let’s go, buddy. We didn’t talk about it, but did you want to do the cornball stuff too?
Chris Nho (07:22):
Wow. Would I love to do—
Bethany Lockhart Johnson (07:23):
And then the door could be locked! And then you have to wait and like, just—
Chris Nho (07:27):
Yeah, I’ll skip that part.
Bethany Lockhart Johnson (07:28):
Hi. Welcome. You’re here. We’re here in person.
Chris Nho (07:30):
Very glad to be here. Thank you all for having me.
Dan Meyer (07:33):
Tell me who you are.
Chris Nho (07:34):
My name is Chris Nho. I live in San Diego. I’m a new dad. A three month old, just had. Yeah, she’s actually here at the conference with us in the hotel room. And I promise you she is not by herself. She is with…come on. I was like, “Hey, just gimme one hour. I’ll be right back. I have to do very important work.” But yeah, I think I got invited here because I have opinions and I’m willing to draw…some…blood.
Dan Meyer (08:02):
There we go! Two outta three! We’re good on the metaphor now.
Bethany Lockhart Johnson (08:06):
We’re so glad you’re here. If you haven’t listened to the episode where Chris and Molly and some other public math folks share their ideas and ideas of how to take math out into the world, please listen, because we had a blast.
Dan Meyer (08:19):
Inspiring work. Really inspiring work. Very cool. Cool. OK. Right on. OK.
Bethany Lockhart Johnson (08:23):
Let’s do this!
Dan Meyer (08:24):
Let’s get started here. Yeah! <Audience cheers> Yeah. And we might ask you who your favorite teacher is, who’s missing from our list of eight? We might have forgotten some people. Anyway. All right. So here’s our first two. Our first two are nominated by way of, let’s see, um, Mandy Jansen is a professor at the University of Delaware. Got some awesome talks here this week, a Shadow Con talk last night. She’ll be nominating one. And also, um, Lani Horn is a professor at Vanderbilt, also extremely cool, prolific author and speaker, just all-around great human and friend of teachers everywhere. And she’ll nominate another in this bracket, which is the Northeastern Comedy bracket, Northeastern comedy bracket.
Bethany Lockhart Johnson (09:06):
It just worked out that way.
Dan Meyer (09:07):
Yeah. Here it is. Here is Tina Fey in Mean Girls.
Tina Fey in Mean Girls (09:12):
“OK. Everybody close your eyes. All right. I want you to raise your hand if you have ever had a girl say something bad about you behind your back. Open your eyes. Now close your eyes again. And this time I want you to raise your hand if you have ever said anything about a friend behind her back. Open up. It’s been some girl-on-girl crime here.”
Lani Horn (09:52):
I am nominating Sharon Norbury from Mean Girls as the best movie math teacher. She is an awesome teacher who is always there for her kids. She always sees the best in them. She shows that she can forgive even some pretty bad behavior, if she sees that kids are trying. She’s a strong feminist who makes sure that smart girls don’t dumb themselves down just to impress boys.
Tina Fey in Mean Girls (10:22):
“Katie, I know that having a boyfriend may seem like the most important thing in the world right now, but you don’t have to dumb yourself down to get guys to like you.”
Lani Horn (10:30):
She’s also super hard-working. She works three jobs. She’s always there for the kids. She plays piano in the talent show and takes them to Mathlete competitions. And she’s also socially aware. And when things go really badly among the girls, she does some pretty creative things to try to get them to be kinder to each other.
Dan Meyer (10:54):
OK. That’s one.
Bethany Lockhart Johnson (10:55):
Helen Case.
Dan Meyer (10:57):
All right. Settle down. Settle down. Settle down. All right.
Bethany Lockhart Johnson (10:59):
Piano too!
Dan Meyer (11:00):
Bethany’s already trying to bias people here. All right. Chill out. Hold on. So next one is Mandy Jansen with Jack Black from School of Rock. Uh-oh. Uh-oh.
Jack Black in School of Rock (11:09):
“What was your name?”
Kid in School of Rock (11:10):
“Katie.”
Jack Black in School of Rock (11:11):
“Katie. What was that thing you were playing today? The big thing.”
Kid in School of Rock (11:14):
“Cello.”
Jack Black in School of Rock (11:15):
“OK. This is a bass guitar and it’s the exact same thing, but instead of playing like this, you tip it on the side. Chellooooo! You’ve got a bass! <Laugh> Try it on.”
Mandy Jansen (11:25):
And I’m nominating for best teacher in a film Jack Black as Dewey Finn playing Mr. Ned Schneebly in the film School of Rock. So why this portrayal? First of all, playing a longterm sub. Those are so hard to find right now. <Audience laughs> Really hard. And then he teaches using class projects. That’s brilliant. Integrated learning. And then love this. He gives students roles and tasks that are differentiated and align to the specific strengths that each student has.
Kid 2 in School of Rock (12:05):
“I can also play clarinet, you know!”
Jack Black in School of Rock (12:06):
“I’ll find something for you when we get back from lunch. I’ll assign the rest of you killer positions.”
Mandy Jansen (12:13):
And the film culminates in a performance of a collaborative song that they all wrote and performed together. And the students experience that collaboration and teamwork and creating something beautiful is much more important than winning first place. And finally, one of the songs that the character sings in the film is “Math is a Wonderful Thing.” Can’t beat that.
Dan Meyer (12:40):
All right. That’s tough. That’s tough. So here’s the deal. What we have right now is just a quick minute—so Bethany, you ranked, we all ranked our own faves here outta the list of eight. And Bethany put Jack Black in School of Rock a bit higher than Tina Fey in Mean Girls.
Bethany Lockhart Johnson (12:54):
Missed the piano part though.
Dan Meyer (12:55):
And Chris, vice versa here. So Bethany, would you start us off and just make a quick case here for Jack Black versus Tina Fey?
Bethany Lockhart Johnson (13:01):
OK. So here’s what I’m thinking. There’s been rumor that maybe they’re putting less than credentialed people into classrooms to fill teaching gaps. I mean, just rumor. And so here’s this guy who is a rocker. He is not a substitute. He has no teaching training. And yet he goes in there and it turns out that he has the ability to see students’ potential and to recognize their unique abilities. And like Mandy said, he really tapped into, like, he saw them and said, “No, more is possible for you than what you think is possible.” And there’s like real sub anxiety. When you walk in, you can either be like, happy there’s a sub, but I was usually really nervous. Right? And he goes in and he makes that classroom into a home.
Dan Meyer (13:53):
Wow.
Chris Nho (13:54):
Wow.
Dan Meyer (13:56):
Chris, speak on it. Tina Fey needs you. Chris.
Chris Nho (13:59):
Tina Fey. Here we go. I’m gonna argue here that—when was that movie made?
Dan Meyer (14:03):
T is for terrific. I is for Interesting.
Chris Nho (14:06):
Decades ago. And I’m gonna argue that Tina Fey was very progressive for her time. OK, let’s talk about social emotional learning. Hello. <Audience laughs> Love that. Right? Stand up if, I mean, she’s getting people to talk about their emotions. And there’s a curriculum. But let’s just pause, because that’s not what’s really happening in the classroom right now. So social emotional learning, I think she’s, she’s got that a lot. And then number two, you know, if you remember the plot of Mean Girls a little bit, she gets her name written in that Burn Book. Like she sees what they say about her. Restorative justice. Let’s go. <Audience laughs>.
Dan Meyer (14:38):
Whom amongst us. Yes.
Chris Nho (14:40):
You write Mr. Nho in the Burn Book?? Well, your grade book is gonna look like a Burn Book! OK? <Audience laughs> Tina Fey, Tina Fey, she was like, “No, you know, know what? I’m actually gonna spend more time with you. You’re gonna become a mathlete.” And Lindsay Lohan discovers—she drops the most iconic line in all of math education. “The limit does not exist.” Thank you, Tina Fey, for that. For that gift.
Dan Meyer (15:04):
Bless. Bless you. Tina Fey. Wow.
Bethany Lockhart Johnson (15:05):
Oh, man. Wow.
Dan Meyer (15:09):
Let’s see what the people say here. I do wanna just add one quick thing about—it’s interesting to me how often in these movies—just kind of go in a little bit, zoom out just a minute—how often it’s a teacher who has no training as a teacher. <Bethany laughs> I am kind of curious why it is. Like, those are the movies that get hot, that get made. Again, these are all kind of a mirror of the taste of the moviegoing public. You know what I’m saying? Like, these, these are not movies—I wanna believe they are made for me and for us as teachers. But they are not. There’s not enough of us to justify, you know, Jack Black’s, you know, M&M budget or whatever he’s got going on in his trailer or whatever. That needs to be for everybody in middle-class America. So what is it about middle-class America that wants to see teaching as something that anybody can do? Just like, you know, just, just run up there in your van and make it happen.
Bethany Lockhart Johnson (15:54):
Magic magically manifests.
Dan Meyer (15:56):
Yeah. Manifest. Yeah. That’s just interesting to me. I just toss that out there as some red meat. Let’s see what the people say here. All right, OK, so you’re ready. Let’s get the bracket going here. The question is Tina Fey versus Jack Black. You had a moment here. Just whisper to someone real fast who you’re going for here real quick. What are you thinking here? <Crowd murmuring> All right. Crowd’s buzzing. Crowd’s buzzing. Would you folks…? All right. Bring it back. Go ahead and make some noise for Tina Fey. <Crowd cheers> OK. OK. Make some noise for Jack Black! <Crowd cheers> Judges say Tina Fey. Tina Fey moves on. All right. All right.
Chris Nho (16:44):
Stunned. I’m stunned. I’m speechless.
Bethany Lockhart Johnson (16:46):
Tina Fey moves on. Wow.
Dan Meyer (16:48):
This has exceeded my expectations in terms of having some fun, but also getting deep, getting deep and real about teaching. I’m into this right here. Yeah. What’s up?
Bethany Lockhart Johnson (16:54):
That’s the goal. That’s the goal. OK. You wanted blood? Oooh, this next matchup might just be where that blood comes forth! OK. Stretch. Warm up. Dan Meyer, who’s up next?
Dan Meyer (17:11):
We’ve got the animated/animatronic round here in the Southeast. And repping the two contestants here, who do we have? We have Allison Hintz, professor, author outta Washington, as one of the two nominators. And the other nominator is one of my heroes, though we’ll find out very wrong about this nomination, Jenna Laib, who’s in the crowd, and I’m trying not to make eye contact here. <Laugh> And here are the two nominations. A couple minutes each. And then we’ll chat about it. And one of us will probably die. But we’ll see how it goes.
Allison Hintz (17:50):
A long, long time ago, in a galaxy far, far away, MTL, we began learning from the Jedi Master of Teaching. With the Socratic and experiential approach. With unparalleled mindfulness, compassion, and humility. The best teacher in TV and film, Yoda is. <Audience laughs> Yoda lives the values we share as teachers and learners. He humbly comes alongside us as we construct new knowledge.
Yoda (18:29):
“You must unlearn what you have learned.”
Allison Hintz (18:32):
Yoda allows us to struggle and sees mistakes as critical to learning.
Yoda (18:39):
“The greatest teacher, failure is.”
Allison Hintz (18:43):
Yoda values curiosity and reminds us of the beauty and joy of teachers learning from children.
Yoda (18:52):
“Truly wonderful, the mind of a child is.”
Allison Hintz (18:59):
MTL! Join the Resistance! Let the force flow through you in declaring, the best teacher in TV and film, Yoda is.
Dan Meyer (19:18):
Give it up for Allison Hintz! All right! <Audience applauds>
Bethany Lockhart Johnson (19:20):
Alison! And to have that on hand too, which Is kind of perfect.
Bethany Lockhart Johnson (19:26):
Just to be clear, the helmet is not a part of a Zoom background.
Dan Meyer (19:29):
You may evaluate the quality of the nomination based on the costumes of the nominator. That is acceptable. That’s acceptable.
Bethany Lockhart Johnson (19:35):
That is a REAL HELMET.
Dan Meyer (19:35):
All right. The next nominator here, this one is from Jenna Laib, math coach, all-around stellar human. Here we go. This is Ms. Frizzle.
Ms. Frizzle (19:42):
“Single file, class. Our rotten field trip has only just begun.”
Jenna Laib (19:47):
And I think that the best teacher from TV or movies is Ms .Valerie Frizzle from The Magic School Bus. First and foremost, Ms. Frizzle believes in her students. She encourages them to take an active role in their learning, and also to advocate for change in their local community. For example, there’s an episode where there is a logger who’s gonna cut down a rotting log that would benefit the local ecosystem. And the students figure out a way to convince him to leave the log so that all of the animals and the plant life can benefit. She orchestrates really challenging situations for these students, and she allows them the space to ask questions and engage in problem-solving and puzzle their way out of these really, really difficult scenarios. Ms. Frizzle has unmatched pedagogy. She’s bold, she’s innovative, and she’s a major proponent of experiential learning. So these students are heading straight into a storm to learn about weather systems. <Audience laughs> These students are heading into the human body to learn about digestion and disease. They literally get baked into a cake to learn about some chemistry and reactions.
Children in The Magic School Bus (20:54):
“What’s happening?” <Audience laughs> “Why is it suddenly getting so hot?” “Maybe it’s because the floor is on fire!” <Audience laughs>
Jenna Laib (21:02):
This pedagogy is all led by her outstanding catchphrase, which is:
Ms. Frizzle (21:06):
“Take chances; make mistakes; get messy!”
Jenna Laib (21:14):
From her pedagogy to the classroom community that she creates, Ms. Frizzle is an inspiration, and that is why I think that she is the best teacher from TV or film. <Audience applauds>
Dan Meyer (21:25):
Right on! Give it up for Jenna. Give it up for Jenna. All right. I’m gonna take first pass at this. Chris knows my argument already, so I’m gonna take this here. I see some of you are feeling how I’m feeling on this one. OK, so I don’t have tons to say in favor of Yoda. I think it was all true what Allison said. I think the costume was banging. It was awesome. So there’s all that, but I have more to say against Ms. Frizzle than for Yoda.
Bethany Lockhart Johnson (21:48):
No, no, no. Wait a second!
Bethany Lockhart Johnson (21:49):
Let’s let it happen. Bethany, I’ve come prepared.
Dan Meyer (21:54):
I may have made a misstep here, I realize.
Bethany Lockhart Johnson (21:56):
I’ve come prepared.
Dan Meyer (21:56):
So I think Jenna is all correct. I think those clips spoke for themselves. I think that what they add up to, to me, is not “great teacher,” but more “someone who should be locked up.” <Audience laughs> Or at the very minimum, “someone who should be kept away from children.” <Audience laughs> Do not let that woman around children. I mean, check it out. Look, I don’t wanna throw down credentials. I’ve been to grad school, though. I know how this works. When your brain is stressed, you get these—all the cortisol happens. Your working memory shrinks up. You cannot learn when you’re stressed. And those kids, like whatever lesson Ms. Frizzle is teaching by sending them into an oven, I repeat, an oven <audience laughs>, like, they’re not gonna learn anything ’cause their brains are freaking out with stress and fear. OK?
Bethany Lockhart Johnson (22:41):
“What’s happening??”
Dan Meyer (22:43):
“What’s happening? Am I on fire? Well…I’m learning lots, though! Sure is magical!” <Audience laughs> It’s like, “No. Get that woman out of a classroom.” That’s my opening and closing argument. Right? There’s all it is.
Chris Nho (23:01):
All right. All right. All right.
Bethany Lockhart Johnson (23:02):
Chris knows.
Chris Nho (23:03):
I’ve got, I’ve got lots to say. First off, I think Dan was in charge of the editing of those video clips. So let’s let that be—you know, let the record stand. <Audience laughs>
Dan Meyer (23:11):
Where’s the lie though? Where’s the lie?
Chris Nho (23:14):
And, you know, second, I think, um—this is the guy up here saying, “I wanna see blood.” You know? And then he has a teacher who literally takes the students into a blood cell and, and you get a little scared! You get a little worried for the students, you know? So I just don’t get it, Dan. This or that. OK? I think Ms. Frizzle—so I actually went to a project-based learning school. I taught at a project-based learning school. And the best thing about it is like, your learning, it doesn’t just stay in this box of math lesson or writing lesson, history lesson. And I think with Ms. Frizzle, like you can’t help but learn things because you are getting baked in a cake. <Audience laughs> Yeah, it is a little scary. And I imagine there’s cortisol and things happening, but guess what? Probably the next episode, they go into their own brains and explore what’s happening. That kind of thing. You know?
Dan Meyer (24:07):
The kids that survived, just be clear. <Audience laughs>
Chris Nho (24:10):
Yeah. OK. Would I want Nora, my three-month-old, to be babysat by Ms. Frizzle? Maybe not. <Audience laughs> But what I have to say about Yoda is Yoda maybe wins the best tutor award. Give it up for Yoda’s Best Tutor Award.
Bethany Lockhart Johnson (24:24):
Oh, yeah…
Chris Nho (24:25):
That ratio’s looking really nice. I could teach the heck outta Luke Skywalker. OK? But 20 little Luke Skywalkers running around. I’m not sure. OK?
Dan Meyer (24:34):
Luke did survive the training, though. <Audience laughs> So that’s awfully nice to say about it. All right, Great words from Chris here. I’m still not convinced. We’ll see how you’re convinced here. Would you whisper to someone where you’re leaning here? Frizzle or Yoda? <Audience buzzing>
Chris Nho (24:47):
I tried. I tried.
Dan Meyer (24:53):
All right. That’s enough of that. Let’s hear it folks. Give it up for Yoda. <Audience cheers> Give it up. Give it up. You. Give. It. Up.
Chris Nho (25:05):
Hey, next. Next.
Dan Meyer (25:06):
All right. All right, all right. <Mutters> Give it up for Ms. Frizzle. <Audience cheers louder> I dunno, it’s pretty close. Call a tie. Maybe Yoda? Yoda by nose? <Audience laughs> All right. All right. Let’s…let me see who’s it. Let’s get the people advancing here. I’ll keep on moving here.
Chris Nho (25:26):
As you’re doing that. Um, Dan ranked Ms. Frizzle last in his personal ranking. And I ranked Ms. Frizzle very high, so we knew this one would be spicy,
Bethany Lockhart Johnson (25:36):
<laugh> Spicy it was. Are you having a good time so far? <Audience cheers> So while we love seeing these images and we love seeing these video clips, at the core, what are these things about how teachers are portrayed? And how accurate is that to our real lives? I mean, besides the cake part, right? That my chemistry class did often feel like I was on fire. I was so stressed in it. Um, we’re ready?
Dan Meyer (26:05):
Yep. Great. We’re ready, we’re up here. So the next two nominees are coming to you folks from Tracy Zager, who is the editor of my book, forthcoming in 2027 at the earliest and 2032 at the latest. And also your very own Zak Champagne from Florida, here in the room. Hey, Zak. Zak, let’s see who the nominations are. I’m gonna skip past that, didn’t work out so well for me. Here it is. This is Marshall Kane from the TV show Community.
Michael K. Williams in Community (26:32):
“You two complete your case to the class and let them decide your grades.”
Joel McHale in Community (26:37):
“Professor, thank you.”
Michael K. Williams in Community (26:40):
“It’s not a favor, Mr. Winger. Man’s gotta have a code.”
Joel McHale in Community (26:44):
“Awesome.”
Zak Champagne (26:46):
This is a pitch for an underdog. This teacher didn’t stand on desks or encourage his students to follow their musical passions. In fact, this teacher was seen only in a few episodes of my favorite TV show of all time, Community, Community has set at Greendale Community College in Colorado. And in season three, we get to meet Dr. Marshall Kane, a biology professor whose story is an inspiration to anyone who just takes the time to look and listen. Dr. Marshall Kane slowly earned his PhD while in prison, serving a sentence of 25 to life. In his classroom, he inspires students to love biology, question why LEGO has become so complicated, and randomly pairs his students for group projects to ensure no one feels left out. His greatest performance comes when a group of students believe their yam project was intentionally sabotaged. Dr. Kane took this as an opportunity for some trans-disciplinary real-world learning. So yes, at community college, he felt that a middle-school mock trial was the best way to determine who killed the yam. So let’s all pick the underdog and vote for Dr. Marshall Kane. After all, man’s gotta have a code. <Audience goes “oh!” and applauds>
Dan Meyer (27:53):
Thank you, Zak.
Bethany Lockhart Johnson (27:54):
I have a code.
Dan Meyer (27:56):
Next up is Tracy Zager, nominating an unusual nomination, not a single person, but an ensemble performance. A bunch of people from a movie called Searching for Bobby Fisher. Here we go.
Rapid-fire movie dialogue (28:11):
“What’s that?” “Schleimann attack.” “Schleimann attack? Where’d you learn that from, a book?” “No, my teacher taught me.” “Aw, your teacher. Well, forget it. Play like you used to, from the gut. Get your pawns rolling on the queen’s side.”
Tracy Zager (28:26):
Hey, Math Teacher Lounge. This is Tracy Zager. I’m excited to share my nominee for the best movie teacher. But I have to admit that when I first got the email, I thought, oh, who am I gonna nominate? Because most movies about teachers are highly problematic. They usually have like a saviorism thing, usually white saviors. And I just felt like I couldn’t suggest any of those. So rather than nominate a movie about a single teacher, I wanted to nominate a movie that taught me something about teaching. And that movie is a deep cut. It’s Searching for Bobby Fischer. It’s a movie about a chess prodigy. And what I love about it is that all of the different adults in the movie are in teacher roles in some way. And the student, Josh, the chess player, is a fully realized character, not an empty pail, who pulls from the strengths of each one of those adults while also dealing with their flaws and humanity. And there’s just beautiful synergy in the way he gets the best out of everybody, but also has to overcome some of the barriers that they put in front of him. So I feel like it’s a much more authentic and humbling, but also inspiring, movie about the power of teaching. So if you haven’t ever seen it, check it out. And I can’t wait to see who the other nominees are. Thanks so much.
Dan Meyer (29:53):
Right on. Thank you, Tracy. Wherever you are. <Applause> We’ll move a little quicker here. I’m curious, Bethany, you put Marshall Kane pretty high. I put Bobby Fischer pretty high. What do you have to say about Marshall Kane for us here?
Bethany Lockhart Johnson (30:04):
Well, I just wanna say two things. One is that, like Zak said, he has this code of conduct that he brings in. And he stays true to it no matter what happens. If you saw him in in Community, you know that he held himself up to such high esteem, but not just himself, his students as well. And he took accountability when he felt he had done wrong, even though, well, that’s controversy. But first—oh, the other thing, rest in peace, Michael K. Williams. Oh my gosh. The actor who plays Marshall K. And the thing that I wanna say most of all about it is that he brings his whole self to the classroom. He was in prison for decades. He brings his whole self and says, “This is who I was. This is who I am today. And this is how we can work together as a community.”
Dan Meyer (30:58):
That’s big. I love your comments about code of conduct too. It makes me wish that Ms. Frizzle had a code of conduct also.
Bethany Lockhart Johnson (31:05):
I knew that was coming back!
Chris Nho (31:06):
Two slides ago, Dan. That was two slides ago.
Dan Meyer (31:08):
Can’t let it go. So yeah, I love what you said there. I have no strong beef here either way. Bobby Fischer’s a movie I have loved dearly and can’t be objective about it. I love that the kid in that movie, more than any other movie here, the kid teaches the adults so much through his innocence and how he challenges them and how they’re treating him. Dig all that so much. Will not, will not begrudge anyone any vote either way here. I do begrudge many of you your vote in previous rounds. <Audience laughs> So let’s just, let’s hear. We’re not gonna ask you folks at all to chitchat. We’re gonna move on this one. So would you folks make some noise here for Marshall Kane in Community? OK. OK. And would you make some noise here for Bobby Fischer, the kid in Bobby Fischer, the ensemble? <Audience cheers, applauds>
Bethany Lockhart Johnson (31:56):
Marshall Kane.
Dan Meyer (31:57):
Marshall Kane takes it. All right. Good job, Marshall Kane! All right. Zak’s feeling good. Moving on to the final four here, Zak, right on. OK. Our last—the Northwest Division here is also the large urban district division here. We have a couple different teachers in sets of large urban schools. They’re nominated, they’re advanced by a couple people here. One is past president of NCTM, Robert Berry. And another is Fawn Nguyen, Southern California phenom. Great teacher and friend of lots of us. Um, let’s see who they nominated here. First from Robert Berry, let’s see, who is it here? Janine Teagues from Abbott Elementary.
Abbott Elementary dialogue (32:37):
“Hey, you know what? I’m probably probably gonna be Kenny’s second-grade teacher. Why don’t you just let him get a head start with me today?” “That’d be great.” “Yeah? OK. Hey, Kenny, would you like to be in my group today?” “Not really.” “That’s the spirit.”
Robert Berry (32:54):
My nomination is gonna be Quinta Brunson, the Emmy Award-winning Quinta Brunson from Abbott Elementary. Janine Teagues is the character. She exemplifies care not only from an affect way, but she also exemplifies care in the things that she does for her students. While the scenes in the show are entertaining, they do represent the challenges that teachers experience when they’re trying to meet the needs of her students. So she goes, goes all out for her students and finding resources. She accesses other people to get resources for her students. But the care shows up in the way that she is mindful of their needs. And so, for me, when I think about teachers and teaching, sometimes we can talk about pedagogy, but sometimes we also can talk about those kind of intangibles that makes a teacher a great teacher. It is apparent from her students that she cares about them, she supports them, and she goes all out 100% for her students. Janine Teagues, Quinta Brunson is, I think, is my choice of the best teacher on television because of the realism and the representation that she brings to this character of what teaching is about. <Applause>
Dan Meyer (34:28):
Right on. Right on. OK. OK. Next up, we’ve got, Fawn Nguyen is nominating Erin Gruwell from Freedom Writers. Here we go.
Hilary Swank in Freedom Writers movie (34:39):
“Look, you can either sit in your seats reading those workbooks or you can play a game. Either way, you’re in here till the bell rings. OK? This is called the Line Game. I’m gonna ask you a question. If that question applies to you, you step onto the line and then step back away for the next question. Easy, right? The first question. How many of you have the new Snoop Dog album? <kids move around> OK, back away. Next question. How many of you have seen Boys in the Hood?”
Fawn Nguyen (35:26):
We all learn about Miss G and her 150 students in the movie Freedom Writers starring Hilary Swank. All great teachers share a common set of traits. They care deeply about their students, have high expectations of them, and always believing wholeheartedly that they will succeed. Great teachers go above and beyond, not because they extraordinary—as Anne Gruwell would always refer to herself as an ordinary teacher—but because extraordinary things happen to people when we believe in them, give them hope, help them write their own story with a different ending. So what stood out for me with Miss G is the scope of her reach, the ever-expanding sphere of her humanity. The red tape she had placed on the classroom floor for the line game shows just how much we all have in common despite our differences. Her students didn’t just learn from her; they learned from one another. If you’d like to be part of this expanding sphere to give voice and hope, please check out Freedom Writers Foundation dot org.
Dan Meyer (36:38):
OK. This right here is a tough one for us. Thank you, Fawn. We collectively ranked—that’s our number one seed and number eight seed, which I hasten to say does not have to do with Erin Gruwell, a person, but the portrayal and the movie. So we don’t have like a whole lot of…there’s not a lot of defense we have to offer here of our eighth seed. And I heard like a kind of a little bit of a murmur over the crowd on Erin Gruwell. So I’m more interested than having a defense back and forth. I’d be curious what you, Bethany, think about what, like, what both movies have to say about like, what teaching is, especially teaching urban schools with black and brown kids and lower-class kids, for instance. They both have, I think, very different things to say about them. Do you have thoughts about that?
Bethany Lockhart Johnson (37:19):
Well, it’s interesting because there is some overlap in the sense that the arguments that both Fawn and Robert Berry put out, they both care deeply about their students, right? We’re not gonna argue that. They care deeply. And something that I would say about Miss Teagues is there’s something about the way that she sees not only her classroom, her students, but she sees all of the students in the school as her students. And her idea of resource generation is really helping the teachers to generate resources from their community themselves, and to also realize that the students see themselves reflected in the teachers. And I think that—you know, again, this is not about the real person—but the movie portrayal, and we often see kind of this, for Freedom Writers, we often see this like, Great Last Hope whisked in and her personal sacrifices are what makes these students, these brown and black students’ transformation possible. Because of her sacrifices. Including her marriage. Including, you know, three jobs. And it’s just portrayed in a way that I think really celebrates her sacrifices rather than what the students have already brought—they already come into the room bringing so much as they are, already, without her intervention.
Dan Meyer (38:38):
I love the portrayal of the teacher as part of a community of teachers. Versus in so many of these movies, it’s the teacher as the only person who gets it, you know, oftentimes coming from outside of the world of teaching and everyone’s against them and wants ’em just to fall in line and do the thing we always do, and they’re the outlier. But in Abbott Elementary, it’s like we all rise and we fall together. And teachers are investing in each other’s success, especially with Gregory the longterm sub. We’re all rooting for his, you know, his flourishing. I love that. And yeah. That’s bigtime.
Chris Nho (39:09):
Yeah, I think one interesting thing is that Freedom Writers, when it came out, I think it was like a commercial success.
Bethany Lockhart Johnson (39:17):
Oh, big time. Yeah. It was.
Chris Nho (39:18):
It probably influenced a lot of people to try teaching out. So I do wonder what it says about us, right? Like that we want teaching to fit this narrative, and we wanna be those people who could go into a classroom and <puts on “cool voice”> “Y’all listen to Snoop Dog?” and just have that question HIT. <laughter> And you know, I’ve taught in a large urban school district, and I’ve been that person and I’ve seen other people try and be that person. And I think stepping away from it a little bit, just—it’s a reflection of what people want out of teaching and what they think better education looks like.
Dan Meyer (39:57):
Yeah, yeah. This idea that, so I’m a middle-class person, let’s say, and like, there’s this idea, like, “I know what I would do if I was going into circumstances of impoverishment.” Like I have—
Bethany Lockhart Johnson (40:06):
“All they really need is…”
Dan Meyer (40:07):
…for me to give ’em some real talk and tell ’em, you know, pull their pants up or whatever, listen to Snoop Dog, that kind of thing. And that will be the key. And that’s not how it is in, you know, in Jack Black in School of Rock or Tina Fey school, which are, you know, coded as largely like upper-class or largely white schools. And in those movies, it’s interesting, like how it’s about students discovering themselves, oftentimes. And the central figures are often students. And the students need to reject an oppressive parent figure or something and find themselves. But no, in Freedom Writers, it’s like, “You need to become more like the middle-class teachers who are coming in here to give you this wisdom.” It’s just interesting. I do find it—a pet peeve of mine is when movies portray teachers as only successful if you endure, for instance, the failure of your marriage, or even in Stand and Deliver, for instance, like Jaime Escalante, they depict him having a heart attack. And, like, the job oughta be…easier. <Audience laughs>
Chris Nho (41:04):
Truth.
Bethany Lockhart Johnson (41:05):
That’s the barometer for how much….
Dan Meyer (41:09):
Like, no heart attacks and no divorces related to the job, that kind of thing. I do love how in Abbott—one last thing and we’ll vote and Abbott will win <audience laughs>—is like how, like there, there is a lot of degradation in Abbott, but it’s not a divorce or a heart attack—it’s the petty indignities of asking a student, “Do you wanna hang with me?” And a student says, “Nah, not really.” And that just spoke to me like how it’s not cinematic, but teaching, successful teaching, is like a collection of developing an immunity to students saying, “You’re not hot.” <Laugh> You know? And so I love that. I do wish that there was more depiction of students in Abbott Elementary. It’s a lot of adult stuff. Whatever. Give it up for Abbott, if you would, please. Let’s just get this done here. All right. That’s plenty. That’s plenty. Not gonna ask folks about Freedom Writers. OK, let’s move on to— all right, let’s hear it for Freedom Writers! Yeah. OK, cool. We go, yep.
Chris Nho (42:05):
Plot twist!
Bethany Lockhart Johnson (42:07):
OK, let’s see our final four. Cut and paste. Real time. Real time.
Audience member (42:12):
Where’s Dolores Umbridge?
Dan Meyer (42:14):
Oh….
Bethany Lockhart Johnson (42:16):
Hey, did you hear that? He said, “Where’s Dolores Umbridge?”
Dan Meyer (42:20):
All right. OK.
Bethany Lockhart Johnson (42:20):
See, we missed so many. We could…
Dan Meyer (42:21):
So coming up here, we’ve got in the Eastern Conference, Tina Fey and Ms. Frizzle. Y’all know how I feel about that one. Let’s just get this one done. OK, let’s give it up for Tina Fey. Let’s hear it. <Audience cheers> OK. All right. Yes! Let’s give it up for menace to children everywhere, the terror, the Ms. Frizzle. <Audience cheers> One more time for Tina Fey. Let’s hear it. <Audience cheers> One more time for Ms. Frizzle. Let’s hear it. <Audience cheers>
Bethany Lockhart Johnson (42:59):
Yeah. OK.
Dan Meyer (43:00):
It took ’em one round, but they made the right call in the end. <Laugh>
Chris Nho (43:04):
All it took was 10 minutes of constant Ms. Frizzle-bashing. <Laugh>
Dan Meyer (43:09):
Persevering and problem-solving, that’s my game. Yes. All right. So, do either of you want to influence the audience one way or the other?
Bethany Lockhart Johnson (43:16):
That’s not how I play, Dan.
Dan Meyer (43:18):
Oh, OK. Yeah, that’s true. That’s true. You’re good. On Abbott versus Marshall Kane, should we just let ’em have it? All right. All right. Give it up For Abbott Elementary. Not bad. And for Marshall Kane. OK. OK. I hear Zak and five other people. All right, cool. <laugh> Right on. All right. We got our, we got our finals,
Bethany Lockhart Johnson (43:45):
We did it. We made it to two. And we know: We left out a lot of people. Right? And honestly, I kind of wish we could poll like everyone. I mean, think you put it on Twitter, right? Like, who would you pick? But I would say we had a pretty solid eight there. I’m excited to see who… Look at the little crown he put, you guys. Come on.
Dan Meyer (44:05):
I worked hard for you. For you. <Laugh> Yeah. I liked that it was a good bunch that had a lot of different kinds of qualities…and lack of qualities in some cases. And it allowed us that—I shouldn’t knock her while she’s down, and she IS down, it’s true. <Laugh> And I appreciate the conversation we’ve had, what they have revealed overall about teaching and what the world wants teaching to be versus what it actually is or actually should be. I appreciate that. So let’s settle this here. Give it up, if you would, for Abbott Elementary. <Audience cheers> And give it up for Tina Fey in Mean Girls. <Audience cheers>
Bethany Lockhart Johnson (44:49):
Wow.
Dan Meyer (44:51):
That was close. I almost give that to Tina Fey.
Audience member (44:55):
Yeah, we do!
Dan Meyer (44:55):
I don’t know. That was a bracket-buster for me right there. Yeah. I lost money in the office pool off that right there. Maybe let’s just find out one more time here. One more time.
Bethany Lockhart Johnson (45:03):
Last time.
Dan Meyer (45:03):
Time to summon up all your conviction on one or the other here. No half-measures right now. All right.
Bethany Lockhart Johnson (45:07):
Emmy Award-winning Quinta Brunson.
Dan Meyer (45:09):
Yeah, you saw Robert Berry on that, right? He was like, “Oh, I got one more card to play. Emmy Award-winning.” That’s admissible. That’s admissible. We’ll take that. All right. So…give it up for Abbott Elementary, one last time. <Audience cheers> OK. All right. All right. And give it up for Tina Fey in Mean Girls. <Audience cheers>
Bethany Lockhart Johnson (45:30):
Drumroll, please!
Chris Nho (45:33):
Best teacher is….
Dan Meyer (45:34):
Tina Fey in Mean Girls! Yeah. Not a bad pick.
Bethany Lockhart Johnson (45:39):
I love it. And I think, too, I think we’re gonna have a little bit of a more reflective lens than we thought we did when we see depictions of teachers in film and television. And, you know, hopefully we’ll see some new tropes come in, right?
Dan Meyer (45:55):
Yep. Yeah. Every dollar we spend on movies with lousy teachers is just encouraging these people to make more lousy teacher movies, you know? Awesome. Thank you for being here for a live taping—
Bethany Lockhart Johnson (46:06):
Thank you for being here.
Dan Meyer (46:06):
—of our podcast, Math Teacher Lounge, in a hot room. Appreciate that. Yeah, it’s been fun for us to have you here. Um, super-important, super-important final remark: Bethany loves Oprah and Oprah occasionally, in the show—
Bethany Lockhart Johnson (46:18):
Is she coming?! Is she here?!
Dan Meyer (46:19):
Not here! Not here! Calm down. Calm down. Um, but we do have in Oprah fashion, not something—
Bethany Lockhart Johnson (46:24):
Oh. Oh, OK. Oh, that’s, that’s OK. Sorry. I got, had really excited for a second. As if the Amplify playing cards, The Amplify t-shirts being chucked at you at high speed—I did try to get a t-shirt cannon, and that was quickly ruled out <laugh>. They didn’t know about my rocket arm, right?
Dan Meyer (46:46):
Yeah, you got a cannon. <Laugh>
Bethany Lockhart Johnson (46:47):
Yeah. Oh, that’s a compliment. Oh, is that a compliment? Thank you, Dan. Thank you. Look under your seat because we have five winners. We wanna thank you for being here in person. We wanna thank the folks who are listening. We wanna thank Amplify. Oh my God. Somebody just pulled off the chair tag. You get to take that chair home with you.
Dan Meyer (47:08):
Does anybody have a prize?
Bethany Lockhart Johnson (47:10):
OK, stand up if you…stand up if you…Yes! Stand up if you have one!
Dan Meyer (47:16):
Free set of classroom dry-erase boards, right here. Congratulations.
Bethany Lockhart Johnson (47:22):
And for you who pulled off the chair tag, I don’t know. We gotta we gotta find something for you.
Dan Meyer (47:27):
Put that in your backpack.
Bethany Lockhart Johnson (47:30):
Thank you again for being here. Thank you. Amplify. Thank you, Desmos. Thank you. Dan Meyer.
Dan Meyer (47:36):
Thank you folks. Chris, thank you buddy.
Bethany Lockhart Johnson (47:38):
Chris! Chris Nho, everybody!
Dan Meyer (47:40):
We will be, we will be at—Bethany and I will be at the booth, if you wanna chit-chat and hang out, sign some stuff. Whatever. You wanna have Bethany sign you, she’ll do that. Um, come on down to the Amplify booth and we’ll—
Bethany Lockhart Johnson (47:50):
We’ll talk to you more about Ms. Frizzle.
Dan Meyer (47:52):
Fun and prizes. I will share with my real thoughts about Ms. Frizzle down there. I’d love to see you. Thanks for being here, folks.
Bethany Lockhart Johnson (47:57):
Thanks for listening. Bye.
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Meet the guests
Dan Meyer
Dan Meyer taught high school math to students who didn’t like high school math. He has advocated for better math instruction on CNN, Good Morning America, Everyday With Rachel Ray, and TED.com. He earned his doctorate from Stanford University in math education and is currently the Dean of Research at Desmos, where he explores the future of math, technology, and learning. Dan has worked with teachers internationally and in all 50 United States and was named one of Tech & Learning’s 30 Leaders of the Future.
Bethany Lockhart Johnson
Bethany Lockhart Johnson is an elementary school educator and author. Prior to serving as a multiple-subject teacher, she taught theater and dance and now loves incorporating movement and creative play into her classroom. Bethany is committed to helping students find joy in discovering their identities as mathematicians. In addition to her role as a full-time classroom teacher, Bethany is a Student Achievement Partners California Core Advocate and is active in national and local mathematics organizations. Bethany is a member of the Illustrative Mathematics Elementary Curriculum Steering Committee and serves as a consultant, creating materials to support families during distance learning.
About Math Teacher Lounge: The podcast
Math Teacher Lounge is a biweekly podcast created specifically for K–12 math educators. In each episode co-hosts Bethany Lockhart Johnson (@lockhartedu) and Dan Meyer (@ddmeyer) chat with guests, taking a deep dive into the math and educational topics you care about.
Join the Math Teacher Lounge Facebook group to continue the conversation, view exclusive content, interact with fellow educators, participate in giveaways, and more!
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S5-03. Cultivating a joy of learning with Sesame Workshop
Listen as we chat with Dr. Rosemarie Truglio, senior vice president of curriculum and content for Sesame Workshop! Continuing our theme of math anxiety this season, we sat down with Dr. Truglio to chat about Sesame Street and her thoughts on how to spread a growth mindset to young children and put them on course to academic achievement and long-term success.
Listen today and don’t forget to grab your MTL study guide to track your learning and make the most of this episode!
Dr. Rosemarie Truglio (00:00):
Children don’t come with this math anxiety. Math anxiety is learned.
Bethany Lockhart Johnson (00:07):
Welcome back to Math Teacher Lounge. I’m Bethany Lockhart Johnson.
Dan Meyer (00:11):
And I’m Dan Meyer.
Bethany Lockhart Johnson (00:12):
Hello, Dan Meyer.
Dan Meyer (00:14):
Great to see you, Bethany. We are on episode three. Can you believe it?
Bethany Lockhart Johnson (00:18):
So, I feel like we’ve just started scratching the surface about math anxiety. We’ve talked to two amazing researchers. We’ve talked about what math anxiety is, how it’s often screened for some of the causes, some of the consequences … I mean, we’ve had some good conversations. Dan, what do you think?
Dan Meyer (00:38):
Definitely, I think that the consequences have only grown more dire in my head. I’m not sure how you feel about the consequences. But, you know, it is enough for me that we ask students to take mathematics for much of their childhoods, to worry about their anxiety, taking that. But to hear about from these researchers about all the different things that correlate with math achievement and math anxiety—talking about future careers, certainly, but even some other, more serious lifelong concerns? That gives me a lot of motivation to continue this study of math anxiety here with you on the show.
Bethany Lockhart Johnson (01:14):
It is really widespread. It has a big impact, not only on students, but on parents, on educators. You know, it’s—
Dan Meyer (01:23):
Multi-generational.
Bethany Lockhart Johnson (01:25):
Yes. And you know, so often when folks think of math anxiety, what I hear them say is, “Oh, yeah, in high school is when math really ramps up. That’s when anxiety starts.” But we know that it starts in our youngest learners. And our research has already backed that up. We know it. I’ve seen it in my classroom. You may have seen it with some students you work with. And let me tell you, it starts young.
Dan Meyer (01:52):
It does start early. Right now, I have a son that’s just started kindergarten, and he seems relatively math-positive, but we’ve known from our interviews on this show and other kinds of experiences that oftentimes, that feeling —that math is for me, and I am for math, and we are all friends — can turn on a single moment. It seems like one teacher says a thing that changes a student’s perception of themselves as a mathematician or of math itself. So I keep waiting with bated breath, hoping not to find that one moment that changes our current open posture towards mathematics. So now it’s time to really dive into some strategies for combating math anxiety.
Bethany Lockhart Johnson (02:34):
To help us out, we’ve called on a pretty exciting guest. I am so excited, Dan Meyer! We are being joined by Dr. Rosemarie Truglio. She is Senior Vice President of Curriculum and Content at Sesame Workshop. Sesame Workshop! As in, “Tell me how to get to Sesame Street.” Dan, I have to tell you, I spent many, many hours of my childhood watching Sesame Street. I have to ask, do you have happy Sesame Street memories? Is this part of your formation, Dan Meyer?
Dan Meyer (03:08):
At this point? In my advancing years, and the brain cells that I have left, Sesame Street is really kind of just a vibe in my head. But that vibe is such a pleasant one. One in which like nothing bad could happen. One in which learning is common and normalized and fun. And you just kind of feel at home, constantly.
Bethany Lockhart Johnson (03:33):
I don’t know about the “just the vibe” part, because for me, it is visceral. I’m there. I am actually … I mean, I might still be there.
Dan Meyer (03:42):
You could reenact some of the skits?
Bethany Lockhart Johnson (03:44):
. You didn’t watch Sesame Street with your kiddos when they were younger?
Dan Meyer (03:49):
We watched a lot of Elmo. A lot of Elmo. Yeah.
Bethany Lockhart Johnson (03:52):
Next-generation Sesame Street. Well, I think it’s so perfect that we’re gonna be talking about what Sesame Workshop does to help combat math anxiety and create a positive connection and relationship with mathematics. So I’m really excited to hear what Dr. Truglio and her team have been working on. And here’s our conversation with Dr. Truglio.
Dan Meyer (04:15):
Welcome to the show, Dr. Truglio. It is an honor.
Dr. Rosemarie Truglio (04:18):
Great to be here. Thank you for inviting me.
Dan Meyer (04:20):
You are Senior Vice President of Curriculum and Content at Sesame Workshop, which definitely sounds like the coolest job in the world to both four-year-old me and also Now me. Would you just help us help us with some backstory of how you ended up here, and what you do at Sesame Workshop?
Dr. Rosemarie Truglio (04:38):
Sure. It is a pretty cool job. And I am very fortunate that I’ve been in this position for the past 26 years. So, I am a developmental psychologist, and my job is to help Sesame Workshop identify curriculum needs, so that we could address them in the content that we create on the show and across our various platforms. So, Sesame Street is currently in its 53rd season. And we just, wrapped production for the 54th season, which we’ll debut next fall. And Sesame Street began with an experiment: Can television actually teach children school readiness skills, to have them better prepared for school? Especially those children who did not have access to formal education during the preschool years? And it is what we call a whole-child curriculum, because we’re dealing with all of the school readiness needs. So that that includes the academic needs, their social-emotional needs, and their health needs, as well as what we call these cognitive processing skills—how children learn content. Right? So it’s not just content skills, but how you approach learning and how you actually learn content. So as a grad student, I was fortunate to work at the Center for Research on the Influences of Television on Children. Very special center. It was at the University of Kansas. And my advisors, developmental psychologists, they studied the effects of television on children, both the positive effects and the negative effects. And so part of their research was to actually look at the longterm educational effects of Sesame Street. So I was working with Sesame Street content as a grad student, and then came to New York City. My first job was Assistant Professor at Teachers College, Columbia University. And when this position became available, Director of Research at the time, it was called, I took that job. And so my job was to oversee both the curriculum and the implementation of the curriculum, as well as the research. Because what we know, our co-founder, Joan Ganz Cooney has always said, for Sesame Street to be a successful educational program, production has to work closely with early childhood educators. They are the ones who know the curriculum and, and develop the curriculum goals, as well as the developmental psychologists who actually study how children are paying attention to the content. But more importantly, what are they comprehending from the content? And we all have to work together. Because even though we are the experts, the real experts are the children themselves. So nothing is deemed final until we actually show the children and see what they are learning from the content that we are producing.
Dan Meyer (07:54):
Are you referring to like, test audiences of kids then?
Dr. Rosemarie Truglio (07:57):
Yeah, I guess you could call it test audiences. I mean, I don’t. I don’t like to call it that because I see them as co-collaborators. I don’t see them as a test audience. Because, as I said, they’re the experts. It’s a collaboration. I mean, they’re the experts. And so I wanna know—
Dan Meyer (08:12):
As collaborators. I got it now. Yeah.
Dr. Rosemarie Truglio (08:14):
They help us. So that’s exactly what we tell the children too. So it’s called formative research. You know, we, we do what we call, um, storybook testing, an animated version of a storybook to have some little movement and see are they finding the story engaging, but more importantly, are they picking up on the intended educational lesson that we’re trying to teach in the story. So they are co-collaborators. they’re the ones who are helping us get the story just right for them.
Dan Meyer (08:46):
That’s really exciting, and makes me think about what classes might be like if students were regarded in that kind of lens as well. I just wanna say that my four-year-old self is on this interview as well, and is re-contextualizing all the stuff I saw as a kid. And it just felt like, at the time, you folks turned the camera on and went down to the street and we just had this real natural time. And it’s great to hear about all the intense preparation and co-construction at work and work that went into that time. Yeah,
Dr. Rosemarie Truglio (09:12):
It’s about a year preparation from start to finish. From the start of identifying, “What is the educational need? Is it an academic need? Is it a social-emotional need? Is it a health need? Is it a cognitive-processing need?” And then once we have the need identified, we have what we call a curriculum seminar. We bring in the experts who are studying this topic with preschoolers, because we wanna get it, we wanna get it right.
Bethany Lockhart Johnson (09:41):
Which, by the way, little behind the scenes: How often do you get to go to set?
Dr. Rosemarie Truglio (09:46):
So we’re in a production probably about six weeks out of the year. Covid really messed things up. ‘Cause we have to be really—we have very strict Covid protocols, but there is someone on my team—and sometimes we have to, you know, rotate for availability—but there’s always an educator on set.
Bethany Lockhart Johnson (10:06):
Awesome.
Dr. Rosemarie Truglio (10:07):
Because even though you stick to the script, questions arise; they wanna make changes; sometimes they have to cut; things are running too long and they have to cut and we gotta figure out where to cut. So there’s always an educator on set.
Bethany Lockhart Johnson (10:19):
But sometimes you go and have lunch, like—.
Dr. Rosemarie Truglio (10:21):
Oh, I go, yes. Sometimes I go—
Bethany Lockhart Johnson (10:23):
And just hang out with Big Bird, right?
Dr. Rosemarie Truglio (10:24):
Sometimes I go hang out with Big Bird. No, those are my friends!
Bethany Lockhart Johnson (10:27):
They are!
Dr. Rosemarie Truglio (10:28):
No, no, I go hang out with them. They’re my friends. Yes.
Bethany Lockhart Johnson (10:32):
When I think about Sesame Street and I think about … like, I can’t help but smile. Because I think I have such fond memories of the characters. I mean, we invited them, my mom invited them, into our home, right? And, you know, now I have a two-year-old and there’s no doubt that I’m gonna introduce him to Sesame Street. And I see how it really does feel like the folks who are doing this work, you and your team, you have a deep respect for children. So it makes sense that you call your test collaborators “collaborators,” right? They’re a part of it. And you know, I love that. And Sesame Street makes me smile. However, I’m like, we’re talking about math anxiety. And it’s so interesting, because as Dan and I were talking about our memories of Sesame Street … you know, it’s like Sesame Street feels like there’s not much anxiety. I mean, there are problems, and there’s problem solving, and it’s not like everything is perfect. But we figure it out. And it’s OK to make mistakes and it’s OK to try again. And a lot of times, we don’t see that in the math classroom—or at least, how folks talk about math. So, how do you all think about anxiety, about how to prevent it? Like, when you’re doing your work, you know that math anxiety is a real thing. But then that’s not translated in these experiences and the relationships with math that you’re building with your viewers.
Dr. Rosemarie Truglio (12:07):
Yeah, that’s a really good question, because it’s really easy, because our core audience are two- to four-year-olds and they love math. And what’s not to love, right? Because they are figuring the world out as they’re exploring the world. So you said something really interesting, that when you turn on the TV—when you turned on the TV when you were a child, and now you’re a mom of a two-year-old, we wanna make sure that the show represents content that is relevant and meaningful to our target audience. And that comes through with the characters. So all of our characters have very specific personalities, as all children do. And our characters represent all children, in terms of not only personality, but interest and learning styles, ’cause we wanna see—we wanna make sure that children see themselves in these characters. And we have a character who actually loves math. And he’s The Count.
Bethany Lockhart Johnson (13:12):
I’m like, “I know! I know who it is!” I will save you my impression. Although I have done it for my child. But I’ll save our listeners .
Dr. Rosemarie Truglio (13:20):
And you know, he’s an adult character. Some of our characters are preschoolers, like Elmo and Abby—they’re preschoolers—and Zoe. But The Count is an adult. He lives in the castle and he just loves numbers. But what’s really important is while we have The Count to explain—not explain to, but to portray to children, cause we don’t explain anything; we show children that math is more than number, right? Math is a pretty wide concept. Which is what I love about math. And the other thing about math is math language. The language of math. ‘Cause when we’re teaching children vocabulary words, we’re also teaching children the concept. Be it a math concept or a science concept or a social-emotional concept. So children don’t come with this math anxiety. Math anxiety is learned and it’s unfortunate. It’s picked up by their observations of the adults in their lives, who sometimes say out loud, “I don’t like math,” or “Math is hard,” or even worse, “I’m not good at math.” Or may even label it as math anxiety. That word won’t mean anything to a young child. But it then provides a, whaddya call it, like a negative valence for something that they never felt negative about. Because as they’re growing and interacting with the world, math is all around them. And there’s that sense of awe and wonder and joy, especially as they’re learning and they’re figuring it out. So I think we have to reframe math. Instead of saying “math anxiety,” we have to talk about the joy of math and all the wonderful joys that come with the exploration of these math concepts. Number is great. We know kids love numbers. We know that they love to count and use a big word here: enumerate . Because so many parents don’t make this distinction. They’ll say, “Oh, my child is counting!” Well, there’s rote counting, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, which is important. But then it’s like there’s an item for each number. So it’s one Cheerio, two Cheerios. And then as you point to each number, you are then figuring out what the set is, of the number of objects that you have. And then you get at what I love to call the meaningfulness of math. Right? Number has meaning. And as I said, it’s all part of your everyday activities. It’s part of—it’s in your kitchen; you’re following recipes; you’re measuring; you’re weighing. It’s at bath time, right? You could have the sorting of nested cups and you could, you know, and once again, the math language: big, bigger, biggest. These are relational concepts. You could then count what sinks and what floats, if you’re doing science. And then you could put them in two different buckets, and count. These are the items that sunk and these are the items that float. So math and bath time could be a lot of fun. And then there’s math and music. Music is so rich with math, as you talk about rhythm and tempo and dynamics and pitch and duration. That’s all math.
Bethany Lockhart Johnson (16:57):
The way that you talk about it, it is so rich, right? It is so multi-layered. And you know, I’ve shared on the podcast before: I’ve actually had parents in parent-teacher conferences say that, “Well, I wasn’t good at math either,” or “Math’s really not my thing.” And it’s really—it is, it’s rooted in that fear. And so I do see the way that you’re talking about it; I see that come through in Sesame Street. That, in a lot of ways, it’s reeducating parents, right? Because we hope that our caregivers are sitting next to their kiddo and enjoying it together and having conversations about it later. And there’s a way that parents then are also getting their own sense of what math can be, expanded. And I think there’s such a beauty in that. And I love the way that you talk about that, that you really are looking at, “Well, we wanna celebrate counting and the joyfulness of that. And let’s use math talk, you know, and let’s use these words and try out these ideas.” And it’s not because you’re trying to check some list. But you’re really exploring it and having fun together.
Dr. Rosemarie Truglio (18:03):
And you’re embracing it. And you mentioned the word “mistake.” So often when it comes to math, if you make a mistake—you make a mistake in counting or, you know, we’re not doing a lot of math equations on Sesame Street, but that’s when people feel like they can’t do math. ‘Cause they made a mistake. And that’s something that we are trying to address on Sesame Street, that it’s OK to make mistakes and you learn through mistakes. But you have to have—and I’m gonna come up with this other phrase now—you have to have what we call a growth mindset. What that means is that I may not be able to do this yet. Like, it’s called “the power of yet.” So we know that learning any concept, it takes time and practice. And how do we have children embrace the process, right? So often we focus on right and wrong. Now, there is right and wrong with math, of course. You know, there’s a right answer and there’s a wrong answer. But how do we focus, not on the end product, but the process through which you are engaging in? So let’s talk about measurement. Let’s talk about measuring the length and the width or the height of something. You might make some mistakes along the way, but you’re processing it. My son used to make all of these little structures for all his little play animals. Well, you know, he would measure and think he got it right. And then when he put the animals in, of course, you know, either the animal was too wide or it was too tall. And he would have to redo it. But you’re not redoing it from scratch, you’re redoing it now from experience. “I realize that if I’m gonna put the giraffe in with the elephant, I’m gonna need something wide as well as high.” Right? For the length, tall. And that’s process. And then, for children, when they figure it out, that “oops” and “aha”—the “aha” was like, “I did it!” And it’s so empowering, you know, giving them agency—not swooping in and saying, “All right, I’ll fix it for you. You know, we got the wide elephant and the tall giraffe and I’ll you know…”. NO! Having them do it. And another fun activity is in what we call informal measurement. And that’s like getting something of an equal size. It could be paper clips or it could be same-size blocks, and then measuring how long something is. So if it’s measured by blocks versus paperclips, you’re gonna have a lot more paperclips than you are blocks. And that kind of comparison is so fascinating for children. And so that’s measurement. And now we have counting. Like, how many paperclips long is something versus how many blocks long is something.
Dan Meyer (21:02):
So checking my understanding here, you’ve talked about how caregivers and other adults can transmit math anxiety by naming it and claiming it for themselves. And you’ve talked about, some really exciting ways that adults can involve students and kids in different kinds of math. I’d love to go upstream with you a little bit and wonder out loud, where does this anxiety come from initially? It’s gotta be more than adult one to kid two talking about anxiety, and transmitting it from human to human. What is the original spring from which all this anxiety flows?
Dr. Rosemarie Truglio (21:36):
Yeah. I do think it does—a lot of it does come from the adults in their lives. It’s unfortunate, because there is a lot of math talk about it, right? I can’t do math; I’m not good at math. Even when you’re at a restaurant and you get the bill and someone’s figuring out the tip, I can’t tell you how often it’s like, “Pass the bill, because I can’t do math.” Or if you actually then bring gender into it, you know, “Oh, girls aren’t good at math,” and that’s not true. There’s no evidence of that whatsoever, right? So in the younger grades, there’s no gender difference in terms of math ability. What’s also interesting about even socioeconomic status differences, you don’t see a lot of differences between low-income and middle-income children when it comes to math skills. Where you see differences is children’s ability to talk about their mathematical thinking. So if a child doing a math problem is asked, “How did you solve the problem?”, low-income children don’t often have the language to explain their thinking. So that’s something that we did on Sesame Street, where we focused a lot on what we call math talk. So, not just show number and show doing math, but actually narrate and giving the language. Because math literacy is one of the predictors of overall school achievement. So there’s that. They’re getting it from the adults in their lives. They’re getting it, unfortunately, sometimes from their teachers. But I think the anxiety comes from the fear of making mistakes. Because math, there is right and wrong, and always wanting to get the right answer. So that’s why this whole idea of reframing, and saying, “But really, it’s in the process.” So, you know, my son, math is not his strong suit. And I’ve been doing a lot of growth mindset with him as well. And there was a teacher that he had—I think in like 10th or 11th grade—who said, “In a test, I don’t wanna—I’m not even gonna look at the answer. I wanna see the process through which you GOT to this answer. And I’m going to grade the process. So the process could yield a right answer; it could yield a wrong answer. But you’re gonna get graded on the process. Because I wanna see how you are approaching the problem and how you’re thinking it through.” And I think that is a great example of, maybe, to try to reduce math anxiety. Because if you can get people excited about the process through which you’re learning—and that applies to all subjects, it’s not just math!
Bethany Lockhart Johnson (24:36):
I’m like, that applies to life! Right?
Dr. Rosemarie Truglio (24:38):
That applies to life!
Bethany Lockhart Johnson (24:39):
That’s so spot on. Wow. Yeah.
Dr. Rosemarie Truglio (24:41):
But I think that there’s so much focus on right and wrong, and not really understanding the value of the process. So on Sesame, we’ve been doing a lot of “oops” and “ahas.” You know, we’re gonna make mistakes, but what’s important is what do you DO when you make a mistake? So there’s a great episode with The Count. A couple of years ago. The Count was counting. Something he does every day. A lot of time, every day, ’cause he’s obsessed with counting and numbers. And he was counting an array of items.
Gladys the Cow (25:17):
I need 10 sandwiches all together.
The Count (25:22):
Well, of course.
Dr. Rosemarie Truglio (25:23):
And he made a mistake.
Elmo (25:25):
The Count?
The Count (25:25):
Hmm?
The Count (25:25):
Elmo thinks The Count made a little mistake.
The Count (25:31):
No mistake.
The Count (25:32):
Mm-hmm. Yeah.
Dr. Rosemarie Truglio (25:33):
And first time ever, did he make a mistake. And he fell apart.
The Count (25:38):
I must make sure that that never happens again. So I shall never count again.
Dr. Rosemarie Truglio (25:46):
And that’s an example of showing that, you know, you could get upset when you make a mistake, but what’s important is you gotta come back and you gotta come back to doing what you love. In his case, is counting and letting him know that it was an “oops.” But you learn that mistakes are OK. It’s OK to make a mistake and continue to do what you love.
The Count (26:13):
I must keep trying and you should, too.
Elmo (26:17):
Yeah!
The Count (26:17):
So come, let’s count the carrots together!
Elmo (26:18):
Oh, cool!
Bethany Lockhart Johnson (26:19):
And what a beautiful gift to show kiddos. Show that to kiddos, right? And to the adults. I wanna, you know, really acknowledge it, and say, “Hey look this, it’s OK.” And again, you’re giving them that language. That’s such a gift.
Dr. Rosemarie Truglio (26:34):
Thank you.
Dan Meyer (26:34):
We spend a lot of time wondering why other subjects don’t seem to suffer from this negative perception. And I think you’ve unlocked a lot of that. You’ve mentioned that there are issues that cut across different subject areas, but I think from my own experience and research and interviews, it seems that in ELA and the social sciences, there’s this aspect where you need to come up with a claim and “how are you seeing this?” And there are multiple defensible claims. And I love how you imported that generous pedagogy over into math with this example of a teacher who says, “You know what? It’s about the process here.” Disassociating answer and process.
Dr. Rosemarie Truglio (27:09):
And I think the other thing is like, when children are engaged in a project, for parents to point out: “You’re doing math!” Because they don’t realize that they’re doing math. Once again, math is so often equated solely with numbers and mathematical computations. So it was really interesting—the same is true for science. You know, when we’re talking to parents about the use of everyday—like, going to the supermarket or making dinner or bath time, there’s so much math and science in the everyday. And then when you point it out to them—”you’re doing math”—it’s like, “I’m doing math!” Like, you’re setting the table for a family of six: you’re doing math. That’s called one one-to-one correspondence. “I’m doing math: I’m setting the table.” Yeah, but you’re doing math. You can’t set the table because you have to know how many people are gonna be sitting at the table for dinner. You can’t follow a recipe without doing math. You can’t go shopping without doing math. There’s quantity; you gotta figure out how many peppers you gotta buy, or pounds. “I gotta get a bunch of potatoes and I gotta put ’em in the scale. And I have to get two pounds of potatoes.”
Bethany Lockhart Johnson (28:29):
So your book Ready for School: A Parent’s Guide to Playful Learning for Children Ages Two to Five. First, as a parent of a young toddler, I gotta say it’s such a tool; it’s such a resource. It’s very conversational. And I think about these ideas a lot, both in my work and, you know, just for fun. And yet, even if this wasn’t my chosen field, I still feel like it’s just so accessible. And I wanna flag something.
Dr. Rosemarie Truglio (29:01):
Thank you.
Bethany Lockhart Johnson (29:01):
Yeah, no. Thank YOU. . I wanna flag something that you said in the math chapter You were talking about the joy of math, and you said when it comes to our children, caregivers: “take pleasure in reading stories together, especially at bedtime, which in many households is a regular part of a child’s routine. But somehow the notion of introducing math concepts to our children seems daunting. In fact, some studies have shown that parents harbor a strong belief that while it’s important and pleasurable to support their child’s reading skills, it’s the responsibility of the schools to take care of teaching math.” And that quote, I highlighted it, I starred it! And I would love for you to say a little more about that, because you have given us already, like, a bounty of ideas that as caregivers we can do with our kiddos or the kiddos in our lives. And we’ve seen that even what they’re learning in school, it may not be the freeing, joyful math language that we hope our kiddos have access to.
Dr. Rosemarie Truglio (30:05):
Yeah, I’m glad you brought that up. Because a lot of our focus is on how children learn through playful experiences, and how they learn through play in particular. And there are so many playing, either a game or even playing ideas—like we talked about building, you know, a house for animals or building a fort. It’s just so filled with math. And I wish I could narrate for every young parent how I would hope that they would talk as they are co-engaged in this activity. And I think … we asked about, with the anxiety, the adults have to find the joy in math first. They have to see the math. That’s the problem. That’s why I hope that my book provides that. I want you to know that you are doing math and I want you to know that your child is what we call a mathematician—or in the science chapter, is a STEMist. Your child is already doing science, technology, engineering, and math. STEM is so integrated. So to acknowledge them—because babies are doing math! Babies know, they can distinguish between a small quantity and something that is a of a larger quantity and want the larger. Right? So, it’s natural for them. And they are taking it all in. I mean, the joy of watching a child just early counting: you know, one, two. And trying to then figure out the meaningfulness of two. It’s not three objects. There are actually two. And for a parent to see the joy in that I think is step one. And then to see the richness and how expansive math is, and that power of, oops, “I made a mistake, don’t freak out,” and then [not] say, “See, I’m not good at math,” but say, “Let me try again. I know I could figure this out.” Right? It’s all of that supportive language and supportive experiences that builds this mindset, a positive mindset. So that you hope that when you get into the higher grades, they’re not walking in and saying, “I can’t, I can’t do math.”
Dan Meyer (32:26):
Yeah. Super helpful. I think you point at one of the grownups—great powers in the world of kids, which is to label. To name things. And you know, you’ve talked about how grownups should ideally downplay some of their negative experiences with mathematics for the sake of the kid, but also to play up the positive stuff that they’re doing as mathematics. Like that right there, that’s math. I would love to know … you have an extremely loud megaphone to communicate messages about math and the world and everything through Sesame Street. One of the biggest that there is—and I just wonder if you could step out and imagine you had a magic wand to wave over the world in which students grow up, play and learn—what would you do like to help students have better associations or less math anxiety? And, you know, learn more about math itself?
Dr. Rosemarie Truglio (33:19):
If I had a magic wand, I would give everyone what we call a growth mindset that nothing is fixed and everything can be changed if you put the time and effort into the process, and enjoy the process. The joy of learning. I think, you know, it’s really sad. I don’t wanna be sad on your show. But when we were getting ready for the 50th anniversary, I was wondering, “What is gonna be the curriculum focus?” You know, we just came off of literacy and math literacy and social-emotional development. And we talked about the power of play. Playful learning. And building careers. Give children sophisticated play scenarios so that they could explore what they may wanna be when they grow up. Because there’s a concept: If I can see it, I can play it, I can be it. Right? So where are those portrayals? And it’s like, “What are we gonna do for the 50th?” And I had a convening of experts across all disciplines, and brought them into a room. And I said, you know, “What keeps you up at night? Like, what are you worried about?” Sort of like the State of the Union of Child Development. And this is where the sad part is. They talked about how that sense of joy, that sense of wonder, that sense of curiosity, that sense of flexible thinking and creative thinking, was disappearing in early childhood. Wow. If it’s disappearing in early childhood, we are in big, big trouble . ‘Cause I could see it disappearing later on, you know, as you advance in grade. But what do you mean, it’s disappearing in childhood? And then they talked about the fear of making mistakes. And that goes against—it’s the opposite of a growth mindset. And so we have to bring back that sense of joy, wonder, asking those why questions and embracing them. So it’s another problem parents have. They’re fine with the “why” questions until the “whys” become so difficult they don’t have the answers. And then they don’t want the “why” questions, because now they feel like they’re not smart enough to answer their child’s “why” questions. How do I flip that around to be much more positive and say, “You know, I don’t know! But let’s find out together. Let’s explore together; let’s experiment together.” That’s what I mean about the shift in the mindset, that growth mindset. We should not know all of the answers, but where’s the joy of, “Wow, I don’t know, let’s go find out together”? And that applies to math too. But you have to have that open mindset. You have to—you, as yourself, have to have that growth mindset.
Bethany Lockhart Johnson (36:20):
I love that magic wand. I want that magic wand! And I think what—like Dan said about this megaphone, this opportunity to reach so many young people, so many caregivers—what a gift! And I’m so grateful that you took time to be in the lounge with us, and that you have shared these ideas. Because truly, I think, like you said, it’s really our youngest learners, right? How can we create and cultivate these opportunities for our youngest learners to find the joy in mathematics and just in learning, right?
Dr. Rosemarie Truglio (36:54):
Yeah.
Bethany Lockhart Johnson (36:55):
So thank you. Thank you so much, Dr. Truglio. We are deeply grateful for your insight and for all the work you do. And we continue to invite the world of Sesame Street into our homes.
Dr. Rosemarie Truglio (37:08):
Thank you. Thank you for allowing us to come into your home, and for you to re-learn with your child as you’re watching Sesame Street. Because it’s very much a parenting show, as it is for a child-directed show, because we are blessed to have these wonderful human cast members who are the stand-ins for parents. And so we are often giving you the language for how to talk about and how to problem-solve together. So thank you.
Dan Meyer (37:43):
Thanks so much for listening to our conversation with Dr. Rosemarie Truglio, Senior Vice President of Curriculum and Content at Sesame Workshop.
Bethany Lockhart Johnson (37:51):
Dr. Truglio is also the author of Sesame Street Ready for School, A Parents Guide to Playful Learning for Children Ages Two to Five, and we’re gonna make sure we put a link to that in the show notes because it is really, really a rich resource. I’m diving in. I have so many ideas bookmarked that I wanna try out with my kiddo.
Dan Meyer (38:09):
Yeah, it’s really exciting to see—like, for a classroom educator, I just kinda assumed that a lot of math learning happens in the classroom context. That’s my lens. So yeah, I loved reading the book and seeing all the different opportunities for parents for just out there in the world, in front of your house, at the supermarket. All the different opportunities there are for mathematical thinking, and then to think about how to bring that into some of those routines and ideas into the classroom, into formal schooling.
Bethany Lockhart Johnson (38:35):
Exactly. Exactly. Like Dr. Truglio said, the caregivers’s disposition about mathematics matters so deeply. Your teachers’ dispositions about mathematics, their beliefs, the way that you hear people talking about math, that impacts our learners. That impacts—like, as a student, that impacts what you think is possible for yourself. So I love this, re-educating ourselves about what math can look like out in the world, in everyday conversations. I don’t know. I really, really appreciated this conversation with Dr. Truglio.
Dan Meyer (39:12):
Same. Yeah. We’d love to hear what you folks think about the work. the book, her ideas. Definitely get in touch with us. Subscribe to Math Teacher Lounge, wherever you get podcasts. And keep in touch with us on Facebook at Math Teacher Lounge Community, and on Twitter at MTL show.
Bethany Lockhart Johnson (39:27):
Also, if you haven’t already, please subscribe to Math Teacher Lounge wherever you get your podcast. And if you like what you’re hearing, please leave us a rating and a review. It’ll help more listeners find the show. And while you’re at it, let a friend know about this episode, because you enjoyed it; they might enjoy it. On our next episode, we’re gonna be chatting with Dr. Heidi Sabnani and taking a closer look at best practices for coaching teachers to reduce their own math anxiety.
Dr. Heidi Sabnani (39:56):
One of the teachers that I worked with had done her student teaching with a teacher who had math anxiety and who never taught math. And so she entered her teaching career never having taught math before or seeing it taught.
Dan Meyer (40:10):
Thanks again for listening, folks.
Bethany Lockhart Johnson (40:12):
Bye.
Stay connected!
Join our community and get new episodes every other Tuesday!
We’ll also share new and exciting free resources for your classroom every month.
Meet the guest
Rosemarie T. Truglio, Ph.D. is the Senior Vice President of Curriculum and Content at Sesame Workshop. Dr. Truglio is responsible for the development of the interdisciplinary curriculum on which Sesame Street is based and oversees content development across platforms (e.g., television, publishing, toys, home video, and theme park activities). She also oversees the curriculum development for all new show production, including Bea’s Block, Mecha Builders, Esme & Roy, Helpsters, and Ghostwriter. Dr. Truglio has written numerous articles in child and developmental psychology journals and presented her work at national and international conferences. Her current book is Ready for School! A Parent’s Guide to Playful Learning for Children Ages 2 to 5, published by Running Press (2019).
About Math Teacher Lounge
Math Teacher Lounge is a biweekly podcast created specifically for K–12 math educators. In each episode co-hosts Bethany Lockhart Johnson (@lockhartedu) and Dan Meyer (@ddmeyer) chat with guests, taking a deep dive into the math and educational topics you care about.
Join the Math Teacher Lounge Facebook group to continue the conversation, view exclusive content, interact with fellow educators, participate in giveaways, and more!
You might also like:
Miami review ELA
Integrating AI in the science classroom
How can you create new science lesson plans, adjust assessments, and design labs using only objects kids have at home?
Just ask—ChatGPT, that is.
In this recent Science Connections webinar, Science Connections podcast host Eric Cross tackles the topic of ChatGPT for teachers, along with other specific AI tools that (when used with your existing standards-aligned curriculum) can help make teaching more efficient, targeted, and interactive.
AI for science can save teachers time, deepen student engagement, and inspire collaboration and creativity all around, says Science Connections podcast host Eric Cross.
Eric describes some of the many ways science teachers can use AI in the classroom—as both shortcut and partner. “We can use it for personalized learning,” he begins. “We can generate questions and give instant feedback. We can differentiate. We can support our students with special learning needs. And that’s just a start. The more you use it to collaborate with other educators, the more fun it becomes.”
Generative artificial intelligence 101
There are a lot of AI tools out there, but the new one is generative AI. As Eric explains, the difference is that generative AI—unlike, say, AI that gives you driving directions—creates something that didn’t exist before: text, images, music, and, yes, new science experiences for the classroom.
As with any technology, the practically infinite uses and applications of AI raise important questions about accuracy, equity, biases, and more. In this webinar, though, we focus only on AI’s practical uses for science teachers.
Generative AI relies on and responds to prompts.
You’re telling it to do something and it communicates back to you in human language. The way you craft your prompts determines your output, so the better your prompt is, the better your output.
– Eric Cross
Host, Science Connections; Adjunct Professor of Learning and Technology, University of San Diego
Let’s see what AI has produced for Eric as a science educator, and the kind of prompts he’s used to get there.
How science teachers can use AI to prepare and engage
Teachers can use generative AI to create personalized learning materials, generate more practice questions, and explain topics at any level and depth.
In this webinar, Eric focuses on the AI tools that have given him the most mileage as an educator and that he thinks can provide the most value for others.
These include:
- Modifying assessments when students have used all the ones that a curriculum provides. A sample prompt: “You are a science teacher creating an assessment for middle school students. I will upload an assessment. Please recreate it in a similar tone and voice as the original with a similar level of rigor.” Response: Brand-new multiple-choice and written questions on the same topics, all adhering to the same NGSS. With a little more back and forth, Eric will have the exact number, style, and focus of questions that he needs—along with an answer key.
- Creating relevant, accessible lab ideas. Eric prompts AI for lab and hands-on project ideas to fit exact specs: topic, grade level, desired outcome, and objects found in a typical classroom or home. Result: Hands-on activity ideas students can do at home, like exploring lung capacity with a balloon and a ruler (delivered by AI complete with full supply lists, instructions, and more).
- Helping students connect. To support a student who’s stuck, you might prompt the AI by saying: “I’m a fifth grader and my teacher is talking about claim evidence reasoning and I don’t really understand it. Can you explain it to me in a way that would help me? And then: “Now can you help me explain it to my mom, but in Spanish?”
Eric also uses AI to interpret graphs, collate student data, build graphic organizers, create science games, and more.
Is everything AI provides him flawless and 100% accurate? No, says Eric. “You have to vet, and it helps to have a high-quality curriculum already in place. But it gets me 80 to 90% there—and that’s pretty good.”
More to explore
- Hear more about AI from Eric and fellow educators Donnie Piercey and Jennifer Roberts in Science Connections, Season 3, Episode 4: Using AI and ChatGPT in the science classroom
- Science Connections podcast
- Amplify Science webinars
What’s new in Amplify CKLA 3rd Edition
Experience the next chapter in the Science of Reading with Amplify CKLA 3rd Edition.
In this edition, you’ll enjoy an enhanced knowledge-building sequence, more differentiation to reach all learners, digital assessments and reports, and enriched writing instruction grounded in the Science of Writing, the research behind how kids learn to write.
Enhanced knowledge-building sequence
We’ve added new units and updated existing ones to include a broader range of people, perspectives, and high-quality texts. New Choice Units even enable districts to select topics that best reflect their community’s values while maintaining standards coverage.
New units include:
- Geography in K–1
- Poetry units now starting in Grades 2–3
- Novel Study Units in Grades 3–5
- Oceans in Grade 5
- Research Units in every grade!
Instruction based on the Science of Writing
Our writing instruction is fully integrated and grounded in the Science of Writing, the research behind how kids learn to write effectively. Systematic daily lessons align with the Simple View of Writing and make it easier to help students develop writing proficiency—without additional programs.
K–2 writing
The Skills Strand covers all text types, and every Knowledge Strand unit now has high-impact writing activities, including sentence combining, sentence expanding, and pre-writing exercises like graphic organizers.
3–5 writing
Writing instruction remains explicit and systematic in Grades 3–5, with added high-impact writing activities to deepen learning.
More authentic, diverse texts
A variety of texts—from complex read-alouds and decodable chapter books to trade books and content-rich readers—connect to learning goals. Amplify CKLA 3rd Edition also features new Culminating Research and Novel Study Units!
Culminating Research Units
Each grade now includes a core Culminating Research Unit featuring carefully selected trade books. These units build critical thinking and research skills, from selecting topics to presenting findings.
Novel Study Units
Novel Study Units are part of district-level Choice Units in Grades 3–5. Districts can select one novel per grade, from classic or contemporary options, choosing the book that best reflects their community’s goals and values while still covering all required standards.
Easy-to-use materials, pacing for real classrooms
Running out of instructional time? We understand! Our streamlined units now cover all standards within 165 days, leaving more time for enrichment and remediation.
All-in-one digital platform
Amplify CKLA 3rd Edition is part of a digital platform that enables seamless integration across all Amplify programs.
The platform includes familiar tools like lesson slides—now Presentation Screens—along with new features such as skill-building games, assessments, and detailed reports.
Digital assessments
Auto-scored K–2 Knowledge and 3–5 End-of-Unit assessments deliver immediate insights to enable quick, data-driven decisions.
Standards-based reports
Detailed reports highlight strengths and growth opportunities at individual, group, and class levels, all aligned to standards.
Embedded support to reach all learners
We’ve worked with experts and practitioners to enhance our differentiation strategies, making content more accessible to all students—including multilingual/English learners. Improved iconography helps you quickly find in-the-moment support, ensuring these strategies are seamlessly integrated.
Grades 3–5 foundational skills instruction
Recognizing the ongoing need for foundational skills instruction beyond Grade 2, we’ve introduced Grades 3–5 Skills to reinforce and build on the K–2 Skills Strand. Use it to support core lessons or serve as an intervention, depending on your students’ needs.
The instruction follows a familiar sequence and offers flexibility: It can be taught in two 15-minute sessions or one 30-minute session.
Grades 3–5 Skills resources are included in core classroom kits, although the instruction isn’t required for Grades 3–5 standards coverage.
Bold new look and feel
With modernized covers, full-color interiors, and enhanced iconography, Amplify CKLA 3rd Edition materials are not only visually appealing, but also easier to navigate.
Welcome, Nebo SD, to Amplify CKLA!
Amplify Core Knowledge Language Arts® (CKLA) is a state-approved core ELA curriculum designated as a primary core program that fully meets the Science of Reading requirements outlined in SB 127.
Truly built on the Science of Reading, Amplify CKLA helps all teachers implement the Utah Core Standards for English Language Arts and Literacy by translating the science of reading into manageable, engaging, and effective classroom practices.
Scroll down to learn how CKLA is uniquely designed to help all your students make learning leaps in literacy.
Recognized Quality
Amplify CKLA is one of only a few high-quality, knowledge-building literacy curricula recognized by the Knowledge Matters campaign. Our shared message: Background knowledge is essential to literacy and learning.
Science of Reading Approved by USBE
Amplify CKLA is a content-rich literacy curriculum that systematically braids knowledge-building with skills instruction. Click below to see our state submission rubric on how Amplify CKLA addresses the Science of Reading requirements outlined in SB 127.
Independently and rigorously reviewed
Amplify CKLA not only received an all-green rating from the rigorous evaluators at EdReports, but it was also recently recognized by the Knowledge Matters Campaign as a literacy program that excels in building knowledge.
Intentional knowledge-building
The Science of Reading reveals knowledge as an essential pillar of reading comprehension and lifelong literacy. Hear from author Natalie Wexler and CKLA customers on edWebinar about the importance of knowledge-building in reading instruction.
Program Overview
Amplify CKLA is a core ELA program for grades K–5 that delivers:
- A unique research-based approach truly built on the Science of Reading.
- A combination of explicit foundational skills with meaningful knowledge building.
- Embedded support and differentiation that gets all students reading grade-level texts together.
- Opportunities for students to see the strengths and experiences that all people share while also celebrating each others’ unique identities and experiences.
- Authentic Spanish language arts instruction with Amplify Caminos.
Amplify CKLA for Grades K–2
After watching the K–2 video below, scroll down to learn even more, download resources, and access a demo.
Amplify CKLA for Grades 3–5
After watching the 3–5 video below, scroll down to learn even more, download resources, and access a demo.
How it works
Amplify CKLA teaches both foundational skills and background knowledge in K–2 and combines them in 3–5, as required by the science of reading.
- In grades K–2, students complete one full lesson that builds foundational reading skills, as well as one full lesson that builds background knowledge.
- In grades 3–5, student complete one integrated lesson that combines skills and knowledge with increasingly complex texts, close reading, and a greater writing emphasis.
Rich topics
Amplify CKLA builds knowledge coherently across subjects and grades.
Students make connections from year-to-year by exploring grade-appropriate subject-area knowledge and vocabulary in history, science, literature, and the arts while learning to read, write, and think creatively and for themselves.
Diverse text
Amplify CKLA puts a variety of texts in the hands of students every day to build and strengthen background knowledge and vocabulary, listening and reading comprehension, and decoding and fluency skills.
More than that, we ensure the texts students read represent the world around them. With a diverse range of authors, topics, and characters, all students have ample access to both windows and mirrors. Our texts include:
- Authentic books.
- Authentic text passages.
- Student Readers.
- Novel Guides (grades 3–5).
Aligned to LETRS and Orton Gillingham
Amplify CKLA aligns with the instructional principles recommended by Orton Gillingham and LETRS.
- Structured–Concepts are taught through consistent routines
- Sequential–Concepts are taught in a logical, well-planned sequence
- Systematic–Phonemes are taught from simplest to most complex
- Explicit–Decoding and encoding concepts are taught directly and explicitly
- Multi-sensory–Instruction is delivered through visual, auditory, and kinesthetic-tactile pathways
- Cumulative–Concepts are applied in decodable, connected texts with constant review and reinforcement
Universal access
We believe we have a responsibility to provide literacy instruction that gives every student the same opportunity to succeed and excel.
We know that early reading affects achievement throughout school and beyond—well into college and career. Yet most literacy programs continue to fall short of supporting early literacy success. That’s why we’re so proud that CKLA is helping close the reading gap between students within diverse communities.
Complete curriculum
A strong literacy program is not just about a reading program or an assessment tool: it brings together curriculum, instruction, regular practice, intervention, and assessments.
Amplify has brought these components together in our early literacy suite of curriculum, ensure that you have what you need for multi-tiered support.
Science of Reading Resources
Watching students learn to read: magic. Knowing how they get there: science.
As you consider your next core ELA program, it’s critically important to understand what the Science of Reading really means and what it tells us about how to teach more effectively. Unlike other programs, Amplify CKLA was built upon these insights and practices, making it easier for teachers to implement this proven approach.
Access demo
Ready to explore on your own? Follow the instructions below to access your demo account.
Explore the CKLA Teacher Digital Resources
First, watch the quick navigation video to the right. Then, follow the directions below.
- Go to: learning.amplify.com or click the Access CKLA Teacher Digital button below
- Select Log in with Amplify.
- Enter this username: t1.nebocklak5@demo.tryamplify.net
- Enter this password: Amplify1-nebocklak5
- Click the CKLA button
- Select your desired grade level from the Program drop down
Explore the CKLA Student Digital Resources
Follow the directions below to access the Student Resource Site:
- Go to: learning.amplify.com or click the Access CKLA Student Digital button below
- Select Log in with Amplify.
- Enter this username: s1.nebocklak5@demo.tryamplify.net
- Enter this password: Amplify1-nebocklak5
- From the main page, click the backpack in the top right corner.
- Click on the grade level to select your desired grade.
Welcome to Amplify CKLA!
Welcome to Amplify CKLA!
Amplify Core Knowledge Language Arts® (CKLA) is a state-approved core ELA curriculum designated as a primary core program that fully meets the Science of Reading requirements outlined in SB 127.
Truly built on the Science of Reading, Amplify CKLA helps all teachers implement the Utah Core Standards for English Language Arts and Literacy by translating the science of reading into manageable, engaging, and effective classroom practices.
Scroll down to learn how CKLA is uniquely designed to help all your students make learning leaps in literacy.
Recognized Quality
Amplify CKLA is one of only a few high-quality, knowledge-building literacy curricula recognized by the Knowledge Matters campaign. Our shared message: Background knowledge is essential to literacy and learning.
Science of Reading Approved by USBE
Amplify CKLA is a content-rich literacy curriculum that systematically braids knowledge-building with skills instruction. Click below to see our state submission rubric on how Amplify CKLA addresses the Science of Reading requirements outlined in SB 127.
Independently and rigorously reviewed
Amplify CKLA not only received an all-green rating from the rigorous evaluators at EdReports, but it was also recently recognized by the Knowledge Matters Campaign as a literacy program that excels in building knowledge.
Intentional knowledge-building
The Science of Reading reveals knowledge as an essential pillar of reading comprehension and lifelong literacy. Hear from author Natalie Wexler and CKLA customers on edWebinar about the importance of knowledge-building in reading instruction.
Program Overview
Amplify CKLA is a core ELA program for grades K–5 that delivers:
- A unique research-based approach truly built on the Science of Reading.
- A combination of explicit foundational skills with meaningful knowledge building.
- Embedded support and differentiation that gets all students reading grade-level texts together.
- Opportunities for students to see the strengths and experiences that all people share while also celebrating each others’ unique identities and experiences.
- Authentic Spanish language arts instruction with Amplify Caminos.
Amplify CKLA for Grades K–2
After watching the K–2 video below, scroll down to learn even more, download resources, and access a demo.
Amplify CKLA for Grades 3–5
After watching the 3–5 video below, scroll down to learn even more, download resources, and access a demo.
How it works
Amplify CKLA teaches both foundational skills and background knowledge in K–2 and combines them in 3–5, as required by the science of reading.
- In grades K–2, students complete one full lesson that builds foundational reading skills, as well as one full lesson that builds background knowledge.
- In grades 3–5, student complete one integrated lesson that combines skills and knowledge with increasingly complex texts, close reading, and a greater writing emphasis.
Rich topics
Amplify CKLA builds knowledge coherently across subjects and grades.
Students make connections from year-to-year by exploring grade-appropriate subject-area knowledge and vocabulary in history, science, literature, and the arts while learning to read, write, and think creatively and for themselves.
Diverse text
Amplify CKLA puts a variety of texts in the hands of students every day to build and strengthen background knowledge and vocabulary, listening and reading comprehension, and decoding and fluency skills. Our texts include:
- Authentic books.
- Authentic text passages.
- Student Readers.
- Novel Guides (grades 3–5).
More than that, we ensure the texts students read represent the world around them. With a diverse range of authors, topics, and characters, all students have ample access to both windows and mirrors.
Aligned to LETRS and Orton-Gillingham
Amplify CKLA aligns with the instructional principles recommended by Orton Gillingham and LETRS.
- Structured–Concepts are taught through consistent routines
- Sequential–Concepts are taught in a logical, well-planned sequence
- Systematic–Phonemes are taught from simplest to most complex
- Explicit–Decoding and encoding concepts are taught directly and explicitly
- Multi-sensory–Instruction is delivered through visual, auditory, and kinesthetic-tactile pathways
- Cumulative–Concepts are applied in decodable, connected texts with constant review and reinforcement
Universal access
We believe we have a responsibility to provide literacy instruction that gives every student the same opportunity to succeed and excel.
We know that early reading affects achievement throughout school and beyond—well into college and career. Yet most literacy programs continue to fall short of supporting early literacy success. That’s why we’re so proud that CKLA is helping close the reading gap between students within diverse communities.
Complete curriculum
A strong literacy program is not just about a reading program or an assessment tool: it brings together curriculum, instruction, regular practice, intervention, and assessments.
Amplify has brought these components together in our early literacy suite of curriculum, ensure that you have what you need for multi-tiered support.
Science of Reading Resources
Watching students learn to read: magic. Knowing how they get there: science.
As you consider your next core ELA program, it’s critically important to understand what the Science of Reading really means and what it tells us about how to teach more effectively. Unlike other programs, Amplify CKLA was built upon these insights and practices, making it easier for teachers to implement this proven approach.
Access demo
Ready to explore on your own? Follow the instructions below to access your demo account.
Explore the CKLA Teacher Digital Site
First, watch the quick navigation video to the right. Then, follow the directions below to access the CKLA Teacher Digital Site.
- Go to learning.amplify.com or click Access CKLA Teacher Digital below
- Select Log in with Amplify.
- Enter this username: t1.utahckla@demo.tryamplify.net
- Enter this password: Amplify1-utahckla
- Click the CKLA button on the left hand side
- Select your desired grade level from the Program drop down
Explore the CKLA Student Digital Site
Follow the directions below to access the CKLA Student Digital Site.
- Go to learning.amplify.com or click Access CKLA Student Digital below
- Select Log in with Amplify.
- Enter this username: s1.utahckla@demo.tryamplify.net
- Enter this password: Amplify1-utahckla
- Answer the question.
- Click “Go” to get to the Hub!
Welcome to Amplify CKLA!
Amplify Core Knowledge Language Arts® (CKLA) is currently the only state-approved core ELA curriculum designated as a primary core program that fully meets the Science of Reading requirements outlined in SB 127.
Truly built on the Science of Reading, Amplify CKLA helps all teachers implement the Utah Core Standards for English Language Arts and Literacy by translating the science of reading into manageable, engaging, and effective classroom practices.
Scroll down to learn how CKLA is uniquely designed to help all your students make learning leaps in literacy.
Recognized Quality
Amplify CKLA is one of only a few high-quality, knowledge-building literacy curricula recognized by the Knowledge Matters campaign. Our shared message: Background knowledge is essential to literacy and learning.
Science of Reading Approved by USBE
Amplify CKLA is a content-rich literacy curriculum that systematically braids knowledge-building with skills instruction. In fact, according to the Utah SBE, Amplify CKLA fully meets the Science of Reading requirements outlined in SB 127.
Independently and rigorously reviewed
Amplify CKLA not only received an all-green rating from the rigorous evaluators at EdReports, but it was also recently recognized by the Knowledge Matters Campaign as a literacy program that excels in building knowledge.
Intentional knowledge-building
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 with Amplify CKLA, it is.
Program Overview
Amplify CKLA is a core ELA program for grades K–5 that delivers:
- A unique research-based approach truly built on the Science of Reading.
- A combination of explicit foundational skills with meaningful knowledge building.
- Embedded support and differentiation that gets all students reading grade-level texts together.
- Opportunities for students to see the strengths and experiences that all people share while also celebrating each others’ unique identities and experiences.
- Authentic Spanish language arts instruction with Amplify Caminos.
Amplify CKLA for Grades K–2
After watching the K–2 video below, scroll down to learn even more, download resources, and access a demo.
Amplify CKLA for Grades 3–5
After watching the 3–5 video below, scroll down to learn even more, download resources, and access a demo.
How it works
Amplify CKLA teaches both foundational skills and background knowledge in K–2 and combines them in 3–5, as required by the science of reading.
- In grades K–2, students complete one full lesson that builds foundational reading skills, as well as one full lesson that builds background knowledge.
- In grades 3–5, student complete one integrated lesson that combines skills and knowledge with increasingly complex texts, close reading, and a greater writing emphasis.
Rich topics
Amplify CKLA builds knowledge coherently across subjects and grades.
Students make connections from year-to-year by exploring grade-appropriate subject-area knowledge and vocabulary in history, science, literature, and the arts while learning to read, write, and think creatively and for themselves.
Diverse text
Amplify CKLA puts a variety of texts in the hands of students every day to build and strengthen background knowledge and vocabulary, listening and reading comprehension, and decoding and fluency skills.
More than that, we ensure the texts students read represent the world around them. With a diverse range of authors, topics, and characters, all students have ample access to both windows and mirrors. Our texts include:
- Authentic books.
- Authentic text passages.
- Student Readers.
- Novel Guides (grades 3–5).
Aligned to LETRS and Orton-Gillingham
Amplify CKLA aligns with the instructional principles recommended by Orton-Gillingham and LETRS.
- Structured–Concepts are taught through consistent routines
- Sequential–Concepts are taught in a logical, well-planned sequence
- Systematic–Phonemes are taught from simplest to most complex
- Explicit–Decoding and encoding concepts are taught directly and explicitly
- Multi-sensory–Instruction is delivered through visual, auditory, and kinesthetic-tactile pathways
- Cumulative–Concepts are applied in decodable, connected texts with constant review and reinforcement
Equitable instruction
We believe we have a responsibility to provide literacy instruction that gives every student the same opportunity to succeed and excel.
We know that early reading affects achievement throughout school and beyond—well into college and career. Yet most literacy programs continue to fall short of supporting early literacy success. That’s why we’re so proud that CKLA is helping close the reading gap between students within diverse communities.
Complete curriculum
A strong literacy program is not just about a reading program or an assessment tool: it brings together curriculum, instruction, regular practice, intervention, and assessments.
Amplify has brought these components together in our early literacy suite of curriculum, ensure that you have what you need for multi-tiered support.
Science of Reading Resources
Watching students learn to read: magic. Knowing how they get there: science.
As you consider your next core ELA program, it’s critically important to understand what the Science of Reading really means and what it tells us about how to teach more effectively. Unlike other programs, Amplify CKLA was built upon these insights and practices, making it easier for teachers to implement this proven approach.
Access demo
Ready to explore on your own? Follow the instructions below to access your demo account.
Explore the CKLA Teacher Resource Site
First, watch the quick navigation video to the right. Then, click the “Access CKLA Teacher Resource Site” button to log in.
- Click the CKLA Teacher Resource Site button
- Select Log in with Amplify.
- Enter this username: t1.slcsd-ckla-1@demo.tryamplify.net
- Enter this password: Amplify1-slcsd-ckla-1
- Select the desired grade level
Welcome to Amplify CKLA!
Amplify CKLA is the only Oregon-approved elementary ELA curriculum truly built on the Science of Reading.
Not only that, it helps all teachers implement the Oregon English Language Arts and Literacy Standards by translating the science of reading into strong instructional resources. As a result, teachers can fully focus on their students and the kind of teaching they love.
Virtual Caravan Stop Ahead!
If this is your first stop on your virtual caravan, start with the video presentations below.
Watched them already? Click here to skip ahead.
Virtual Caravan Stop
Amplify CKLA for Grades K–2
After watching the K–2 video below, scroll down to learn even more, download resources, and access a demo.
Amplify CKLA for Grades 3–5
After watching the 3–5 video below, scroll down to learn even more, download resources, and access a demo.
What it is
Amplify CKLA is a core ELA program for grades K–5 that delivers:
- A unique research-based approach truly built on the Science of Reading.
- A combination of explicit foundational skills with meaningful knowledge building.
- Embedded support and differentiation that gets all students reading grade-level texts together.
- Opportunities for students to see the strengths and experiences that all people share while also celebrating each others’ unique identities and experiences.
- Equitable and authentic Spanish language arts instruction with Amplify Caminos.
How it works
Amplify CKLA teaches both foundational skills and background knowledge in K–2 and combines them in 3–5, as required by the science of reading.
- In grades K–2, students complete one full lesson that builds foundational reading skills, as well as one full lesson that builds background knowledge.
- In grades 3–5, student complete one integrated lesson that combines skills and knowledge with increasingly complex texts, close reading, and a greater writing emphasis.
See pages 30-65 of the CKLA Program Guide below to learn more.
What students explore
Amplify CKLA builds knowledge coherently across subjects and grades.
Students make connections from year-to-year by exploring grade-appropriate subject-area knowledge and vocabulary in history, science, literature, and the arts while learning to read, write, and think creatively and for themselves.
Download the at-a-glance resources below to learn more.
What students read
Amplify CKLA puts a variety of texts in the hands of students every day to build and strengthen background knowledge and vocabulary, listening and reading comprehension, and decoding and fluency skills.
More than that, we ensure the texts students read represent the world around them. With a diverse range of authors, topics, and characters, all students have ample access to both windows and mirrors. Our texts include:
- Authentic books.
- Authentic text passages.
- Student Readers.
- Novel Guides (grades 3–5).
Download the lists below to explore specific grade-level texts.
Access and equity
We believe we have a responsibility to provide literacy instruction that gives every student the same opportunity to succeed and excel.
We know that early reading affects achievement throughout school and beyond—well into college and career. Yet most literacy programs continue to fall short of supporting early literacy success. That’s why we’re so proud that CKLA is helping close the reading gap between students within diverse communities.
Explore how we make learning equitable for all learners with the resources below.
Built on the Science of Reading
Watching students learn to read: magic. Knowing how they get there: science.
As you consider your next core ELA program, it’s critically important to understand what the Science of Reading really means and what it tells us about how to teach more effectively. Unlike other programs, Amplify CKLA was built upon these insights and practices, making it easier for teachers to implement this proven approach.
Download the resources below to dive deeper into the Science of Reading.
Supports Orton-Gillingham and LETRS
Amplify CKLA aligns with the instructional principles recommended by Orton-Gillingham and LETRS.
- Structured–Concepts are taught through consistent routines
- Sequential–Concepts are taught in a logical, well-planned sequence
- Systematic–Phonemes are taught from simplest to most complex
- Explicit–Decoding and encoding concepts are taught directly and explicitly
- Multi-sensory–Instruction is delivered through visual, auditory, and kinesthetic-tactile pathways
- Cumulative–Concepts are applied in decodable, connected texts with constant review and reinforcement
A comprehensive and cohesive solution
A strong literacy program is not just about a reading program or an assessment tool: it brings together curriculum, instruction, regular practice, intervention, and assessments.
Amplify has brought these components together in our early literacy suite of curriculum, ensure that you have what you need for multi-tiered support.
Access demo
Ready to explore on your own? Follow the instructions below to access your demo account.
Explore the CKLA Teacher Resource Site
First, watch the quick navigation video to the right. Then, click the “Access CKLA Teacher Resource Site” button to log in.
- Click the CKLA Teacher Resource Site button
- Select Log in with Amplify.
- Enter this username: t.orcklak5@tryamplify.net
- Enter this password: AmplifyNumber1
- Select the desired grade level
Contact us
Looking to speak directly with your Oregon representative? Get in touch with a team member by emailing hellooregon@amplify.com or by calling us directly.
Kristen Rockstroh
Oregon Account Executive
Districts under 4,500 students
(480) 639-8367
Overview Videos
Amplify CKLA and Caminos for K–2
After watching the K–2 video below, scroll down to learn even more, download resources, and access a demo.
Amplify CKLA and Caminos for 3–5
After watching the 3–5 video below, scroll down to learn even more, download resources, and access a demo.
What it is
Amplify CKLA is a core ELA program for grades K–5 that delivers:
- A unique research-based approach truly built on the Science of Reading.
- A combination of explicit foundational skills with meaningful knowledge building.
- Embedded support and differentiation that gets all students reading grade-level texts together.
- Opportunities for students to see the strengths and experiences that all people share while also celebrating each others’ unique identities and experiences.
- Equitable and authentic Spanish language arts instruction with Amplify Caminos.
How it works
Amplify CKLA teaches both foundational skills and background knowledge in K–2 and combines them in 3–5, as required by the science of reading.
- In grades K–2, students complete one full lesson that builds foundational reading skills, as well as one full lesson that builds background knowledge.
- In grades 3–5, student complete one integrated lesson that combines skills and knowledge with increasingly complex texts, close reading, and a greater writing emphasis.
What students explore
Amplify CKLA builds knowledge coherently across subjects and grades.
Students make connections from year-to-year by exploring grade-appropriate subject-area knowledge and vocabulary in history, science, literature, and the arts while learning to read, write, and think creatively and for themselves.
Download the at-a-glance resources below to learn more.
What students read
Amplify CKLA puts a variety of texts in the hands of students every day to build and strengthen background knowledge and vocabulary, listening and reading comprehension, and decoding and fluency skills.
More than that, we ensure the texts students read represent the world around them. With a diverse range of authors, topics, and characters, all students have ample access to both windows and mirrors. Our texts include:
- Authentic books.
- Authentic text passages.
- Student Readers.
- Novel Guides (grades 3–5).
Download the lists below to explore specific grade-level texts.
Access and equity
We believe we have a responsibility to provide literacy instruction that gives every student the same opportunity to succeed and excel.
We know that early reading affects achievement throughout school and beyond—well into college and career. Yet most literacy programs continue to fall short of supporting early literacy success. That’s why we’re so proud that CKLA is helping close the reading gap between students within diverse communities.
Explore how we make learning equitable for all learners with the resources below.
Built on the Science of Reading
Watching students learn to read: magic. Knowing how they get there: science.
As you consider your next core ELA program, it’s critically important to understand what the Science of Reading really means and what it tells us about how to teach more effectively. Unlike other programs, Amplify CKLA was built upon these insights and practices, making it easier for teachers to implement this proven approach.
Download the resources below to dive deeper into the Science of Reading.
Supports Orton-Gillingham and LETRS
Amplify CKLA aligns with the instructional principles recommended by Orton-Gillingham and LETRS.
- Structured–Concepts are taught through consistent routines
- Sequential–Concepts are taught in a logical, well-planned sequence
- Systematic–Phonemes are taught from simplest to most complex
- Explicit–Decoding and encoding concepts are taught directly and explicitly
- Multi-sensory–Instruction is delivered through visual, auditory, and kinesthetic-tactile pathways
- Cumulative–Concepts are applied in decodable, connected texts with constant review and reinforcement
A comprehensive and cohesive solution
A strong literacy program is not just about a reading program or an assessment tool: it brings together curriculum, instruction, regular practice, intervention, and assessments.
Amplify has brought these components together in our early literacy suite of curriculum, ensure that you have what you need for multi-tiered support.
Access demo
Ready to explore on your own? Follow the instructions below to access your demo account.
Explore the CKLA Teacher Resource Site
First, watch the quick navigation video to the right. Then, click the “Access CKLA Teacher Resource Site” button to log in.
- Click the CKLA Teacher Resource Site button
- Select Log in with Amplify.
- Enter this username to explore as a teacher: t1.kentcaminos2021@demo.tryamplify.net
- Enter this username to explore as a student: s1.kentcaminos2021@demo.tryamplify.net
- Enter this password: Amplify1-kentcaminos2021
- Select the desired grade level
Contact us
Have questions? Your dedicated Account Executive, Patrick Momsen, is standing by and ready to help.
Patrick Momsen Senior
Account Executive
Districts over 4,500 students
(541) 207-2148
Welcome to Amplify CKLA!
Amplify Core Knowledge Language Arts® (CKLA) is a state-approved core ELA curriculum designated as a primary core program that fully meets the Science of Reading requirements outlined in SB 127.
Truly built on the Science of Reading, Amplify CKLA helps all teachers implement the Utah Core Standards for English Language Arts and Literacy by translating the science of reading into manageable, engaging, and effective classroom practices.
Scroll down to learn how CKLA is uniquely designed to help all your students make learning leaps in literacy.
Recognized Quality
Amplify CKLA is one of only a few high-quality, knowledge-building literacy curricula recognized by the Knowledge Matters campaign. Our shared message: Background knowledge is essential to literacy and learning.
Science of Reading Approved by USBE
Amplify CKLA is a content-rich literacy curriculum that systematically braids knowledge-building with skills instruction. Click below to see our state submission rubric on how Amplify CKLA addresses the Science of Reading requirements outlined in SB 127.
Independently and rigorously reviewed
Amplify CKLA not only received an all-green rating from the rigorous evaluators at EdReports, but it was also recently recognized by the Knowledge Matters Campaign as a literacy program that excels in building knowledge.
Intentional knowledge-building
The Science of Reading reveals knowledge as an essential pillar of reading comprehension and lifelong literacy. Hear from author Natalie Wexler and CKLA customers on edWebinar about the importance of knowledge-building in reading instruction.
Program Overview
Amplify CKLA is a core ELA program for grades K–5 that delivers:
- A unique research-based approach truly built on the Science of Reading.
- A combination of explicit foundational skills with meaningful knowledge building.
- Embedded support and differentiation that gets all students reading grade-level texts together.
- Opportunities for students to see the strengths and experiences that all people share while also celebrating each others’ unique identities and experiences.
- Authentic Spanish language arts instruction with Amplify Caminos.
Amplify CKLA for Grades K–2
After watching the K–2 video below, scroll down to learn even more, download resources, and access a demo.
Amplify CKLA for Grades 3–5
After watching the 3–5 video below, scroll down to learn even more, download resources, and access a demo.
How it works
Amplify CKLA teaches both foundational skills and background knowledge in K–2 and combines them in 3–5, as required by the science of reading.
- In grades K–2, students complete one full lesson that builds foundational reading skills, as well as one full lesson that builds background knowledge.
- In grades 3–5, student complete one integrated lesson that combines skills and knowledge with increasingly complex texts, close reading, and a greater writing emphasis.
Rich topics
Amplify CKLA builds knowledge coherently across subjects and grades.
Students make connections from year-to-year by exploring grade-appropriate subject-area knowledge and vocabulary in history, science, literature, and the arts while learning to read, write, and think creatively and for themselves.
Diverse text
Amplify CKLA puts a variety of texts in the hands of students every day to build and strengthen background knowledge and vocabulary, listening and reading comprehension, and decoding and fluency skills.
More than that, we ensure the texts students read represent the world around them. With a diverse range of authors, topics, and characters, all students have ample access to both windows and mirrors. Our texts include:
- Authentic books.
- Authentic text passages.
- Student Readers.
- Novel Guides (grades 3–5).
Aligned to LETRS and Orton Gillingham
Amplify CKLA aligns with the instructional principles recommended by Orton Gillingham and LETRS.
- Structured–Concepts are taught through consistent routines
- Sequential–Concepts are taught in a logical, well-planned sequence
- Systematic–Phonemes are taught from simplest to most complex
- Explicit–Decoding and encoding concepts are taught directly and explicitly
- Multi-sensory–Instruction is delivered through visual, auditory, and kinesthetic-tactile pathways
- Cumulative–Concepts are applied in decodable, connected texts with constant review and reinforcement
Universal access
We believe we have a responsibility to provide literacy instruction that gives every student the same opportunity to succeed and excel.
We know that early reading affects achievement throughout school and beyond—well into college and career. Yet most literacy programs continue to fall short of supporting early literacy success. That’s why we’re so proud that CKLA is helping close the reading gap between students within diverse communities.
Complete curriculum
A strong literacy program is not just about a reading program or an assessment tool: it brings together curriculum, instruction, regular practice, intervention, and assessments.
Amplify has brought these components together in our early literacy suite of curriculum, ensure that you have what you need for multi-tiered support.
Science of Reading Resources
Watching students learn to read: magic. Knowing how they get there: science.
As you consider your next core ELA program, it’s critically important to understand what the Science of Reading really means and what it tells us about how to teach more effectively. Unlike other programs, Amplify CKLA was built upon these insights and practices, making it easier for teachers to implement this proven approach.
Access demo
Ready to explore on your own? Follow the instructions below to access your demo account.
Explore the CKLA Teacher Digital Site
First, watch the quick navigation video to the right. Then follow the directions below:
- Go to learning.amplify.com or click Access CKLA Teacher Digital
- Select Log in with Amplify.
- Enter this username: t1.davislangarts@demo.tryamplify.net
- Enter this password: Amplify1-davislangarts
- Click the CKLA button on the left hand side
- Select your desired grade level from the Program drop down
Explore the CKLA Student Digital Site
To access the student digital site follow the directions below:
- Go to learning.amplify.com or click Access CKLA Student Digital
- Select Log in with Amplify.
- Enter this username: s1.davislangarts@demo.tryamplify.net
- Enter this password: Amplify1-davislangarts
- From the Home page, scroll down to the robot and “Click to go to the Hub“
- From the Hub, click the Grade button to select the grade.
Welcome, K-5 LAUSD principals and teachers!
What’s new?
- The new CKLA LAUSD Delivery Guide provides guidance for receiving, staging, sorting, and reporting your Amplify CKLA and Caminos deliveries.
- The new CKLA LAUSD Classroom Materials Handbook will help classroom teachers understand and organize the materials included within their classroom kits.
Scroll down to learn how CKLA is uniquely designed to help all students make learning leaps in literacy.
Looking for LAUSD G6 ELA information and resources? Visit the LAUSD G6 ELA site.
Our promise
Developed in partnership with the Core Knowledge Foundation, Amplify CKLA promises:
- A unique research-based approach based on the Science of Reading.
- A combination of explicit foundational skills instruction with meaningful content knowledge.
- An instructional design that levels the playing field for every child.
- Superior results.
Before you explore the program on your own, watch this program walkthrough.
Built on the Science of Reading
Watching students learn to read: magic. Knowing how they get there: science.
What does the Science of Reading really mean? What does it tell us about how to teach? How can we bring those insights and practices into our classrooms (remote or otherwise)? We believe CKLA has the answers.
Supports Orton-Gillingham and LETRS
CKLA brings the instructional principles recommended by Orton-Gillingham and LETRS to life in the classroom.
- Structured–Concepts are taught through consistent routines
- Sequential–Concepts are taught in a logical, well-planned sequence
- Systematic–Phonemes are taught from simplest to most complex
- Explicit–Decoding and encoding concepts are taught directly and explicitly
- Multi-sensory–Instruction is delivered through visual, auditory, and kinesthetic-tactile pathways
- Cumulative–Concepts are applied in decodable, connected text with constant review and reinforcement
Watch a CKLA grade 1 Skills Lesson in action by clicking the video.
What students read
Amplify CKLA puts a variety of texts in the hands of students every day to build and strengthen background knowledge and vocabulary, listening and reading comprehension, and decoding and fluency skills.
Reading and comprehension activities utilize:
- Authentic books.
- Authentic text passages.
- Student Readers.
- Novel Guides (grades 3–5).
The missing piece
CKLA is aligned with programs you already know and use—mCLASSⓇ and Boost Reading—making the integration between systems, your implementation, and ongoing instructional planning more efficient, effective, and easy for your teachers.
Standards alignment and unit summaries
Access demo
Ready to explore on your own? Follow the instructions below to access your demo account.
Access the CKLA Teacher Resource Site
Watch the quick navigation video first, then login using the “Access CKLA Teacher Resource Site” button.
- Click the CKLA Teacher Resource Site below.
- Select the Log in with Amplify button.
- Enter the username: lausdreviewer@tryamplify.net
- Enter the password: AmplifyNumber1
- Select the desired grade level.
Access the CKLA Student Hub
Watch the quick navigation video first, then login using the “Access CKLA Student Hub” button.
- Click the CKLA Student Hub button.
- Select Log in with Amplify.
- Enter the username lausdreviewer@tryamplify.net.
- Enter the password AmplifyNumber1.
- Select the desired grade level.
Contact us
Looking to speak directly with your LAUSD representative? Get in touch with a team member by emailing ckla.lausd@amplify.com or by calling us directly.
Shalonda Johnson
Customer Success Manager
(213) 310-0107
Amplify virtual sampling
Bring the world to students with Amplify CKLA 2nd Edition!
Amplify Core Knowledge Language Arts (CKLA) 2nd Edition is a comprehensive early literacy curriculum grounded in the Science of Reading. With Amplify CKLA, you’ll have the instruction and guidance of proven, evidence-based practices to help all of your students become strong readers, writers, and thinkers.
Start your review
Digital samples for Grades K–5 are included here, along with other helpful materials for completing your review.
Watch the program overview video, in which Susan Lambert, host of Science of Reading: The Podcast, provides an overview of the unique structure and components of Amplify CKLA for Grades K–5.
The Amplify CKLA Program Guide provides you with an in-depth view of how Amplify CKLA works, how it’s structured, and why it’s uniquely capable of helping you bring reading instruction based on the Science of Reading to your classroom.
For an even more in-depth look at Amplify CKLA, review the following materials:
Click here to access materials!
K–5 Materials
Grades K–2: Dedicated knowledge building and explicit skills instruction
Every day, students in Grades K–2 complete one full lesson that builds foundational reading skills in the Skills Strand, as well as one full lesson that builds background knowledge in the Knowledge Strand. Through learning in each of these strands, students develop the early literacy skills necessary to help them become confident readers and build the context to understand what they’re reading.
Grades 3–5: Integrated instruction
In Grades 3–5, Knowledge and Skills are integrated in one set of instructional materials. Lessons begin to combine skills and knowledge with increasingly complex texts, close reading, and a greater writing emphasis. Students can then use their skills to go on their own independent reading adventures.
Amplify CKLA is more engaging than ever!
Fascinating subjects and cool tools captivate students. An intentional approach to background knowledge invites students to dig deeper, inspiring curiosity and driving results. With a cutting-edge digital experience, beautiful and newly-designed decodable Readers, and fascinating extended-learning units that take students all over the world, Amplify CKLA is more engaging than ever before—for both teacher and student!
The Amplify Digital Experience
With the Amplify CKLA digital experience, it’s never been easier to deliver engaging lesson presentations. Your students will love features that allow them to interact with their reading instruction like never before, and you will love the tools that help you keep their attention!
These ready-made, customizable, slides-based lesson presentations enhance instruction and save you time. With the Amplify CKLA digital experience, you’ll have everything you need in one place to plan and present high-quality, engaging early literacy instruction.
Authentic texts and extending learning
As part of our commitment to creating even richer and more diverse curricula, we now offer newly redesigned decodable Readers and six new supplemental learning units. Stories with human characters now have improved inclusivity and authenticity, and other stories feature fantastical creatures to bring excitement and whimsy to the tales. Supplemental Knowledge Research Units extend learning for Grades K–5, incorporating Amplify CKLA’s powerful and evidence-based instructional approach while also adding more diversity, authentic literature, and flexibility. The authentic trade books in each of these units will inspire your students’ curiosity and grow their capacity for research and inquiry.
Introducing Amplify Caminos!
Amplify Caminos is an authentic elementary Spanish language arts program. Like its English language partner, Amplify CKLA, Amplify Caminos provides explicit, systematic foundational skills instruction sequenced with deep knowledge-building content to foster comprehension. When used with Amplify CKLA, Amplify Caminos provides full parity across English and Spanish that’s suitable for any dual language implementation model.
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.
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.
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
- Login Credentials for ReadWorks
- ReadWorks
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
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
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
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.
WV CKLA
Welcome, California Review Committees!
S4 – 02. Bethany and Dan share their math biographies
In this episode, co-hosts Bethany Lockhart Johnson and Dan Meyer get personal and share their “math bios”—their early experiences with math and how those experiences turned them into the educators they are today.
Explore more from Math Teacher Lounge by visiting our main page.
Dan Meyer (00:00):
We’re recording. What’s up, everybody. This is Dan Meyer with Math Teacher Lounge.
Bethany Lockhart Johnson (00:08):
And I’m Bethany Lockhart Johnson. We are so excited to be back. Season Four, Episode Two. Hi, Dan.
Dan Meyer (00:16):
Hey, Bethany, how are you doing today?
Bethany Lockhart Johnson (00:18):
I’m so excited to be talking with you! You know, as we record this, our reunion at NCTM is getting closer and closer.
Dan Meyer (00:28):
The NCTM live show is gonna be bonkers. I don’t think people are ready for it. You think you know what we’re about on MTL from listening to us, but the live show is gonna be outta control. You cannot imagine how many clowns and elephants Bethany wants to have at the live show. We’re still—we’re trying to talk her down from like three to one, but we’ll see.
Bethany Lockhart Johnson (00:44):
All I want is the t-shirt cannon. Because I used to go to these baseball games and they would have a t-shirt cannon. And I thought, I wanna operate a t-shirt cannon! So like, if I could be standing on stage aiming t-shirts at people who are jumping up and down requesting a t-shirt? I don’t know. Doesn’t that sound fun?
Dan Meyer (01:01):
Sounds awesome. High point of my college education was catching a t-shirt. No, it was—it was a burrito. It was a burrito cannon. But I think it was just a t-shirt cannon, but it was a burrito cannon. And I caught a burrito at a game and it was probably the most memorable moment of all of college education for me.
Bethany Lockhart Johnson (01:16):
Was the burrito still warm?
Dan Meyer (01:18):
Oh yeah. I think it got—like, I think it might’ve been warm at one point and then it got warmed back up through the muzzle velocity of the cannon. So it was a pretty great system they had going on there. <Laugh> Yeah. <Laugh> Anyway, I’m off topic, but, we’re thrilled to—I’m thrilled to chat with you and we’re thrilled to be listened to by you folks out there in MTL land. In the lounge itself. We got a fun show today.
Bethany Lockhart Johnson (01:40):
So if you listen to Episode One—which if you haven’t, hope you go back and listen to it—if you listen to Season Four, Episode One, you’re gonna hear—we asked Huon, KT, who is this delight of a joyful teacher. We asked her to talk to us about what’s her math bio. And we want to ask all of our guests—like, I wanna go back and ask every single guest we’ve ever had to tell us their math bio.
Dan Meyer (02:06):
Yep.
Bethany Lockhart Johnson (02:06):
Because, while seemingly simple in nature, our students enter our math classroom already having had this relationship with math and these notions about their role in math or what they think about math. And it impacts our school year with them if we’re a teacher. And it impacts our relationship with math as we move through our education and beyond. Right? And I I’m so excited about this question, ’cause I think it also ties into this theme for Season Four, which is joyful math, and diving into “When has math felt joyful? When has it not? Does it feel like—how do we think about how our math bio, our relationship with math, has evolved into a joyful or less joyful place?”
Dan Meyer (02:54):
I get it. And what’s really key here, I think, is that teaching more than other professions is a generational profession. You know what I’m saying? Like, no one is like, “Well, you know, I sold insurance to you and now you’re selling insurance to, you know, my grandkids; that’s amazing!” But people are always posting photos when, like, you teach someone who then becomes a teacher later. Teaching is a generational sort of thing. So the kinds of joyful experiences that we offer or don’t offer students now affect the experiences that students who haven’t even been born yet will have, you know, some 20, 30 years later. That, to me, is a trip. And well-worth exploring, you know, how we got here, mathematically speaking.
Bethany Lockhart Johnson (03:39):
I remember a friend had sent me this image of an assignment that her son got that was asking for their Mathography. They wanted to know about their history of mathematics. And this was their first assignment. And this teacher, I would like to imagine, read them all and used it to inform conversations about students’ relationship with math. And, you know, some of the questions they asked were thinking about whether you consider yourself, quote, unquote, “good at math.” Like “what kind of experiences have you had? What do you like or dislike about math? What is, you know—what do you expect to learn in math this year?” Just asking students to actually pause and examine and reflect on their relationship and then also looking forward to, like, what kind of a classroom community do we wanna create? And I loved that assignment. And yeah, so today’s episode Dan, guess what?
Dan Meyer (04:32):
What’s going on? What’s happening?
Bethany Lockhart Johnson (04:33):
I figured we should ask each other about our math bio.
Dan Meyer (04:39):
I think the people out there would love to know this about us. ‘Cause you know, we’re both awesome. But also what’s really cool here is that like, I don’t know this about you. Like not, not a lot. You know, the folks at Amplify, they kind of assembled me and Bethany together in the same way that record labels assembled pop boy bands, girl bands, that kind of thing, back in the day. You know, grabbing some stars from screen or film and just like throwing ’em together and saying, “All right, now you’re here to perform together.” And so it’s just a really good moment for us to, like, settle back and just know who we’ve been working with for the last three seasons and change here. I love it.
Bethany Lockhart Johnson (05:15):
Well, I don’t know. I don’t actually agree with that, Dan. Because don’t you remember? We knew each other beforehand. And while I would like to think of us as…oh, I’ll say One Direction—well, no, One Direction is now defunct. Who’s another band that got formed by one of those shows and is still together and still—
Dan Meyer (05:33):
BTS! K-Pop, you know! Let’s go!
Bethany Lockhart Johnson (05:35):
K-pop. BTS.
Dan Meyer (05:38):
Let’s go, Bethany <laugh>.
Bethany Lockhart Johnson (05:39):
So can we incorporate some K-pop into the NCTM Math Teacher Lounge live episode? Don’t answer now. Don’t answer now. OK. So not only are we gonna share our math bios, but we want to encourage you listeners to share your math bio with somebody in your life. It could be a child in your life, maybe talking to your kiddo about what was it like. What was math like for you? It could be a student that you have. It could be a partner, a friend, a parent. I mean, the sky’s the limit. Share your math bio. And most of all, share with us. We wanna hear about your math bio and you can share it with us at Twitter, at MTLShow, or in our Facebook group, Math Teacher Lounge.
Dan Meyer (06:26):
Stop on by, please. All right. I’m gonna just share like, just a couple of quick, signposts. Not the full bio. Gotta leave them wondering about something here. But here’s a few quick highlights and lowlights of my math bio and how, maybe, it made me the teacher that I was and the educator I am. Is that cool?
Bethany Lockhart Johnson (06:44):
Wait, I didn’t even, I didn’t ask you yet.
Dan Meyer (06:46):
Ask me what?
Bethany Lockhart Johnson (06:47):
Hey, Dan!
Dan Meyer (06:49):
Is there like a magical word? Like, what’s your math bio? <Laugh> Oh, go for it. No, no, that’s right. They won’t know what I’m talking about. Why is he talking about his math bio? Bethany—
Bethany Lockhart Johnson (06:57):
That whole lead-in that we just gave? They might not know.
Dan Meyer (07:00):
Yeah. We just talked about math bios for the last 20 minutes. But yeah, they might not know what we’re—
Bethany Lockhart Johnson (07:04):
<laugh> So Dan, why don’t you go first? ‘Cause I know you were gonna ask me to go first, but why don’t you go first? Dan? What’s your math bio?
Dan Meyer (07:12):
Oh, wow. Well, thank you for the formal invitation to share my math bio, Bethany Lockhart Johnson. So, I’ll just share—I just wanna share a couple items here, not the full history. Gotta leave ’em—leave a little mystery in there, you know what I’m saying? But here’s a few highlights and lowlights, and I think what it means for me as an educator. So, I was homeschooled for eight years. That was big—did a lot of math learning on my own. Couple of lowlights from that, a lot of highlights, in terms of just like being able to, like, learn at my own rate and just jump on ahead and pursue different wacky things. But I tried to switch into public school in fourth grade and I lasted, um, four hours. I didn’t even go to class. I enrolled and then it was like, boom, I was out of there. Because we went to the school; we met the teacher, saw the room, very nice person and place. But I got the homework assignment and the homework assignment was gibberish. I had no idea what to do and such was this feeling of just, like, despair and hopelessness, I was like, I cannot be a part of this. I remember the assignment. It was about identifying scalene, isosceles, and equilateral triangles. I’ll tell you this: I am quite good at that now. But at the time, like, I didn’t know what those words meant. And you know, at that moment we had Encyclopedia Britannica, could not Google this or even Ask Jeeves or AltaVista this so well back then. It just—it was an entry moment of failure and realizing that so much of math is like a, kind of a social kind of construct. And if you’re not part of that social circle, what can you do? So that was a bummer. Another bummer was eighth-grade math, learned it all by way of videotape. You know, put in the tape and watch—not gonna say the person’s name and not this person’s fault—but it was just like watching someone work on a whiteboard. Kind of a precursor to Khan Academy, kind of a drag. Went to high school—
Bethany Lockhart Johnson (09:02):
Wait, wait, wait, wait. We were—I’m not ready to jump to high school. Wait. Can you pause for just a second?
Dan Meyer (09:06):
Yeah. Rock on.
Bethany Lockhart Johnson (09:07):
I just need you to go back to the triangle thing. So in that moment, what did that mean for you that you had had all these experiences with math and then you encounter math in a completely different sphere, a public school, and it did not have a connection or meaning to you because prior to that, it sounds like it was pretty positive. Right? Explore these things you’re curious about; there’s not, like, a level you need to stick with…
Dan Meyer (09:33):
Yep, yep. Yeah. I think that’s right. Maybe it was a little bit of a classic, like, “Oh, I didn’t have a growth mindset; my mindset was like, ‘Oh, I’m good at math because I am, you know, born that way,’” and all of a sudden, that identity was, you know, thrown into question. And, you know, my foundation was all of a sudden quite shaky. And yeah, that’s—you know, I think I taught a lesson recently where I was like, “Hey, this whole thing with a less-than or equal-to sign and a greater-than or equal-to sign, like what those signs are: it’s just, it’s language. And if it’s confusing to you, it’s not because you’re bad at math; it’s ’cause language is oftentimes confusing ’cause people have to agree on it.” So I dunno, that sort of thing is kind of filtered in, filtered back in periodically, some sympathy for like how a lot of math is like just socially agreed upon ways of working with, you know, numbers, shapes, patterns, that kind of thing.
Bethany Lockhart Johnson (10:20):
OK.
Dan Meyer (10:21):
Anyway.
Bethany Lockhart Johnson (10:21):
- And in this home school—I have a lot of questions about that, but I’ll stick to one—were you in a community of people that you talked about these math ideas with? Were you homeschooled solo? You have a sibling, so I think you were together, right?
Dan Meyer (10:39):
Yeah. Yeah. I’ve got a twin sister. So we were, you know, like, right on with each other the whole way through there. And yeah, so we had—but it wasn’t, it wasn’t like a—it was a lot of individual work, with my flavor of homeschooling.
Bethany Lockhart Johnson (10:54):
- Got it. And the tapes—wait, before you go to high school, the tapes, the VHS tapes, which I’m just loving this image—
Dan Meyer (11:02):
Yeah.
Bethany Lockhart Johnson (11:02):
Was that a positive experience? Was that because that was an area of math that whoever was homeschooling you wasn’t that comfortable with? Why was it that route for the tapes, and what was that? Was that joyful for you?
Dan Meyer (11:15):
Yeah, definitely not joyful. Yeah, it was like, if you had questions, you couldn’t really ask them of the VHS tape. It didn’t work out so well in that way. And it was a lot of operational-type math. It was, you know—there was no give and take; it was all kind of take. From the video teacher. And yeah, I was doing that because my homeschool teacher, my mom, who is very smart in lots of areas, did not have the math knowledge or confidence, especially to help with math at eighth grade. And that was a big reason why, flash-forward to the next year, went to high school.
Bethany Lockhart Johnson (11:48):
Nice segue. OK.
Dan Meyer (11:50):
<laugh> You caught up to high school…I encountered just like four years of just crazy-good, just bonkers-good math teachers who just really changed a lot for me. Especially, Mr. Bishop and Mr. Cavender, very cool folks who did a lot. And especially, I think Mr. Bishop and Cavender both modeled for me what curiosity from a knowledgeable adult looks like. Like someone who, you know, now I can say to myself, “Oh, they were kind of like putting on an act of being very curious about answers they were hearing for the 2000th time from a student,” let’s say, but what a powerful experience that was for me to feel like, “Oh, wow, my thoughts are interesting to someone besides myself.” I got like, maybe it’s two real highlights that I’ll just point to, from my math bio that made me the math teacher and person that I am. Let’s see here. Maybe three, if you you’ll indulge me. One is just like the idea that you could do math wherever you have your brain, a pencil and a paper. And so I remember like in high school, I was in church with my family and kind of a little bit bored of whatever’s going on. And I just had the Bolton and I like drew a pentagon, a regular one, then a hexagon, a regular one, and kept on drawing, like adding sides to the shape. And it was like, it was becoming a circle. And, you know, I was able to take the area of each of those shapes and say, you know, “What happens as you send the number of sides to infinity?” And watch as the formula for area of a circle, Pi R squared, popped out. And it was kind of a literal religious experience, in that moment, just like, “Wow, like my brain’s so cool and math is so cool and paper and pencil’s so cool.” And so there’s that. Just that kind of experience was pretty awesome. And then I would just say like, I’ve had some really fantastic experiences with math in the world itself. Stuff like—let’s see, this is gonna invite more questions from Bethany, probably, maybe I should avoid—I got, I have a Guinness—I have a Guinness world record that’s almost 20 years old. This Guinness world record is—it’s old enough to drive basically at this point. And almost old enough to drink. But like it was—it was a record for chaining the longest paper clip chain together in 24 hours. And the only way I was able to break that record was through mathematics. Where, like, I would be finishing a box of clips. And I would say to my buddy who was there, “I just finished a box of clips.” And that person would type in the number of clips that I had just done. And then a mathematical formula that I had created would tell me how many—how long the chain was at that point. It was being rolled around a spool. And like, it’s just like, wow. So math just made this possible. You know, math revealed that the record I was trying to beat was beatable, because I did the math on it. It was, like, thousands of feet long in 24 hours. And other folks might be like, “Oh, like, that’s that’s huge!” But me, I was like, “All right, let’s divide this out. You know, divide by 24 hours in a day, divide by 60 minutes an hour, 60 seconds in a minute. Oh, that’s like one clip every four seconds. That’s really slow.” You know, think about that <counts aloud>, “Clip, two, three, four. Clip two, three…” It was just slow. So math helped me, you know, wreck that record. Which to my knowledge still still stands. Don’t get any ideas, Math Teacher Lounge Folks! Is this news to you, Bethany? You haven’t blinked in the last, like, five minutes. I’m curious if this is new.
Bethany Lockhart Johnson (15:20):
It is news to me. And I have so many questions. Because OK, if four seconds was slow, so then what was your like—so then I’m assuming a hundred clips per box? Like, what was the rate, you know, per box? How long did it take you to complete a box? What did this friend like? Did this friend stick with you for the whole 24 hours? Did you really do it for 24 hours? Or once you beat the record, did you rest? How did you account for biological function? Like, needs? Like a restroom?
Dan Meyer (15:51):
<Interrupting> Like what?
Bethany Lockhart Johnson (15:51):
Eating.
Dan Meyer (15:51):
Like what, Bethany? OK.
Bethany Lockhart Johnson (15:52):
Um, Sleep.
Dan Meyer (15:55):
So yeah, maybe we dive into some of the specifics in a different time.
Bethany Lockhart Johnson (15:59):
Just tell me one of ’em. Tell me one.
Dan Meyer (15:59):
I’ll just say. So as to discourage other Math Teacher Lounge listeners from taking this on—back off of the record, folks!—this was back in college, so I was a little more limber back then. But I did one—I think it was 1.8 seconds per clip. For an entire 24 hours. Just like, so just like think about it, would you? If you’re gonna step to me on this one, just think about that, OK? And then, and then, you know, make an informed decision.
Bethany Lockhart Johnson (16:28):
Wait. Wait, wait, I just wanna tell you one thing. I’m picturing somebody with a straw, and like, giving you water as you keep clipping. I’m picturing, like, music, I…
Dan Meyer (16:37):
That’s not far. That’s not far. That’s not far from—yeah.
Bethany Lockhart Johnson (16:40):
So many questions! OK. Go on. Sorry, sorry, sorry. Go on. This is your bio.
Dan Meyer (16:44):
We gotta, I gotta wrap this up. I wanna hear your bio. But, like, I would just say like this move to this sense that math is actually a thing that’s useful for more than just a grade; it’s useful for more than just, you know, the societal, you know, adulation that comes from being a math nerd. That kind of thing. And so that, I think that affected a lot of math teaching for me. And, if I gotta, like, summarize math teaching itself in a journey, it went from like, “Hey kids, aren’t I awesome?” to, “Hey kids, isn’t math awesome?” to “Hey kids, aren’t you awesome?” And like that journey was facilitated by lots and lots of people, you know, a lot of personal growth, but at this point, at one point I was like, “Hey, math can help you get records and whatnot. It’s really useful.” And now I’m like, “Wow, your brain’s just doing just really interesting things. I can help you understand how interesting those things are, and maybe make them more interesting, or interesting in a different way, with some help here.” Let’s put a pin in that. That’s the math bio.
Bethany Lockhart Johnson (17:50):
- So I have no doubt that if you ask someone in your life, listeners, for their math bio, that you will discover things about them that you never knew. Literally the questions that I have…I have so many question. And Dan is very good at, you know, bringing me back. Bring me back, like, come on, come on. But I just wanna say, overall, your journey seems pretty joyful. It seems pretty joyful. It seems pretty full of confidence. I don’t wanna say “ego” in a negative way, but I wanna say you were buoyed by these experiences that allowed you to feel like math was a place for you to thrive.
Dan Meyer (18:36):
Right.
Bethany Lockhart Johnson (18:36):
Where you could try out things. You could try it out and just, “I could do that!” Right? Like…your relationship just felt very, like…you felt like you had autonomy, agency, perhaps much like you, you operate in this world. Dan, is that, is that right <laugh>?
Dan Meyer (18:54):
Yeah, I think it’s fair to say. And without telling too much of her story, my twin sister with whom I share most things, including genetics, you know—she had a very different experience in math early on. She’s brilliant. She’s a doctor. And not, you know, the book kind of doctor that I am, but like a real, you know, medical doctor. She’s brilliant. But we were—we encountered different messages about who math was made for, early on in, you know, in our entire math learning. And she—we both digested the messages that we were sent, and took, you know, different, different paths because of them, for sure.
Bethany Lockhart Johnson (19:31):
Funny how that works. I thank you, Dan. I do. For in all sincerity, I appreciate you sharing that. And I think that it’s exciting to hear how it influenced your teaching. It feels like you want to cultivate those experiences for your students. And I’ve been in the room when you’ve presented; I was in a room where you taught a class live. It felt like you were making space for the students to have these aha moments. And it feels like in your work at Desmos, and now Amplify, you’re trying to create these products that allow folks to recreate these amazing math moments. Right? And that it’s for everyone and that it’s accessible and it can be very positive. I feel like I have this new perspective on kind of the energy you bring to your teaching. So thank you for sharing that.
Dan Meyer (20:24):
Yeah. Been a pleasure. Thanks for your questions here, Bethany. And it’s been—it’s been fun to reflect on it. And I do—I do feel very lucky in lots of ways. Privileged. Lucky. I know, like—I think the world has been set up for my success in lots of ways, as who I am. But I do just…yeah, I feel—I want more people to experience what it’s like when you walk into a math classroom and it’s like, “Hey, this place is for you. You have interesting thoughts about this. Let’s get ’em out.” So that’s awesome. I would love to hear about you and how you…I mean, we have taught different kinds of kids. You know, I taught kids who I think were somewhat set in, they’re a little bit more solid at secondary in who they are as a math learner. Like “I know who math is and who I am with math.” And I’m really excited to hear what your math bio allowed you to do with students who were perhaps open to the idea that they are very mathematical or at least not yet closed off to those possibilities. So, yeah. What are some of the high, the, you know, the high and low water marks of the making of Bethany Lockhart Johnson, math teacher? <Laugh>
Bethany Lockhart Johnson (21:24):
Thanks for asking, Dan. <Laugh> I’ve shared aspects of my math bio because I think it really informs the way that I talk to people about math and think about math. And I like to share it because I want folks to consider their own journey with math, as we like engage with problem-solving and sense-making and thinking about the students in our classroom. My dad is a math and computer science major. So he had a computer very early on. I wish he had invested in Apple early on when he had like one of the first Apple computers ever. And, sorry, dad, but it’s true. I do wish you had done that.
Dan Meyer (22:10):
I’m sure he does too.
Bethany Lockhart Johnson (22:11):
Oh, he does. So math and computers and conversations about counting, you know, it felt like it was kind of just normal. Like it was around me. And I went to Montessori, which is a private school that—oh, they have some public Montessori—but it’s very self-directed. And so we would have these kind of charts, these goals for the day that you explored. And so we would explore math in very, I don’t know, very organic ways, with these natural materials. And I feel like I excelled at math, but it wasn’t something that I was conscious of. It was just like, “Oh, well, yeah. Math, it’s, you know, something we do.” And then when I went to—when I left Montessori in fourth grade, I remember that year being a lot of like repetition. I was like, well, we did this. We covered this. And except for the mission project that we hadn’t done, that was all new. And that’s it. For another time I’ll share about that. But <laugh> then, they actually, I was moved with a group of students to the fifth grade math class, ’cause we had already done the work that we were doing. And so, it wasn’t that it felt like it came easily, but it did make sense. What we were doing made sense. And then it all kind of changed. There was a lot of change in my family. There was, like, missed school time. And we moved and I went to a new middle school and I was in this environment with students who—it was like an accelerated program. And so I was in this environment with students who were pretty competitive with each other. And I remember going—and I was not from of a competitive environment; like Montessori is not competitive. It’s not about that.
Dan Meyer (24:02):
Right. Right.
Bethany Lockhart Johnson (24:02):
It’s—it was very strange to me that I would be competing against anyone, even competing against myself. And I, you know, knew how to set goals. But it was a different level of energy. And I felt like, because I wasn’t competitive in that nature, I felt like that kind—I felt on the outside of a lot of the energy. Besides the regular, like, middle-school feeling outside of things. And I remember the first friend that I made. Hi, Susan! She had said to me, this was like maybe our second week of school, she’s like, “Oh, at lunchtime, come with me to math club.” And I was like, “OK.” And I remember walking into that room and I had no idea what was going on. And so that was one of the first times where I was just like, “Whoa, I have absolutely no concept of what they’re talking about or what.” These are my peers. I felt very—it was very—it was strange. It was strange. I was like, “This doesn’t feel like a space for me at all.” When I think ordinarily I was kind of excited about the idea of going to math club at lunch, you know? And over middle school, I kind of just got progressively more and more behind. It started with missing some work and then missing more and then checking out. And, you know, the problem was that I really made it about myself. That, like, it wasn’t something that I was then good at or could do. When really it was that well, pre-algebra, I was having a really hard time in like the rest of my life. And so I wasn’t real present in that class. And so when I got to algebra, it didn’t make a whole lot of sense. And then if I missed Monday, Tuesday, and Wednesday, well, Thursday is gonna be hard, you know? And, it just got progressively harder and harder. So I had this great idea that between eighth grade and ninth grade, I was going to take this accelerated geometry class. ‘Cause that was the ninth grade class, it was geometry. And I would take it. It was like geometry in three weeks or something. So then when I entered high school, I would’ve gotten this like jumpstart. But I wish I had said, “Oh, I’ll take this, and then in ninth grade I’ll take geometry.” So like I’ve already kind of gotten a preview of the material. But instead I went to the 10th grade math, which was like intermediate algebra, trigonometry. I had absolutely no clue what was going on. And I had a very, very difficult time and I wasn’t ready for that class. But it was exacerbated by the fact that this teacher felt very free to let the freshmen in that class know that they shouldn’t be in that class. That this class was for 10th graders.
Dan Meyer (26:49):
Oh wow. Oh, wow.
Bethany Lockhart Johnson (26:51):
And we had a rather contentious relationship. And I will never forget that we were in the hallway, and he says to me, “You don’t belong here.” And I’ve talked to—I’ve talked to a girlfriend of mine about her experiences with this teacher and she has the fondest memories.
Dan Meyer (27:13):
Wow.
Bethany Lockhart Johnson (27:14):
She—in fact, almost everyone I’ve spoken with, you know, if we are talking about past teachers or, “Oh, what was that class like?” I mean, they just have these wonderful memories! And for me, my sense of like belonging was already so on a tight rope anyway, that to have this adult, this teacher, tell me, “You do not belong here,” just crushed me. And in hindsight, I think he was saying like, “This class is too hard for you.” I mean, maybe. <Laugh> But all I heard was “You don’t belong here.” And I extrapolated it to connect to math and to anything having to do with math in general. And it just got worse and worse through high school in the world of math. My next math class was even—I had to repeat that class, and still didn’t understand what was going on, and felt more out of place, and, you know, it’s one of those things that I just kind of had started to accept that, I guess, math isn’t for me. I guess I’m just not a math person. Or whatever these stories are that I started to create and build and find evidence for around me that was informing that this wasn’t for me. And I had always done well in school. I was in, you know, accelerated classes. I felt like I was capable of problem solving. And yet in math, I just felt like I had all of this evidence saying that I didn’t belong there. And so when I went to college, I took whatever two math classes were—you know, I was in performing arts and then I did ethnic studies as well. And I remember you had to take two math classes that were GEs. There were these classes that if you don’t wanna deal with math, you go take those classes. And I was like, “Oh yeah, I’ll take that. I’ll take that.” The gulf widened, you know? <Laugh> And I didn’t feel like anxiety when I had to do things like balance my checkbook or navigate math in everyday spaces. It was just, it would never occur to me that I would like seek out opportunities to engage with math or think about it or talk about it.
Dan Meyer (29:35):
That is—yeah, that’s just so wild, how, I don’t know, like it’s often, from the student’s perspective, it is them in a vacuum with math, and the two of them interact and decide if, you know, if they’re right for each other. But from the grown-up perspective, it’s just, you know, it’s a little bit clearer that your story with math was not just you in math, but you with, you know, various external things happening. With family, various teachers playing their different roles—sometimes, you know, really tragic and horrible roles—and then like the compounding mathematical debt that it feels like you were kind of building up, as challenges in one year didn’t get resolved and moved into the next year and so on. And all that makes me wonder—it makes me, like really, really scared, first of all, because I would bet that your teacher might not even remember that moment, that for you is part of just a pivotal moment in your math story, and how many kids have I played—have I been a part of their story in that way and wouldn’t even recall? You know what I’m saying? So that’s a scary part. And then also I’m just wondering, like, how can we, how can we help kids who are in those moments recognize that, “Oh, this kid is like absent a bunch,” and give them more resources to be successful rather than say, “Well, you just gotta try harder now.” Those are things I’m wondering, hearing your story. Thank you for sharing that. I’d love to know more about how you then became a teacher and what all that did for you as you helped students.
Bethany Lockhart Johnson (31:06):
Well, but to answer what you were saying, it wasn’t that I wasn’t—I was always absent physically, but at least like mentally at that point, because it had become so difficult. It didn’t make sense to me. So I was just really checked out in math class, you know? So in hindsight, you know, as a teacher, for sure I can look back, and especially hearing these stories and these experiences my friend had with this teacher and just like chalks up as one of like her most favorite teachers ever! And you know, he clearly did a great job for so many students. But for me, and I think for some people, they would’ve taken those challenges and, you know, it would have fortified them in a different way or something. But for me, I took it upon myself to mean certain things about myself and about my ability and what I was capable of. And so I think, I think in some ways, you know, yeah, it’s all, it’s all interconnected. You know, when your students walk in the door, they’re not this—the things that are impacting them in their life are coming into the room with them. And I don’t think we can take that for granted and think, “Well, if they just focus hard enough…”
Dan Meyer (32:21):
Yeah.
Bethany Lockhart Johnson (32:23):
So let’s go back to my love of Oprah. You know, Oprah talks about living your best life. And something I really appreciate about Oprah is that she encourages you to examine, like, sticking points, right? Like she doesn’t just say, “Well, this…just pretend nothing ever happened, and everything’s fine!” You know, she really talks about making time for reflection. And I kind of got mad that anytime I thought about math, or math schooling came up. Or, you know, whatever, any time that came up that I just felt UGH about it. And I felt like a failure. And I’m like, “You know what, what if I took a math class? And I’m an adult at this point. I’ve graduated. I have—I’ve left college. I have my degrees. But I said, “What if I took a math class?” So I went down to, the city college and I found out that you have to take this exam, like a placement exam. And I went and took the placement exam. And I remember it’s one of the responsive tests where if you get it right, the next question’s a little harder. And so I’m taking it, panicking, because it’s getting more like…I just, you know. And I remember it placed me in like, whatever, Algebra Something, this class that was far more advanced than I thought I should be in. And I was like, there’s been a mistake! You know, and I went to the counselor and said, you know, “I got these results, but I couldn’t answer a lot of the questions on the test.” She’s like, “No, no, no, that’s how it works.” So I go take this class and the class was hard. And I decided that I was just gonna keep showing up. And every day before class, I kid you not, they had a little math…it was like a math center where you could go in and they had a bunch of tables and you’d sit at the table and you could sit and do your work or whatever. If you had a question, you walked up and put your name on a clipboard and then somebody would come and help you. So I did that, every single—like before every single class I would go in. I’d sit there. I’d do the work. I’d go. And I’d get help. Like somebody would walk over and you know, some kid for whom they’re like this…you know, they’re math—it might be you, Dan! It could be you! It could have been you! You know, would walk over and be like—
Dan Meyer (34:38):
Yeah, I was in Help like that. Naw, it’s awesome. Love, love those people. Yeah.
Bethany Lockhart Johnson (34:42):
And you know, I did it. And I did so well in the class. I did exceedingly well in the class. And I said—
Dan Meyer (34:50):
Take that! Take that, everything! Every other math experience!
Bethany Lockhart Johnson (34:53):
I said, what?
Dan Meyer (34:55):
Yeah!
Bethany Lockhart Johnson (34:55):
Wait a second.
Dan Meyer (34:56):
Yeah.
Bethany Lockhart Johnson (34:57):
And it was that I was present. I was not afraid to look at what didn’t make sense. And if something didn’t make sense, it didn’t mean there was something wrong with me. Whaaaaat?
Dan Meyer (35:10):
Yeah. Yeah.
Bethany Lockhart Johnson (35:10):
So I was just in such a different space. And then I took another math class and that class was even harder. And I did the same thing where I went to the little lab and, you know, and it just buoyed me. And it made me realize that, like, this story, that my experience with it was very powerful and that was a real lived experience, but that it didn’t have to define my relationship with math. But then! I decided I wanted to go back to school to become a classroom teacher. And I totally—this was a couple years after that math class experience. So now, you know, I’m healing my relationship with math through basic positive experiences, da, da, da, you know, doing other work. But fast-forward, for a whole number of reasons, decided to become a classroom teacher. And I freaked out. All of my—like, I’m studying for the GRE and the CSET and all the things you have to the hoops you have to jump through to apply to the masters program and the credential program. And I freaked out. I was so close to quitting, Dan. Because I was convinced that the reason I couldn’t be a classroom teacher is because I wasn’t capable in math. Like I was—it was all that resurfaced. And even though I now had evidence to say something different, to the contrary, it was still so visceral. And I was so scared. But I passed that Math CSET.
Dan Meyer (36:47):
Get it.
Bethany Lockhart Johnson (36:47):
I did well enough on the GRE—
Bethany Lockhart Johnson (36:50):
Yes!
Bethany Lockhart Johnson (36:50):
You know, I finished my credential. I worked really, really hard. I had to work so hard in my student placement, when I was student teaching for a fifth-grade class, ’cause I felt like, “Oh my God!” I mean, now I could do the mathematics, but I couldn’t TEACH it to someone, you know? But I had amazing professors at UCI, and my math professors really like just—and my mentor teacher! shout out to Jennifer! shout out to Phil!—these amazing mentor teachers who just loved teaching and who loved—like you said, you have these teachers in your life who you got to see the way that they listened to students. They taught me about that love of listening to students. And then I fell in love with, you know, CGI, cognitively guided instruction, and started learning all about all of these educators who just wanna learn from students’ thinking. And it was just so powerful. And I realize as a kindergarten teacher that I have this really special role in helping to create space for a positive school experience. Like we get to talk about—I talk about my students as mathematicians; they’re writers; they’re thinkers; they’re problem-solvers. And I also want to make space for parents. Some of them, this is their first kid in kindergarten, and they brought all of their experiences, a lot of it negative, that they had had with mathematics. So I felt like it was such an exciting opportunity to help show parents how they could have conversations about math with their students. That also, I hope helped heal their own anxiety with mathematics.
Dan Meyer (38:41):
Right, right.
Bethany Lockhart Johnson (38:42):
Like, I’ve not even scratched the surface of math learning. But I just have such a changed perspective and relationship with math. And I just fell in love with the sense-making. And I fell in love with the journey of it. I still experience math anxiety about a wide variety of things, but I do love it. And I feel like there’s a space for me in relationship with math. And that really excites me.
Dan Meyer (39:09):
Yeah. Wow. Listen to that folks. We, we don’t deserve her! Bethany Lockhart Johnson! She got some math game and could have gone off there and, you know, become an accountant or something. And she chose to hang with kids and their parents. That’s so wild that you’re like rehabbing parents and their self-conception about mathematics at the same time. I think that is so cool.
Bethany Lockhart Johnson (39:32):
Well, thanks Dan Meyer. I gotta tell you, I don’t know when or if I’ve ever shared that much of my math story. So there is a certain amount of vulnerability there. But thanks for listening. And I’m glad that, you know—I think there’s space for us to talk about these things that we care deeply about, but that can be really complicated.
Dan Meyer (39:56):
Yes. Yes. And I love how you you’ve really sharpened the point on what I feel like I know in my brain, but not my body all the time: That individual teachers are huge. Like, individual teachers, and individual moments of teaching, are just not something to play with. You know, like that kid that’s in fifth grade having a tough time, like there could be a month or a day-long period where all of a sudden, like, you’re just like, “Oh yeah, I’m back in the mix; like, me and math are still buddies.” And there’s also like moments that you had, where like one casual word from a teacher can just really put a huge wedge between you and a discipline that needs and wants you and your intellect in it.That’s a really powerful testimonial. Not just for math, but for teaching, your teaching bio.
Bethany Lockhart Johnson (40:43):
I agree with you. And I also, I also…you know, I think we can’t put this—we are human. Teachers are human. And so I’m sure there’s things I’ve said to students. Twenty-second story: a student stapled his finger in my class. <Laugh> And I remember holding his hand and saying, “Why did you do that?” And I wasn’t yelling at him, but it was like, I am sure the panic in my face…like, that’s what he’s gonna remember about kindergarten. Right? <Laugh>.
Dan Meyer (41:19):
Yeah.
Bethany Lockhart Johnson (41:20):
That. He will remember that. He won’t remember the really cool city project we did. He’s gonna remember his teacher holding his hand, in his face: “Why did you do that?”
Dan Meyer (41:30):
Yeah. Yeah.
Bethany Lockhart Johnson (41:30):
You know, so we’re human. And yes, it was awful that that teacher said that to me. There were a thousand other ways that he could have said whatever it was he was thinking. And that did deeply wound me. But despite his influence—because teachers do have a lot of power and I think they need to examine that power, ongoing—it still doesn’t have to define us. So I don’t wanna put this pressure, like—
Bethany Lockhart Johnson (41:55):
Sure.
Bethany Lockhart Johnson (41:56):
“So never ever say anything negative!” You know, we’re human.
Dan Meyer (42:00):
I feel like that kid is currently on some office-supply podcast talking about “your office-supply bio” and saying, “Let me tell you how I first got really freaked out by staples. Here’s the deal: I only use paper clips. And here’s why.”
Bethany Lockhart Johnson (42:15):
“Here’s why.” But then—callback!—he’s going to stumble upon THIS podcast and think, “And because I’m so adept with paper clips, I can beat that record!”
Dan Meyer (42:30):
Though—aaay! whoa! Settle down!
Bethany Lockhart Johnson (42:31):
BOOM.
Dan Meyer (42:31):
Don’t get any ideas, kid. No way. Uh-uh. I don’t like that at all. That’s not what—that’s not what I want to have happen here. No, thank you.
Bethany Lockhart Johnson (42:41):
Well, I’m spent, Dan. I need a nap.
Dan Meyer (42:45):
Yeah. I need a box of Kleenex. I need a nap. I need a—yeah, for sure, a baba. Uh-huh. Definitely. Hey, so look, I’m not expecting you folks out there in the lounge to kind of give us the same depth or breadth. You know, we are here, of course, for your entertainment. Feast on our stories and dramas. But I would love to know at some point, like, what are a few, a few moments that really came to define you mathematically? Came to influence you as a teacher? I think we would do really well for each other to understand that about all of our processes. So yeah, I would just toss in a plug in for Twitter, @MTLShow, or Facebook, Math Teacher Lounge; it would be fantastic to hear from you.
Bethany Lockhart Johnson (43:24):
Thanks so much for listening.
Dan Meyer (43:25):
Thanks, folks. Bye now.
Stay connected!
Join our community and get new episodes every other Tuesday!
We’ll also share new and exciting free resources for your classroom every month.
Meet the guests
Dan Meyer
Dan Meyer taught high school math to students who didn’t like high school math. He has advocated for better math instruction on CNN, Good Morning America, Everyday With Rachel Ray, and TED.com. He earned his doctorate from Stanford University in math education and is currently the Dean of Research at Desmos, where he explores the future of math, technology, and learning. Dan has worked with teachers internationally and in all 50 United States and was named one of Tech & Learning’s 30 Leaders of the Future.
Bethany Lockhart Johnson
Bethany Lockhart Johnson is an elementary school educator and author. Prior to serving as a multiple-subject teacher, she taught theater and dance and now loves incorporating movement and creative play into her classroom. Bethany is committed to helping students find joy in discovering their identities as mathematicians. In addition to her role as a full-time classroom teacher, Bethany is a Student Achievement Partners California Core Advocate and is active in national and local mathematics organizations. Bethany is a member of the Illustrative Mathematics Elementary Curriculum Steering Committee and serves as a consultant, creating materials to support families during distance learning.
About Math Teacher Lounge: The podcast
Math Teacher Lounge is a biweekly podcast created specifically for K–12 math educators. In each episode co-hosts Bethany Lockhart Johnson (@lockhartedu) and Dan Meyer (@ddmeyer) chat with guests, taking a deep dive into the math and educational topics you care about.
Join the Math Teacher Lounge Facebook group to continue the conversation, view exclusive content, interact with fellow educators, participate in giveaways, and more!
You might also like:
Let’s dig into your K–2 Experience Kit!
If you’re here, you either have your Amplify CKLA Experience Kit in hand or it’s on its way. Welcome! This site pairs with your boxed kit to help you understand the unit you received; see how it fits into the full K–5 program; and access exclusive tools, pacing support, and bonus resources you won’t find in the box.
Getting started
Here you’ll find a quick tour of your Experience Kit and see how it connects to the full Amplify CKLA program.
About your boxed kit
Your kit includes all of the print materials needed for you and your students to experience a complete Knowledge Strand unit of rich, content-based lessons that build vocabulary, comprehension, and curiosity.
About the full program
Amplify CKLA is a comprehensive K–5 literacy program grounded in the Science of Reading, with three distinct strands:
- K–2 Knowledge Strand: Builds background knowledge and vocabulary through daily read-alouds, guided discussion, and writing in context. (The unit in your kit comes from this strand!)
- K–2 Skills Strand: Develops decoding, fluency, and transcription skills through explicit, systematic instruction with hands-on, multimodal practice.
- 3–5 Integrated Strand: Strengthens reading, writing, speaking, and listening as knowledge and skills come together with complex texts, close reading, and a focus on morphology.
For a deeper dive, explore the Amplify CKLA Program Guide.
Experience the Skills Strand
While your kit spotlights the Knowledge Strand, you can also explore the Skills Strand here—including lesson recommendations by grade and time (beginning, middle, or end) of year.
Kindergarten
About this unit
Identify continents, oceans, and places around the world, then create postcards to share new discoveries.
What’s in your kit
Here’s what you’ll find inside—take a quick peek to make sure everything’s there!
*Each student receives their own Student Activity Book in a full implementation.
Additional resources
As you prepare to teach this unit, explore the:
- Curriculum map: Includes a unit summary, writing focus, overall learning outcomes, and standards taught and assessed.
- Caregiver Letter: Shares an overview of the unit, plus conversation starters to keep the learning going at home.
- Pacing options: The full unit takes 16 days—if time is tight, you can also try our 5- and 10-day plans.
- Skills Strand: Try sample Skills lessons alongside your Knowledge unit for practice in phonics, decoding, fluency, and writing.
Grade 1
About this unit
Learn about maps, compare landforms, and connect global geography to local neighborhoods.
What’s in your kit
Here’s what you’ll find inside—take a quick peek to make sure everything’s there!
*Each student receives their own Student Activity Book in a full implementation.
Additional resources
As you prepare to teach this unit, explore the:
- Curriculum map: Includes a unit summary, writing focus, overall learning outcomes, and standards taught and assessed.
- Caregiver Letter: Shares an overview of the unit, plus conversation starters to keep the learning going at home.
- Pacing options: The full unit takes 16 days—if time is tight, you can also try our 5- and 10-day plans.
- Skills Strand: Try sample Skills lessons alongside your Knowledge unit for practice in phonics, decoding, fluency, and writing.
Grade 2
About this unit
Explore rhyme, rhythm, and meaning in many kinds of poems—from silly to serious—and write original stanzas with style.
What’s in your kit
Here’s what you’ll find inside—take a quick peek to make sure everything’s there!
*Each student receives their own Student Activity Book in a full implementation.
Additional resources
As you prepare to teach this unit, explore the:
- Curriculum map: Includes a unit summary, writing focus, overall learning outcomes, and standards taught and assessed.
- Caregiver Letter: Shares an overview of the unit, plus conversation starters to keep the learning going at home.
- Pacing options: The full unit takes 16 days—if time is tight, you can also try our 5- and 10-day plans.
- Skills Strand: Try sample Skills lessons alongside your Knowledge unit for practice in phonics, decoding, fluency, and writing.
Digital platform
Your Experience Kit pairs with an Amplify CKLA demo account in Amplify Classroom, our digital platform. Explore your unit with digital materials and interactive tools including ready-to-use, customizable lesson screens and digital assessments.
Haven’t received your login info? No problem—check with your admin team or complete our support site form.
Pacing options
Short on time? We’ve got you covered. We recommend teaching the full 16-day unit as outlined in the Teacher Guide to fully experience the power of Amplify CKLA instruction. That said, we know your time is limited—and valuable!
That’s why we’ve created pacing options to help you explore the unit on your schedule:
| 5-day experience | 10-day experience (slower pace) | 10-day experience (extended) |
| Teach Lessons 1–5 (1 lesson per day) for a focused snapshot of the unit. | Teach Lessons 1–5 (spreading each lesson over 2 days)—ideal for shorter blocks or a more relaxed pace. | Teach Lessons 1–10 (1 lesson per day) for a deeper dive into the unit. |
💡 Tip: Many educators new to Amplify CKLA prefer the 10-day, slower-paced option. It offers room to slow down without losing the flow of instruction for you and your students.
Pacing like a pro
- Start with the Unit Introduction in the Teacher Guide—it provides key background information and teaching tips.
- Pausing Point and assessment days aren’t included here, but feel free to use them if time allows.
- Teaching in shorter blocks? No problem. Just continue where you left off the next day! (Skipping ahead isn’t recommended, as each lesson builds on the last.)
Skills Strand
Your kit features a Knowledge Strand unit, but you can also explore the Skills Strand here! In K–2, the Skills Strand delivers explicit, systematic instruction in phonics, decoding, fluency, and writing, giving students the strong foundational skills they need to become confident, capable readers alongside their knowledge-building lessons.
See it in action. Visit our Amplify CKLA Skills in action page to watch real teachers and students during a lesson.
Try it yourself. Access Skills Strand lessons in your Amplify Classroom demo account! Use our Try it guide for recommendations tailored to your grade and time of year.
RF.1.3.G: Recognize and Read Grade-Appropriate (First Grade) Irregularly Spelled Words
Skill
RF.1.3.G: Recognize and Read Grade-Appropriate (First Grade) Irregularly Spelled Words
Standard
CCSS.ELA-LITERACY.RF.1.3.G: Recognize and read grade-appropriate irregularly spelled words.
Description
Mastery: Student is able to read irregularly spelled words with automaticity.
Acquiring: Student is able to recognize some irregularly spelled words. Student may attempt to decode some irregularly spelled words.
Probes
T: Read the following words – show a list of High Frequency Words, such as Fry’s or Dolch word lists, presented in random order (e.g., the, of, to, you, she, my, is, are, do, does).
Activities and Resources
Small Group Instruction – Direct Instruction
- P.041 High Frequency Words Sandpaper Words
- F.008 Words Word Relay
- F.009 Words Fast Match (water)
- F.010 Words Fast Words
- F.011 Words I Read, You Point
- F.012 Words Word Climb
- Introducing Multiple Irregular Words (Small Group)
- Memory (Small Group, w/ Partners)
- Bam! (Small Group, w/ Partners)
- Draw Two (Small Group, w/ Partners)
- Musical Chairs (Small Group)
- Word Baseball (Small Group)
- Word Potato (Small Group)
- Speed Battle (Small Group, w/ Partners)
- Let’s Bowl! (Small Group, w/ Partners)
- My Pile, Your Pile
- Make sentences with high-frequency words
During Transitions
- Around the World w/ Irregular Words (Small Group, w/ Partners, & Transitions)
- Flashlight! Flashlight! (Small Group, w/ Partners, & Transitions)
- Line it up! (Transitions)
- Smack the Wall (Small Group & Transitions)
- Surprise (Small Group & Transitions)
- Class Challenge
Reinforce Skills/Independent Work Time – Independent/Small Group Center Activity
- P.042 High Frequency Words Word Checkers
- P.043 High Frequency Words Word Fishing
- P.044 High Frequency Words Word Baseball
- P.045 High Frequency Words Word Memory Game
- P.046 High Frequency Words Word Bowling
- P.047 Variant Correspondences Canned Sort
- F.009 Words Pass the Words
- F.010 Words Word Sprint
- F.011 Words Word Speed Practice
- Irregular Word Fluency (Small Group, w/ Partners, Independent)
- Draw Two
- Memory
- Tic Tac Toe (w/ Partners or Independent)
- Word Hunt Tally (w/ Partners or Independent)
- Let’s Bowl
- My Pile, Your Pile
- Sight Word Books
- Flashcards with Fry’s HFW
- Various games to play with HFWs
Display (e.g. Anchor Chart):
Considerations & Reminders
- High Frequency Word Lists should be posted and visible for students to reference. While these words are to be memorized, the act of looking up at a chart/poster for quick reference allows the student to eventually be able to quickly find and recognize the words.
- When introducing an irregular word (but not when building fluency), we ask students to sound out and say the word correctly. There are multiple reasons to ask students to sound out irregular words:
- When students encounter an irregular word in connected text, they may initially attempt to sound it out. These exercises prepare them to read the word correctly.
- We want to show students that, though some word parts may be irregular, other parts are often regular, so that students can decode those parts, giving them a clue to the full word.
- If we sound out some words and not others, students may learn that sounding out should only be used intermittently. They may decide not to use it even when they should.
- Even for irregular words, the process of connecting symbols to sounds helps students learn the word: “The knowledge of letter-sound relations provides the powerful mnemonic system that bonds the written forms of specific words to their pronunciation in memory.” (Ehri, 1995)
- Teaching tips:
- One way to accelerate learning of irregular words is to print out flashcards for each newly introduced word and make a set for your students to practice with at home.
- If words are being introduced too slowly for your students, you can introduce a new irregular word every day. You should feel free to vary the pace, being careful to ensure that everyone is keeping up.
- When you point to a word, wait before touching it and train students to respond only when you touch the word. That gives all students time to think of the answer, so that slower students don’t just copy faster students.
- For each activity, keep a record of items a student had problems with. Review this activity log before the next activity so you pay special attention to those students.
FL review CKLA (state)
Review of Amplify Reading for New Mexico (K–8)
Thank you for taking the time to review Amplify CKLA Florida Edition. The items below will allow you to experience our program with access to our print materials, digital materials, and other resources to support your review.
In the early grades, Amplify CKLA, much like the B.E.S.T. standards, emphasizes explicit, systematic phonics instruction as the foundation of literacy. Decoding and fluency are essential to creating proficient readers. With the B.E.S.T. standards as the foundation, our robust curriculum is built with a full appreciation of rich text, history, art, music, and other disciplines. This thoughtful development encourages a broader view of literacy that promotes knowledge-building across varied domains and subjects, making the integration of content and collaboration among teachers easier to achieve.
Introduction to Amplify CKLA Florida Edition
Overview presentation
Review Amplify CKLA
First, watch this video that will guide you through the online resources.
Next, visit Amplify CKLA Florida’s resource site.
Select Log in with Amplify and use the following credentials:
Username: t.floridackla@tryamplify.net
Password: AmplifyNumber1
Additional materials to support your review
- ReadWorks
- Login Credentials for ReadWorks
Username: t.floridackla@tryamplify.net
Password: FLReviewer
- Login Credentials for ReadWorks
- FL Program Guide
- FL Trade Books List
- Assessment in CKLA Florida
- Poetry and Vocabulary Sampler
- Remote/Hybrid Instructional Guide
- Implementation
- 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
State-required guidance
- Technical requirements
- B.E.S.T. Standards Alignment: IM7
- Publisher’s Questionnaire: IM8
- UDL Form: IM12
- Core Questions Rubric
- Science of Reading for K-5 Rubric
- Topic Coverage Correlation
- CKLA Florida 50/50 Text correlation
- Social Standards Alignment and Equity Guide
- Sample Book List
- Evidence of standards not taught in isolation
FL review ELA (state)
AL review ELA (state)
Miami review CKLA
FL review ELA (state)
FL review CKLA (state)
Review of Florida’s B.E.S.T. program for Grades K-5, Amplify CKLA Florida Edition
Thank you for taking the time to review Amplify CKLA Florida Edition. The items below will allow you to experience our program with access to our print materials, digital materials, and other resources to support your review.
In the early grades, Amplify CKLA, much like the Benchmarks for Excellent Student Thinking (B.E.S.T.), emphasizes explicit, systematic phonics instruction as the foundation of literacy. Decoding and fluency are essential to creating proficient readers. With the B.E.S.T. standards as the foundation, our robust curriculum is built with a full appreciation of rich text, history, art, music, and other disciplines. This thoughtful development encourages a broader view of literacy that promotes knowledge-building across varied domains and subjects, making the integration of content and collaboration among teachers easier to achieve.
Overview presentation
Review Amplify CKLA
Ready to explore as a student? Follow these instructions:
Visit http://learning.amplify.com/
Select Log in with Amplify and use the following credentials:
Student:
Username: s2.cklafl@tryamplify.net
Password: AmplifyNumber1
Materials to Support your review
- ReadWorks
- Login Credentials for ReadWorks
Username: t.floridackla@tryamplify.net
Password: FLReviewer
- Login Credentials for ReadWorks
- FL Program Guide
- FL Trade Books List
- Assessment in CKLA Florida
- Poetry and Vocabulary Sampler
- Technical Requirements
Additional Materials for Review
CKLA 2nd Edition GK Skills Readers, All Units
- CKLA 2nd Edition GK U3 Skills Reader
- CKLA 2nd Edition GK U6 Skills Reader
- CKLA 2nd Edition GK U7 Skills Reader
- CKLA 2nd Edition GK U8 Skills Reader
- CKLA 2nd Edition GK U9 Skills Reader
- CKLA 2nd Edition GK U10 Skills Reader
CKLA 2nd Edition GK Skills Activity Books, All Units
- CKLA 2nd Edition GK U1 Skills Activity Book
- CKLA 2nd Edition GK U2 Skills Activity Book
- CKLA 2nd Edition GK U3 Skills Activity Book
- CKLA 2nd Edition GK U4 Skills Activity Book
- CKLA 2nd Edition GK U5 Skills Activity Book
- CKLA 2nd Edition GK U6 Skills Activity Book
- CKLA 2nd Edition GK U7 Skills Activity Book
- CKLA 2nd Edition GK U8 Skills Activity Book
- CKLA 2nd Edition GK U9 Skills Activity Book
CKLA 2nd Edition GK Knowledge Activity Books, All Domain
CKLA 2nd Edition G1 Skills Readers, All Units
- CKLA 2nd Edition G1 U1 Skills Reader
- CKLA 2nd Edition G1 U2 Skills Reader
- CKLA 2nd Edition G1 U3 Skills Reader
- CKLA 2nd Edition G1 U4 Skills Reader
- CKLA 2nd Edition G1 U5 Skills Reader
- CKLA 2nd Edition G1 U6 Skills Reader
- CKLA 2nd Edition G1 U7 Skills Reader
CKLA 2nd Edition G1 Skills Activity Books, All Units: 1-7
- CKLA 2nd Edition G1 U1 Skills Activity Book
- CKLA 2nd Edition G1 U2 Skills Activity Book
- CKLA 2nd Edition G1 U3 Skills Activity Book
- CKLA 2nd Edition G1 U4 Skills Activity Book
- CKLA 2nd Edition G1 U5 Skills Activity Book
- CKLA 2nd Edition G1 U6 Skills Activity Book
- CKLA 2nd Edition G1 U7 Skills Activity Book
CKLA 2nd Edition G1 Knowledge Activity Books, All Domains
CKLA 2nd Edition G2 Skills Readers, All Units
- CKLA 2nd Edition G2 U1 Skills Reader
- CKLA 2nd Edition G2 U2 Skills Reader
- CKLA 2nd Edition G2 U3 Skills Reader
- CKLA 2nd Edition G2 U4 Skills Reader
- CKLA 2nd Edition G2 U5 Skills Reader
- CKLA 2nd Edition G2 U6 Skills Reader
CKLA 2nd Edition G2 Skills Activity Books, All Domain
- CKLA 2nd Edition G2 U1 Skills Activity Book
- CKLA 2nd Edition G2 U2 Skills Activity Book
- CKLA 2nd Edition G2 U3 Skills Activity Book
- CKLA 2nd Edition G2 U4 Skills Activity Book
- CKLA 2nd Edition G2 U5 Skills Activity Book
- CKLA 2nd Edition G2 U6 Skills Activity Book
CKLA 2nd Edition G2 Knowledge Activity Books, All Domains
CKLA 2nd Edition G3 Readers, All Units
- CKLA 2nd Edition G3 U1 Reader
- CKLA 2nd Edition G3 U2 Reader
- CKLA 2nd Edition G3 U3 Reader
- CKLA 2nd Edition G3 U4 Reader
- CKLA 2nd Edition G3 U5 Reader
- CKLA 2nd Edition G3 U6 Reader
- CKLA 2nd Edition G3 U7 Reader
- CKLA 2nd Edition G3 U8 Reader
- CKLA 2nd Edition G3 U9 Reader
- CKLA 2nd Edition G3 U10 Reader
CKLA 2nd Edition G3 Activity Books, All Unit
- CKLA 2nd Edition G3 U1 Activity Book
- CKLA 2nd Edition G3 U2 Activity Book
- CKLA 2nd Edition G3 U3 Activity Book
- CKLA 2nd Edition G3 U4 Activity Book
- CKLA 2nd Edition G3 U5 Activity Book
- CKLA 2nd Edition G3 U6 Activity Book
- CKLA 2nd Edition G3 U7 Activity Book
- CKLA 2nd Edition G3 U8 Activity Book
- CKLA 2nd Edition G3 U9 Activity Book
- CKLA 2nd Edition G3 U10 Activity Book
- CKLA 2nd Edition G3 U11 Activity Book
CKLA 2nd Edition G4 Readers
- CKLA 2nd Edition G4 U1 Reader
- CKLA 2nd Edition G4 U2 Reader
- CKLA 2nd Edition G4 U4 Reader
- CKLA 2nd Edition G4 U5 Reader
- CKLA 2nd Edition G4 U7 Reader
- CKLA 2nd Edition G4 U8 Reader
CKLA 2nd Edition G4 Activity Books, All Units
- CKLA 2nd Edition G4 U1 Activity Book
- CKLA 2nd Edition G4 U2 P1 Activity Book
- CKLA 2nd Edition G4 U2 P2 Activity Book
- CKLA 2nd Edition G4 U3 Activity Book
- CKLA 2nd Edition G4 U4 Activity Book
- CKLA 2nd Edition G4 U5 Activity Book
- CKLA 2nd Edition G4 U6 Activity Book
- CKLA 2nd Edition G4 U7 Activity Book
- CKLA 2nd Edition G4 U8 Activity Book
CKLA 2nd Edition G5 Readers
- CKLA 2nd Edition G5 U1 Reader
- CKLA 2nd Edition G5 U2 Reader
- CKLA 2nd Edition G5 U5 Reader
- CKLA 2nd Edition G5 U6 Reader
- CKLA 2nd Edition G5 U7 Reader
- CKLA 2nd Edition G5 U8 Reader
- CKLA 2nd Edition G5 U9 Reader
CKLA 2nd Edition G5 Activity Books
- CKLA 2nd Edition G5 U1 Activity Book
- CKLA 2nd Edition G5 U2 Activity Book
- CKLA 2nd Edition G5 U3 Activity Book
- CKLA 2nd Edition G5 U4 Activity Book
- CKLA 2nd Edition G5 U5 Activity Book
- CKLA 2nd Edition G5 U6 Activity Book
- CKLA 2nd Edition G5 U7 Activity Book
- CKLA 2nd Edition G5 U8 Activity Book
- CKLA 2nd Edition G5 U9 Activity Book
Amplify Science Success Story
The Lawrence Hall of Science
Developed by the science education experts at UC Berkeley’s Lawrence Hall of Science and the digital learning team at Amplify, our program features:
- A phenomena-based approach where students construct a complex understanding of each unit’s anchor phenomenon.
- A blend of cohesive storylines, hands-on investigations, rich discussions, literacy-rich activities, and digital tools.
- Carefully crafted units, chapters, lessons, and activities designed to deliver true three-dimensional learning.
- An instructional design that supports all learners in accessing all standards.
Proven to work
Instructional model
The Amplify Science program is rooted in the proven, research-based pedagogy of Do, Talk, Read, Write, Visualize. Here’s how each element works:
DO
Firsthand investigations are an important part of any science classroom, and Amplify Science has students getting hands-on in every unit—from building models of protein molecules to experimenting with electrical systems.
TALK
Student-to-student discourse and full-class discussions are an integral part of the program. Students are provided with numerous opportunities to engage in meaningful oral scientific argumentation, all while fostering a collaborative classroom environment.
READ
Students read scientific articles, focusing their reading activities on searching for evidence related to their investigation and, importantly, on asking and recording questions as they read through fascinating texts on 21st-century topics.
WRITE
Following real-world practices, students write scientific arguments based on evidence they’ve collected, making clear their reasoning about how a given piece of evidence connects to one of several claims.
VISUALIZE
By manipulating digital simulations and using modeling tools to craft visualizations of their thinking— just as real scientists and engineers do—students take their learning far beyond the confines of what they can physically see in the classroom in an exciting and authentic way.
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 and support students in mastering the Oregon Science Standards.
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 grades K–2:
- One unit emphasizes the practice of investigation.
- One unit emphasizes the practice of modeling.
- One unit emphasizes the practice of engineering design.
In grades 3–5, students experience the three unit types above, plus:
- One additional unit that emphasizes the practice of argumentation.
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 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 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.
Argumentation units provide students with regular opportunities to explore and discuss available evidence, time and support to consider how evidence may be leveraged in support of claims, and independence that increases as they mount written arguments in support of their claims.
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.
Program components
Available digitally and in print, our unit-specific reference guides are chock-full of helpful resources, including scientific background knowledge, planning information and resources, color-coded 3D Statements, detailed lesson plans, tips for delivering instruction, and differentiation strategies.
Hands-on learning is an essential part of Amplify Science and is integrated into every unit. Students actively participate in science, playing the roles of scientists and engineers as they gather evidence, think critically, solve problems, and develop and defend claims about the world around them. Every unit includes hands-on investigations that are critical to achieving the unit’s learning goals.
More hands-on with Flextensions:
Hands-on Flextensions are additional, optional investigations that are included at logical points in the learning progression and give students an opportunity to dig deeper if time permits. These activities offer teachers flexibility to choose to dedicate more time to hands-on learning. Materials referenced in Hands-on Flextension activities will either be included in the unit kit or are easily sourced. Supporting resources such as student worksheets will be included as downloadable PDF files.
Our kits include enough non-consumable materials to support a class of 36 students and enough consumable items to support 72 students. In other words, each kit can last two years! Plus, our unit-specific kits mean teachers just grab the tub they need for the unit and then put it all back with ease.
Each unit of Amplify Science K–5 includes six unique Student Books written by the Lawrence Hall of Science specifically for the program. These content-rich nonfiction and informational texts provide opportunities for students to search for evidence relevant to their firsthand investigations, see science practices and dispositions modeled, extend their science knowledge, provide real world connections as they master reading-to-learn and close reading skills, and construct evidence-based arguments.
Important note:
Students in grades K–5 are never asked to read alone. Rather, books are read to, with, and by students with ample scaffolding and support provided by the teacher. Big Books are read aloud or together with the class to introduce ideas. Student Books allow for small-group reading and reading in pairs.
Available for every unit, our Student Investigation Notebooks contain instructions for activities and space for students to record data and observations, reflect on ideas from texts and investigations, and construct explanations and arguments.
In grades K–5, one copy of the Student Investigation Notebook is included in each unit’s materials kit for use as a blackline master. Each notebook is also available as a downloadable PDF on the Unit Guide page of the digital Teacher’s Guide.
Amplify Science offers digital experience licenses that make elementary instruction more flexible for students and teachers, as well as providing additional means to engage in remote, hybrid, or in-person learning!
Student-facing digital lessons
With the digital experience, students can engage with digital lesson content in one cohesive experience. It’s the same content from Amplify science in a new, integrated format where students can interact with slides, Sims, modeling tools, videos, books, and more.
Digital student notebook pages
Students can draw, write, record audio, and insert images into their Investigation Notebook pages. Their work is automatically saved and delivered to you in real time. When students edit their work, those edits are immediately reflected on your teacher work review page. You can access student responses by clicking “View Work,” where you can see students’ Investigation Notebook pages from the lesson, updating live.
Assign in Amplify
The digital experience allows flexibility with optional features like scheduling assignments in advance and setting due dates. You can use Scheduling to determine the date and time that the assignment appears in Student Home. You also have the flexibility to schedule when assignments appear and use dates to remove assignments from Student Home.
Assign in LMS
You can also assign lessons via our integrations with Google Classroom and Microsoft Teams, or by copying a lesson link and sharing it with students through the platform of your choice. The assignment link you send will provide students with direct access to the full lesson—slides, videos, digital tools, and worksheet activities—no student platform navigation required!
Teacher platform and presentation
Teacher-facing lesson content—including sample teacher talk, student responses, pedagogical support, and possible student responses—shows on a teacher’s private Teacher Guide tab. Students only see the lesson slides that are being presented.
Explore your print samples
With your Amplify Science print samples, you’ll find unit-specific Teacher’s References Guides, Student Investigation Notebooks, and sets of Student Books for each grade level.
A note about the Teacher’s Reference Guides:
It’s important that you see the full breadth and depth of our instruction. For that reason, we provide a copy of each of our unit-specific Teacher Reference Guides.
Rest assured that teachers do not use these robust reference guides for day-to-day teaching. For that, we have a hands-free TG!
- Teacher Reference Guide: Unlike a typical TG that requires a series of supplemental books to support it, our encyclopedic reference guide is chock-full of everything a teacher needs to fully implement our program and the NGSS.
- Ready-to-Teach Lesson Slides: For daily instruction, teachers need their hands free. That’s why we created ready-to-teach lesson slides for every single lesson. What’s more, they are editable and include suggested teacher talk and point-of-use differentiation and other instructional tips. Click to learn more.
A note about the Materials Kits:
Hands-on learning is at the heart of Amplify Science, and is integrated into every unit. In order to make hands-on learning more manageable for busy teachers, Amplify Science materials are organized into unit-specific kits.
What’s different about Amplify’s unit-specific material kits? They…
- Include more materials — We give teachers enough non-consumable materials to support a class of 36 students and enough consumables to support 72 student uses. In other words, each kit will last two years.
- Are more manageable — Unlike other programs that require large groups of students to share limited sets of materials, our kits include enough to support small groups of 4–5 students.
- Include supportive videos — Each hands-on activity provides clear instructions for the teacher, with more complex activities supported by video demonstrations and illustrations.
Grade-specific lists of all materials included in each kit:
- Grade K: Materials Kit List
- Grade 1: Materials Kit List
- Grade 2: Materials Kit List
- Grade 3: Materials Kit List
- Grade 4: Materials Kit List
- Grade 5: Materials Kit List
Access your digital samples
Explore as a teacher
When you’re ready to explore the teaching experience on your own, follow these instructions to access the Amplify Science digital teacher platform.
- Click the Access Amplify Science Platform button below and bookmark the page.
- Select Log in with Amplify.
- Enter the username: t1.jeffersoncounty@demo.tryamplify.net
- Enter the password: Amplify1-jeffersoncounty
- Click on Science on the left hand side.
- Click on the Program Menu in the top center of the screen and select any grade.
- Select any unit.
To help familiarize yourself with navigating the digital platform, watch the below navigational video.
Explore as a student
When you’re ready to explore the student learning experience on your own, follow these instructions to access the Amplify Science digital student platform.
- Click the Access Amplify Science Platform button below and bookmark the page.
- Select Log in with Amplify.
- Enter the username: s1.jeffersoncounty@demo.tryamplify.net
- Enter the password: Amplify1-jeffersoncounty
- Click the backpack icon on the top right.
- Click Science K-5
- Select any unit.
Resources to support your review
New Mexico Educators: Welcome to Amplify Science K–5!
Amplify Science is an engaging core curriculum designed for three-dimensional, phenomena-based learning that is rated ‘all green’ on EdReports.
With Amplify Science, New Mexico students won’t just passively learn about science concepts. Instead, they will take on the role of scientists and engineers to actively investigate and figure out real-world phenomena. They will do this through a blend of cohesive and compelling storylines, hands-on investigations, collaborative discussions, literacy-rich activities, and interactive digital tools.
Amplify Science Success Story
The Lawrence Hall of Science
Developed by the science education experts at UC Berkeley’s Lawrence Hall of Science and the digital learning team at Amplify, our program features:
- A phenomena-based approach where students construct a complex understanding of each unit’s anchor phenomenon.
- A blend of cohesive storylines, hands-on investigations, rich discussions, literacy-rich activities, and digital tools.
- Carefully crafted units, chapters, lessons, and activities designed to deliver true three-dimensional learning.
- An instructional design that supports all learners in accessing all standards.
Instructional model
The Amplify Science program is rooted in the proven, research-based pedagogy of Do, Talk, Read, Write, Visualize. Here’s how each element works:
Do
First-hand investigations are an important part of any science classroom, and Amplify Science has students getting hands-on in every unit—from building models of protein molecules to experimenting with electrical systems.
Talk
Student-to-student discourse and full-class discussions are an integral part of the program. Students are provided with numerous opportunities to engage in meaningful oral scientific argumentation, all while fostering a collaborative classroom environment.
Read
Students read scientific articles, focusing their reading activities on searching for evidence related to their investigation and, importantly, on asking and recording questions as they read through fascinating texts on 21st-century topics.
Write
Following real-world practices, students write scientific arguments based on evidence they’ve collected, making clear their reasoning about how a given piece of evidence connects to one of several claims.
Visualize
By manipulating digital simulations and using modeling tools to craft visualizations of their thinking— just as real scientists and engineers do—students take their learning far beyond the confines of what they can physically see in the classroom in an exciting and authentic way.
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 and support students in mastering the New Mexico STEM Ready! Science Standards.
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 grades K–2:
- One unit emphasizes the practice of investigation.
- One unit emphasizes the practice of modeling.
- One unit emphasizes the practice of engineering design.
In grades 3–5, students experience the three unit types above, plus:
- One additional unit that emphasizes the practice of argumentation.
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 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 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.
Argumentation units provide students with regular opportunities to explore and discuss available evidence, time and support to consider how evidence may be leveraged in support of claims, and independence that increases as they mount written arguments in support of their claims.
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.
Program components
Available digitally and in print, our unit-specific reference guides are chock full of helpful resources, including scientific background knowledge, planning information and resources, color-coded 3-D Statements, detailed lesson plans, tips for delivering instruction, and differentiation strategies.
Hands-on learning is an essential part of Amplify Science, and is integrated into every unit. Students actively participate in science, playing the roles of scientists and engineers as they gather evidence, think critically, solve problems, and develop and defend claims about the world around them. Every unit includes hands-on investigations that are critical to achieving the unit’s learning goals.
More hands-on with Flextensions:
Hands-on Flextensions are additional, optional investigations that are included at logical points in the learning progression and give students an opportunity to dig deeper if time permits. These activities offer teachers flexibility to choose to dedicate more time to hands-on learning. Materials referenced in Hands-on Flextension activities will either be included in the unit kit or are easily sourced. Supporting resources such as student worksheets will be included as downloadable PDF files.
Our kits include enough non-consumable materials to support a class of 36 students and enough consumable items to support 72 students. In other words, each kit can last two years! Plus, our unit-specific kits mean teachers just grab the tub they need for the unit and then put it all back with ease.
Each unit of Amplify Science K–5 includes six unique Student Books written by the Lawrence Hall of Science specifically for the program. These content-rich nonfiction and informational texts provide opportunities for students to search for evidence relevant to their firsthand investigations, see science practices and dispositions modeled, extend their science knowledge, provide real world connections as they master reading-to-learn and close reading skills, and construct evidence-based arguments.
Important note:
Students in grades K–5 are never asked to read alone. Rather, books are read to, with, and by students with ample scaffolding and support provided by the teacher. Big Books are read aloud or together with the class to introduce ideas. Student Books allow for small-group reading and reading in pairs.
Available for every unit, our Student Investigation Notebooks contain instructions for activities and space for students to record data and observations, reflect on ideas from texts and investigations, and construct explanations and arguments.
In grades K–5, one copy of the Student Investigation Notebook is included in each unit’s materials kit for use as a blackline master. Each notebook is also available as a downloadable PDF on the Unit Guide page of the digital Teacher’s Guide.
We know equity is a priority for you and it’s also important to us! Click below to view a comprehensive list of Spanish resources available to support English learners and dual-language classrooms in New Mexico. All components are available digitally. Resources also available in print are noted with an asterisk.
Amplify Science offers digital experience licenses that make elementary instruction more flexible for students and teachers, as well as providing additional means to engage in remote, hybrid, or in-person learning!
Student-facing digital lessons
With the digital experience, students can engage with digital lesson content in one cohesive experience. It’s the same content from Amplify science in a new, integrated format where students can interact with slides, Sims, modeling tools, videos, books, and more.
Digital student notebook pages
Students can draw, write, record audio, and insert images into their Investigation Notebook pages. Their work is automatically saved and delivered to you in real time. When students edit their work, those edits are immediately reflected on your teacher work review page. You can access student responses by clicking “View Work,” where you can see students’ Investigation Notebook pages from the lesson, updating live.
Assign in Amplify
The digital experience allows flexibility with optional features like scheduling assignments in advance and setting due dates. Teacher can use Scheduling to determine the date and time that the assignment appears in Student Home. They also have the flexibility to schedule when assignments appear and use dates to remove assignments from Student Home.
Assign in LMS
You can also assign lessons via our integrations with Google Classroom and Microsoft Teams, or by copying a lesson link and sharing it with students through the platform of your choice. The assignment link you send will provide students with direct access to the full lesson—slides, videos, digital tools, and worksheet activities—no student platform navigation required!
Teacher platform and presentation
Teacher-facing lesson content—including sample teacher talk, student responses, pedagogical support, and possible student responses—shows on a teacher’s private Teacher Guide tab. Students only see the lesson slides that are being presented.
Explore your print samples
With your Amplify Science print samples, you’ll find unit-specific Teacher’s References Guides, Student Investigation Notebooks, and sets of Student Books for each grade level.
A note about the Teacher’s Reference Guides:
It’s important that you see the full breadth and depth of our instruction. For that reason, we provide a copy of each of our unit-specific Teacher Reference Guides.
Rest assured that teachers do not use these robust reference guides for day-to-day teaching. For that, we have a hands-free TG!
- Teacher Reference Guide: Unlike a typical Teacher Guide that requires a series of supplemental books to support it, our encyclopedic reference guide is chock-full of everything a teacher needs to fully implement our program and the NGSS.
- Ready-to-Teach Lesson Slides: For daily instruction, teachers need their hands free. That’s why we created ready-to-teach lesson slides for every single lesson. What’s more, they are editable and include suggested teacher talk and point-of-use differentiation and other instructional tips. Click to learn more.
A note about the Materials Kits:
Hands-on learning is at the heart of Amplify Science, and is integrated into every unit. In order to make hands-on learning more manageable for busy teachers, Amplify Science materials are organized into unit-specific kits.
What’s different about Amplify’s unit-specific material kits? They…
- Include more materials — We give teachers enough non-consumable materials to support a class of 36 students and enough consumables to support 72 student uses. In other words, each kit will last two years.
- Are more manageable — Unlike other programs that require large groups of students to share limited sets of materials, our kits include enough to support small groups of 4–5 students.
- Include supportive videos — Each hands-on activity provides clear instructions for the teacher, with more complex activities supported by video demonstrations and illustrations.
Grade-specific lists of all materials included in each kit:
- Grade K: Materials Kit List
- Grade 1: Materials Kit List
- Grade 2: Materials Kit List
- Grade 3: Materials Kit List
- Grade 4: Materials Kit List
- Grade 5: Materials Kit List
Access your digital samples
Explore as a teacher
When you’re ready to explore the teaching experience on your own, follow these instructions to access the Amplify Science digital teacher platform.
- Click the Access Amplify Science Platform button below and bookmark the page.
- Select Log in with Amplify.
- Enter the username: t.nmk-5@demo.tryamplify.net
- Enter the password: AmplifyNumber1
- Click on Science on the left hand side.
- Click on the Grade Menu in the top center of the screen and select any grade.
- Select any unit.
To help familiarize yourself with navigating the digital platform, watch the navigational video below.
Explore as a student
When you’re ready to explore the student learning experience on your own, follow these instructions to access the Amplify Science digital student platform.
- Click the Access Amplify Science Platform button below and bookmark the page.
- Select Log in with Amplify.
- Enter the username: s.nmk-5@demo.tryamplify.net
- Enter the password: AmplifyNumber1
- Click the backpack icon on the top right.
- Click Science K-5
- Select any unit.
Resources to support your review
- Approaches to assessment in grades K–5
- Spanish Supports in Amplify Science
- New Mexico STEM Ready! Science Standards Correlation
- NGSS Alignment to Amplify Science Unit Summaries K-5
- Research behind Amplify Science
- What’s so phenomenal about phenomena? – eBook
- Phenomena in grades K–5
- Program structure for grades K–5
- Student Books in grades K–5
- Literacy-rich science instruction in grades K–5
Amplify Science Overview
The Lawrence Hall of Science
Developed by the science education experts at UC Berkeley’s Lawrence Hall of Science and the digital learning team at Amplify, our program features:
- A phenomena-based approach where students construct a complex understanding of each unit’s anchor phenomenon.
- A blend of cohesive storylines, hands-on investigations, rich discussions, literacy-rich activities, and digital tools.
- Carefully crafted units, chapters, lessons, and activities designed to deliver true 3-dimensional learning.
- An instructional design that supports all learners in accessing all standards.
Instructional model
The Amplify Science program is rooted in the proven, research-based pedagogy of Do, Talk, Read, Write, Visualize. Here’s how each element works:
DO
First-hand investigations are an important part of any science classroom, and Amplify Science has students getting hands-on in every unit—from building models of protein molecules to experimenting with electrical systems.
TALK
Student-to-student discourse and full-class discussions are an integral part of the program. Students are provided with numerous opportunities to engage in meaningful oral scientific argumentation, all while fostering a collaborative classroom environment.
READ
Students read scientific articles, focusing their reading activities on searching for evidence related to their investigation and, importantly, on asking and recording questions as they read through fascinating texts on 21st-century topics.
WRITE
Following real-world practices, students write scientific arguments based on evidence they’ve collected, making clear their reasoning about how a given piece of evidence connects to one of several claims.
VISUALIZE
By manipulating digital simulations and using modeling tools to craft visualizations of their thinking— just as real scientists and engineers do—students take their learning far beyond the confines of what they can physically see in the classroom in an exciting and authentic way.
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, and support students in mastering the standards.
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 grades K–2:
- One unit emphasizes the practice of investigation.
- One unit emphasizes the practice of modeling.
- One unit emphasizes the practice of engineering design.
In grades 3–5, students experience the three unit types above, plus:
- One additional unit that emphasizes the practice of argumentation.
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 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 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.
Argumentation units provide students with regular opportunities to explore and discuss available evidence, time and support to consider how evidence may be leveraged in support of claims, and independence that increases as they mount written arguments in support of their claims.
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.
Program components
Available digitally and in print, our unit-specific reference guides are chock full of helpful resources, including scientific background knowledge, planning information and resources, color-coded 3-D Statements, detailed lesson plans, tips for delivering instruction, and differentiation strategies.
Hands-on learning is an essential part of Amplify Science, and is integrated into every unit. Students actively participate in science, playing the roles of scientists and engineers as they gather evidence, think critically, solve problems, and develop and defend claims about the world around them. Every unit includes hands-on investigations that are critical to achieving the unit’s learning goals.
More hands-on with Flextensions:
Hands-on Flextensions are additional, optional investigations that are included at logical points in the learning progression and give students an opportunity to dig deeper if time permits. These activities offer teachers flexibility to choose to dedicate more time to hands-on learning. Materials referenced in Hands-on Flextension activities will either be included in the unit kit or are easily sourced. Supporting resources such as student worksheets will be included as downloadable PDF files.
Our kits include enough non-consumable materials to support a class of 36 students and enough consumable items to support 72 students. In other words, each kit can last two years! Plus, our unit-specific kits mean teachers just grab the tub they need for the unit and then put it all back with ease.
Each unit of Amplify Science K–5 includes six unique Student Books written by the Lawrence Hall of Science specifically for the program. These content-rich nonfiction and informational texts provide opportunities for students to search for evidence relevant to their firsthand investigations, see science practices and dispositions modeled, extend their science knowledge, provide real world connections as they master reading-to-learn and close reading skills, and construct evidence-based arguments.
Important note:
Students in grades K–5 are never asked to read alone. Rather, books are read to, with, and by students with ample scaffolding and support provided by the teacher. Big Books are read aloud or together with the class to introduce ideas. Student Books allow for small-group reading and reading in pairs.
Available for every unit, our Student Investigation Notebooks contain instructions for activities and space for students to record data and observations, reflect on ideas from texts and investigations, and construct explanations and arguments.
In grades K–5, one copy of the Student Investigation Notebook is included in each unit’s materials kit for use as a blackline master. Each notebook is also available as a downloadable PDF on the Unit Guide page of the digital Teacher’s Guide.
Amplify Science offers digital experience licenses that make elementary instruction more flexible for students and teachers, as well as providing additional means to engage in remote, hybrid, or in-person learning!
Student-facing digital lessons
With the digital experience, students can engage with digital lesson content in one cohesive experience. It’s the same content from Amplify science in a new, integrated format where students can interact with slides, Sims, modeling tools, videos, books, and more.
Digital student notebook pages
Students can draw, write, record audio, and insert images into their Investigation Notebook pages. Their work is automatically saved and delivered to you in real time. When students edit their work, those edits are immediately reflected on your teacher work review page. You can access student responses by clicking “View Work,” where you can see students’ Investigation Notebook pages from the lesson, updating live.
[IMAGE TO COME]
Assign in Amplify
The digital experience allows flexibility with optional features like scheduling assignments in advance and setting due dates. Teacher can use Scheduling to determine the date and time that the assignment appears in Student Home. They also have the flexibility to schedule when assignments appear and use dates to remove assignments from Student Home.
Assign in LMS
You can also assign lessons via our integrations with Google Classroom and Microsoft Teams, or by copying a lesson link and sharing it with students through the platform of your choice. The assignment link you send will provide students with direct access to the full lesson—slides, videos, digital tools, and worksheet activities—no student platform navigation required!
Teacher platform and presentation
Teacher-facing lesson content—including sample teacher talk, student responses, pedagogical support, and possible student responses—shows on a teacher’s private Teacher Guide tab. Students only see the lesson slides that are being presented.
Explore your print samples
With your Amplify Science print samples, you’ll find unit-specific Teacher’s References Guides, Student Investigation Notebooks, and sets of Student Books for each grade level.
A note about the Teacher’s Reference Guides:
It’s important that you see the full breadth and depth of our instruction. For that reason, we provide a copy of each of our unit-specific Teacher Reference Guides.
Rest assured that teachers do not use these robust reference guides for day-to-day teaching. For that, we have a hands-free TG!
- Teacher Reference Guide: Unlike a typical TG that requires a series of supplemental books to support it, our encyclopedic reference guide is chock-full of everything a teacher needs to fully implement our program and the NGSS.
- Ready-to-Teach Lesson Slides: For daily instruction, teachers need their hands free. That’s why we created ready-to-teach lesson slides for every single lesson. What’s more, they are editable and include suggested teacher talk and point-of-use differentiation and other instructional tips. Click to learn more.
A note about the Materials Kits:
Hands-on learning is at the heart of Amplify Science, and is integrated into every unit. In order to make hands-on learning more manageable for busy teachers, Amplify Science materials are organized into unit-specific kits.
What’s different about Amplify’s unit-specific material kits? They…
- Include more materials — We give teachers enough non-consumable materials to support a class of 36 students and enough consumables to support 72 student uses. In other words, each kit will last two years.
- Are more manageable — Unlike other programs that require large groups of students to share limited sets of materials, our kits include enough to support small groups of 4–5 students.
- Include supportive videos — Each hands-on activity provides clear instructions for the teacher, with more complex activities supported by video demonstrations and illustrations.
Grade-specific lists of all materials included in each kit:
- Grade K: Materials Kit List
- Grade 1: Materials Kit List
- Grade 2: Materials Kit List
- Grade 3: Materials Kit List
- Grade 4: Materials Kit List
- Grade 5: Materials Kit List
Access your digital samples
Explore as a teacher
When you’re ready to explore the teaching experience on your own, follow these instructions to access the Amplify Science digital teacher platform.
- Click the Access Amplify Science Platform button below and bookmark the page.
- Select Log in with Amplify.
- Enter the username: t1.jeffersoncounty@demo.tryamplify.net
- Enter the password: Amplify1-jeffersoncounty
- Click on Science on the left hand side.
- Click on the Program Menu in the top center of the screen and select any grade.
- Select any unit.
To help familiarize yourself with navigating the digital platform,watch the below navigational video.
Explore as a student
When you’re ready to explore the student learning experience on your own, follow these instructions to access the Amplify Science digital student platform.
- Click the Access Amplify Science Platform button below and bookmark the page.
- Select Log in with Amplify.
- Enter the username: s1.jeffersoncounty@demo.tryamplify.net
- Enter the password: Amplify1-jeffersoncounty
- Click the backpack icon on the top right.
- Click Science K-5
- Select any unit.
Resources to support your review
Welcome to Amplify Science Pennsylvania
(K–5)!
Amplify Science is an engaging core curriculum designed for three-dimensional, phenomena-based learning.
With Amplify Science, Pennsylvania students shift from learning about to figuring out science through authentic three-dimensional (3D) learning and phenomena-based exploration. In each unit, students take on the role of a scientist or engineer to investigate a real-world problem. This prepares them to become critical thinkers who can solve problems in their communities and beyond.
What is Amplify Science Pennsylvania?
Customized lessons for Pennsylvania
Amplify Science Pennsylvania (K–5) combines our nationally recognized, proven curriculum with custom lessons specifically designed to ensure you are meeting Pennsylvania’s STEELS standards.
The Lawrence Hall of Science
Developed by the science education experts at UC Berkeley’s Lawrence Hall of Science and the digital learning team at Amplify, our program features:
- A phenomena-based approach in which students construct a complex understanding of each unit’s anchor phenomenon.
- A blend of cohesive storylines, hands-on investigations, rich discussions, literacy-rich activities, and digital tools.
- Carefully crafted units, chapters, lessons, and activities designed to deliver true three-dimensional learning.
- An instructional design that supports all learners in accessing all standards.
Proven to work
Instructional model
The Amplify Science Pennsylvania program is rooted in the proven, research-based pedagogy of Do, Talk, Read, Write, Visualize. Here’s how each element works:
Do
Firsthand investigations are an important part of any science classroom, and Amplify Science Pennsylvania has students getting hands-on in every unit—from building models of protein molecules to experimenting with electrical systems.
Talk
Student-to-student discourse and full-class discussions are an integral part of the program. Students are provided with numerous opportunities to engage in meaningful oral scientific argumentation, all while fostering a collaborative classroom environment.
Read
Students read scientific articles, focusing their reading activities on searching for evidence related to their investigation and on asking and recording questions as they read through fascinating texts on 21st-century topics.
Write
Following real-world practices, students write scientific arguments based on evidence they’ve collected, making clear their reasoning about how a given piece of evidence connects to one of several claims.
Visualize
By manipulating digital simulations and using modeling tools to craft visualizations of their thinking— just as real scientists and engineers
do—students take their learning far beyond the confines of what they can physically see in the classroom in an exciting and authentic way.
Program structure
Our cyclical lesson design ensures that 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 Pennsylvania to address 100% of the Next Generation Science Standards (NGSS) and support students in mastering the Pennsylvania Science Standards.
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 grades K–2:
- One unit emphasizes the practice of investigation.
- One unit emphasizes the practice of modeling.
- One unit emphasizes the practice of engineering design.
In grades 3–5, students experience the three unit types above, plus:
One additional unit that emphasizes the practice of argumentation.
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 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 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.
Argumentation units provide students with regular opportunities to explore and discuss available evidence, time and support to consider how evidence may be leveraged in support of claims, and independence that increases as they mount written arguments in support of their claims.
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 multimodal 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.
Program components
Available digitally and in print, our unit-specific reference guides are chock-full of helpful resources, including scientific background knowledge, planning information and resources, color-coded 3D Statements, detailed lesson plans, tips for delivering instruction, and differentiation strategies.
Hands-on learning is an essential part of Amplify Science Pennsylvania and is integrated into every unit. Students actively participate in science, playing the roles of scientists and engineers as they gather evidence, think critically, solve problems, and develop and defend claims about the world around them. Every unit includes hands-on investigations that are critical to achieving the unit’s learning goals.
More hands-on with Flextensions:
Hands-on Flextensions are additional, optional investigations that are included at logical points in the learning progression and give students an opportunity to dig deeper if time permits. These activities offer teachers flexibility to choose to dedicate more time to hands-on learning. Materials referenced in Hands-on Flextension activities will either be included in the unit kit or are easily sourced. Supporting resources such as student worksheets will be included as downloadable PDF files.
Our kits include enough non-consumable materials to support a class of 36 students and enough consumable items to support 72 students. In other words, each kit can last two years! Plus, our unit-specific kits mean teachers just grab the tub they need for the unit and then put it all back with ease.
Each unit of Amplify Science Pennsylvania (K–5) includes six unique Student Books written by educators at the Lawrence Hall of Science specifically for the program. These content-rich nonfiction and informational texts provide opportunities for students to search for evidence relevant to their firsthand investigations, see science practices and dispositions modeled, extend their science knowledge, provide real-world connections as they master reading-to-learn and close reading skills, and construct evidence-based arguments.
Important note:
Students in grades K–5 are never asked to read alone. Rather, books are read to, with, and by students with ample scaffolding and support provided by the teacher. Big Books are read aloud or together with the class to introduce ideas. Student Books allow for small-group reading and reading in pairs.
Available for every unit, our Student Investigation Notebooks contain instructions for activities and space for students to record data and observations, reflect on ideas from texts and investigations, and construct explanations and arguments.
In grades K–5, one copy of the Student Investigation Notebook is included in each unit’s materials kit for use as a blackline master. Each notebook is also available as a downloadable PDF on the Unit Guide page of the digital Teacher’s Guide.
Amplify Science Pennsylvania offers digital experience licenses that make elementary instruction more flexible for students and teachers and provide additional means to engage in remote, hybrid, or in-person learning!
Student-facing digital lessons
With the digital experience, students can engage with digital lesson content in one cohesive experience. It’s the same content from Amplify Science Pennsylvania in a new, integrated format, in which students can interact with slides, Sims, modeling tools, videos, books, and more.
Digital student notebook pages
Students can draw, write, record audio, and insert images into their Investigation Notebook pages. Their work is automatically saved and delivered to you in real time. When students edit their work, those edits are immediately reflected on your teacher work review page. You can access student responses by clicking “View Work,” where you can see students’ Investigation Notebook pages from the lesson, updating live.
Assign in Amplify
The digital experience allows flexibility with optional features such as scheduling assignments in advance and setting due dates. You can use Scheduling to determine the date and time that the assignment appears in Student Home. You also have the flexibility to schedule when assignments appear and to use dates to remove assignments from Student Home.
Assign in LMS
You can also assign lessons via our integrations with learning management systems (LMS) such as Google Classroom and Microsoft Teams, or by copying a lesson link and sharing it with students through the platform of your choice. The assignment link you send will provide students with direct access to the full lesson—slides, videos, digital tools, and worksheet activities—no student platform navigation required!
Teacher platform and presentation
Teacher-facing lesson content—including sample teacher talk, student responses, pedagogical support, and possible student responses—shows on a teacher’s private Teacher Guide tab. Students only see the lesson slides that are being presented.
Explore your print samples
With your Amplify Science Pennsylvania print samples, you’ll find unit-specific Teacher’s References Guides, Student Investigation Notebooks, and sets of Student Books for each grade level.
A note about the Teacher Reference Guides:
It’s important that you see the full breadth and depth of our instruction. For that reason, we provide a copy of each of our unit-specific Teacher Reference Guides.
Teachers do not use these robust reference guides for day-to-day teaching. For that, we have a hands-free Teacher’s Guide!
- Teacher’s Reference Guide: Unlike a typical Teacher’s Guide that requires a series of supplemental books to support it, our encyclopedic reference guide is chock-full of everything a teacher needs to fully implement our program and the NGSS.
- Ready-to-Teach Lesson Slides: For daily instruction, teachers need their hands free. That’s why we created ready-to-teach lesson slides for every single lesson. What’s more, the slides are editable and include suggested teacher talk and point-of-use differentiation and other instructional tips. Click to learn more.
A note about the Materials Kits:
Hands-on learning is at the heart of Amplify Science Pennsylvania, and is integrated into every unit. To make hands-on learning more manageable for busy teachers, Amplify Science Pennsylvania materials are organized into unit-specific kits.
What’s different about Amplify’s unit-specific material kits?
- They include more materials. We give teachers enough non-consumable materials to support a class of 36 students and enough consumables to support 72 student uses. In other words, each kit will last two years.
- They’re more manageable. Unlike other programs that require large groups of students to share limited sets of materials, our kits include enough to support small groups of four to five students.
- They include supportive videos. Each hands-on activity provides clear instructions for the teacher, with more complex activities supported by video demonstrations and illustrations.
Grade-specific lists of all materials included in each kit:
- Grade K: Materials Kit List
- Grade 1: Materials Kit List
- Grade 2: Materials Kit List
- Grade 3: Materials Kit List
- Grade 4: Materials Kit List
- Grade 5: Materials Kit List
Spanish-language support
Amplify Science Pennsylvania is committed to providing support to meet the needs of all learners, including multiple access points for Spanish-speaking students. Developed in conjunction with Spanish-language experts and classroom teachers, several components are available in Spanish across the Amplify Science Pennsylvania curriculum.
Spanish-language materials include:
| COMPONENT | TEACHER/STUDENT |
| Student Investigation Notebooks | Student |
| Student Books | Student |
| Printed classroom materials Unit and chapter questions, key concepts, vocabulary cards, etc. |
Teacher and student |
| Copymasters | Teacher |
| Assessments | Teacher |
| Spanish teacher support license This license includes teacher talk, projections, and downloadable PDFs of all print materials in Spanish. |
Teacher |
Resources to support your review
Contact us
Support is always available. Our team is dedicated to helping you every step of the way.
Contact your dedicated Pennsylvania representative.
Publisher presentation
The Lawrence Hall of Science
Developed by the science education experts at UC Berkeley’s Lawrence Hall of Science and the digital learning team at Amplify, our program features:
- A phenomena-based approach where students construct a complex understanding of each unit’s anchor phenomenon.
- A blend of cohesive storylines, hands-on investigations, rich discussions, literacy-rich activities, and digital tools.
- Carefully crafted units, chapters, lessons, and activities designed to deliver true 3-dimensional learning.
- An instructional design that supports all learners in accessing all standards.
Instructional model
The Amplify Science program is rooted in the proven, research-based pedagogy of Do, Talk, Read, Write, Visualize. Here’s how each element works:
DO
First-hand investigations are an important part of any science classroom, and Amplify Science has students getting hands-on in every unit—from building models of protein molecules to experimenting with electrical systems.
TALK
Student-to-student discourse and full-class discussions are an integral part of the program. Students are provided with numerous opportunities to engage in meaningful oral scientific argumentation, all while fostering a collaborative classroom environment.
READ
Students read scientific articles, focusing their reading activities on searching for evidence related to their investigation and, importantly, on asking and recording questions as they read through fascinating texts on 21st-century topics.
WRITE
Following real-world practices, students write scientific arguments based on evidence they’ve collected, making clear their reasoning about how a given piece of evidence connects to one of several claims.
VISUALIZE
By manipulating digital simulations and using modeling tools to craft visualizations of their thinking— just as real scientists and engineers do—students take their learning far beyond the confines of what they can physically see in the classroom in an exciting and authentic way.
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, and support students in mastering the Oregon Science Standards.
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 grades K–2:
- One unit emphasizes the practice of investigation.
- One unit emphasizes the practice of modeling.
- One unit emphasizes the practice of engineering design.
In grades 3–5, students experience the three unit types above, plus:
- One additional unit that emphasizes the practice of argumentation.
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 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 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.
Argumentation units provide students with regular opportunities to explore and discuss available evidence, time and support to consider how evidence may be leveraged in support of claims, and independence that increases as they mount written arguments in support of their claims.
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.
Program components
Available digitally and in print, our unit-specific reference guides are chock full of helpful resources, including scientific background knowledge, planning information and resources, color-coded 3-D Statements, detailed lesson plans, tips for delivering instruction, and differentiation strategies.
Hands-on learning is an essential part of Amplify Science, and is integrated into every unit. Students actively participate in science, playing the roles of scientists and engineers as they gather evidence, think critically, solve problems, and develop and defend claims about the world around them. Every unit includes hands-on investigations that are critical to achieving the unit’s learning goals.
More hands-on with Flextensions:
Hands-on Flextensions are additional, optional investigations that are included at logical points in the learning progression and give students an opportunity to dig deeper if time permits. These activities offer teachers flexibility to choose to dedicate more time to hands-on learning. Materials referenced in Hands-on Flextension activities will either be included in the unit kit or are easily sourced. Supporting resources such as student worksheets will be included as downloadable PDF files.
Our kits include enough non-consumable materials to support a class of 36 students and enough consumable items to support 72 students. In other words, each kit can last two years! Plus, our unit-specific kits mean teachers just grab the tub they need and then put it all back with ease.
Each unit of Amplify Science K–5 includes six unique Student Books written by the Lawrence Hall of Science specifically for the program. These content-rich nonfiction and informational texts provide opportunities for students to search for evidence relevant to their firsthand investigations, see science practices and dispositions modeled, extend their science knowledge, provide real world connections as they master reading-to-learn and close reading skills, and construct evidence-based arguments.
Important note:
Students in grades K–5 are never asked to read alone. Rather, books are read to, with, and by students with ample scaffolding and support provided by the teacher. Big Books are read aloud or together with the class to introduce ideas. Student Books allow for small-group reading and reading in pairs.
Available for every unit, our Student Investigation Notebooks contain instructions for activities and space for students to record data and observations, reflect on ideas from texts and investigations, and construct explanations and arguments.
In grades K–5, one copy of the Student Investigation Notebook is included in each unit’s materials kit for use as a blackline master. Each notebook is also available as a downloadable PDF on the Unit Guide page of the digital Teacher’s Guide.
Amplify Science offers digital experience licenses that make elementary instruction more flexible for students and teachers, as well as providing additional means to engage in remote, hybrid, or in-person learning!
Student-facing digital lessons
With the digital experience, students can engage with digital lesson content in one cohesive experience. It’s the same content from Amplify science in a new, integrated format where students can interact with slides, Sims, modeling tools, videos, books, and more.
Digital student notebook pages
Students can draw, write, record audio, and insert images into their Investigation Notebook pages. Their work is automatically saved and delivered to you in real time. When students edit their work, those edits are immediately reflected on your teacher work review page. You can access student responses by clicking “View Work,” where you can see students’ Investigation Notebook pages from the lesson, updating live.
[IMAGE TO COME]
Assign in Amplify
The digital experience allows flexibility with optional features like scheduling assignments in advance and setting due dates. Teacher can use Scheduling to determine the date and time that the assignment appears in Student Home. They also have the flexibility to schedule when assignments appear and use dates to remove assignments from Student Home.
Assign in LMS
You can also assign lessons via our integrations with Google Classroom and Microsoft Teams, or by copying a lesson link and sharing it with students through the platform of your choice. The assignment link you send will provide students with direct access to the full lesson—slides, videos, digital tools, and worksheet activities—no student platform navigation required!
Teacher platform and presentation
Teacher-facing lesson content—including sample teacher talk, student responses, pedagogical support, and possible student responses—shows on a teacher’s private Teacher Guide tab. Students only see the lesson slides that are being presented.
Explore your print samples
Amplify Science physical samples can be found at the Hamersley Library at Western Oregon University. There you’ll find unit-specific Teacher’s References Guides, Student Investigation Notebooks, and sets of Student Books for each grade level.
A note about the Teacher’s Reference Guides:
It’s important that your committee sees the full breadth and depth of our instruction. For that reason, we provided a copy of each of our unit-specific Teacher Reference Guides.
Rest assured that teachers do not use these robust reference guides for day-to-day teaching. For that, we have a hands-free TG!
A note about the Materials Kits:
Hands-on learning is at the heart of Amplify Science, and is integrated into every unit. In order to make hands-on learning more manageable for busy teachers, Amplify Science materials are organized into unit-specific kits.
Our unit-specific kits:
-
- Include more materials — We give teachers enough non-consumable materials to support a class of 36 students and enough consumables to support 72 student uses. In other words, each kit will last two years.
- Are more manageable — Unlike other programs that require large groups of students to share limited sets of materials, our kits include enough to support small groups of 4–5 students.
- Include supportive videos — Each hands-on activity provides clear instructions for the teacher, with more complex activities supported by video demonstrations and illustrations.
At your request, we did not include our materials kits with our submissions samples. However, we did provide grade-specific lists of all materials included in each kit, which you can also find with the links below.
Access your digital samples
Explore as a teacher
When you’re ready to explore the teaching experience on your own, follow these instructions to access the Amplify Science digital teacher platform.
- Click the Access Amplify Science Platform button below.
- Select Log in with Amplify.
- Enter the teacher username and password found on your unique login flyer enclosed in your physical sample box.
- Click the Science icon.
- Click on the Grade Menu in the top center of the screen and select any grade.
- Select any unit.
To help familiarize yourself with navigating the digital platform, watch the below navigational video.
Explore as a student
When you’re ready to explore the student learning experience on your own, follow these instructions to access the Amplify Science digital student platform.
- Click the Access Amplify Science Platform button below.
- Select Log in with Amplify.
- Enter the student username and password found on your unique login flyer enclosed in your physical sample box.
- Click the Science icon.
- Click on the Grade Menu in the top center of the screen and select any grade.
- Select any unit.
Resources to support your review
- Oregon standards correlation for grades K–5
- QCD Science Adoption Criteria 2022 for grades K-5
- QCD IMET Citation guidance for grades K-5
- Oregon Science IMET for grades K-5 (Excel download)
- Oregon QCD-IMET Citation guidance for grades K-5
- Research behind Amplify Science
- What’s so phenomenal about phenomena? – eBook
- Phenomena in grades K–5
- Program structure for grades K–5
- Student Books in grades K–5
- Literacy-rich science instruction in grades K–5
- Approaches to assessment in grades K–5
What is Amplify Caminos?
Amplify Caminos is a core Spanish language arts program for grades K–5 that delivers:
- Authentic instruction built from the ground up for the Spanish language.
- A unique research-based approach truly built on the Science of Reading.
- A combination of explicit foundational skills with meaningful knowledge-building.
- Embedded support and differentiation that gets all students reading grade-level texts together.
- Opportunities for students to see the strengths and experiences that all people share while also celebrating each others’ unique identities and experiences.
How does Amplify Caminos work?
Grades K–2: Dedicated knowledge-building and explicit skills instruction
Every day, students in Grades K–2 complete one full lesson that builds foundational reading skills in the Amplify Caminos Lectoescritura strand, as well as one full lesson that builds background knowledge in the Amplify Caminos Conocimiento strand. Through learning in each of these strands, students develop the early literacy skills necessary to help them become confident readers and build the context to understand what they’re reading.
Grades 3–5: Integrated instruction
In Grades 3–5, the Amplify Caminos Lectoescritura and Conocimiento strands are integrated in one set of instructional materials. Lessons begin to combine skills and knowledge with increasingly complex texts, close reading, and a greater writing emphasis. Students can then use their skills to go on their own independent reading adventures.
What makes Amplify Caminos different?
Built on the Science of Reading
Built out of the latest research in the Science of Reading, Amplify Caminos delivers explicit instruction in both foundational literacy skills (systematic phonics, decoding, and fluency) and background knowledge in grades K–2 with an integrated approach to explicit instruction in grades 3–5.
Explicit systematic skills instruction
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.
Reading instruction begins with the vowels first, then the most common consonants, and finally the least common consonants. Students will blend and segment sounds to form syllables, and syllables to form words.
Although Spanish has a highly predictable orthography, there are a few silent letters (h is always silent, u is silent after g or q), as well as letters that can make different sounds, depending on the letters that follow them. For that reason, syllables with these letters are taught somewhat later in the progression. The same is true for syllables with infrequently occurring consonants, such as z, k, x, and w.
Coherent knowledge instruction
While students are learning how to read, the Conocimiento strand gives them authentic and engaging reasons to read.
Amplify Caminos uses spiral learning to reinforce every student’s ability to develop skills like reading, writing, speaking, and listening in Spanish that can be transferred to English. As students engage with their lessons, they explore the similarities and differences in grammar, vocabulary, writing, and language use between Spanish and English. This bridge helps students learning two languages to strengthen their knowledge in both.
Through cross-curricular content, students explore units that relate to storytelling, science, and the history of our world in a holistic and thoughtful way. With these units, you’ll bring the world to your students, showing them how reading can become an exciting, rewarding, and useful part of their lives.
Embedded differentiation for all learners
Amplify Caminos provides built-in differentiation strategies and supports in every lesson.
- Apoyo a la enseñanza y desafío: Support and Challenge suggestions in every lesson provide assistance or opportunities for more advanced work toward the goal of the lesson.
- Notas culturales: These point-of-use notes provide additional information about the traditions, foods, holidays, word variations, and more from across the Spanish-speaking world.
- Apoyo adicional: Every lesson in the Lectoescritura (Skills) Strand provides additional support activities suggested to reinforce foundational skills instruction. These activities can be given to any student who requires extra help, including students with special needs.
Commitment to equity
We believe we have a responsibility to provide literacy instruction that gives every student an equal opportunity to succeed and even excel. Amplify Caminos builds students’ knowledge about the world, helping them see people who resemble them and their familiar situations or experiences while also exposing them to people whose appearances, lives, beliefs, and backgrounds differ from their own.
In addition to teaching all students to crack the written code (which is vital for equity), the Amplify Caminos program helps students celebrate their own unique identities and experiences while also seeing the strengths and experiences we all share.
Amplify Caminos includes both transadaptations and authentic texts written by Latin American and Spanish authors. Authentic literature exposes students to a variety of text types and perspectives to deepen their knowledge of fascinating topics in social studies, science, literature, and the arts. Authentic texts support text-to-self, text-to-world, and text-to-text connections for readers.
Amplify Caminos is built on the conviction that equitable instruction is vital to an effective program. Decodable Student Readers celebrate students’ diverse experiences and feature individuals with a broad range of identity factors, including socio-economic status, age, ability, race, ethnicity, country of origin, and more.
How does Amplify Caminos integrate with the other parts of the literacy system?
Amplify Caminos + mCLASS® Lectura
Achieve complete parity between English and Spanish assessments with mCLASS Lectura for K–6. mCLASS Lectura allows teachers to connect with their Spanish-speaking students face-to-face, one-on-one, and in the language most comfortable to them. The result? Valid and reliable student data reports
available in both English and Spanish, enabling teachers to pinpoint where their Spanish-speaking or emergent bilingual students really are in their skill development and what instruction to prioritize.
Amplify Caminos + Boost Reading
Boost Reading is an engaging, adaptive digital program that extends the learning in Amplify Caminos. Boost Reading offers support to a large sub-group of English learners (ELs) through Spanish voice-over. Spanish voiceover instructions are available in vocabulary and sentence-level comprehension games so ELs can build their vocabulary, language, and critical comprehension skills before moving into analyzing complex texts
Check out these additional resources
Caminos review resources:
- Caminos Program Guide
- Biliteracy and Science of Reading Principles
- Amplify Caminos Conocimiento Scopes and Sequences
- Grade K Knowledge Strand
- Grade 1 Knowledge Strand
- Grade 2 Knowledge Strand
- Grade 3 Integrated Strand
- Grade 4 Integrated Strand
- Grade 5 Intgrated Strand
Demo access
Ready to explore on your own? Follow the instructions linked below to access your demo accounts for Caminos and mCLASS Lectura.
Grade 6
Unit 1: Area and Surface Area
| Amplify Math | Desmos Math 6–A1 |
|---|---|
| Unit 1: Area and Surface Area | Unit 1: Area and Surface Area Unit 7: Positive and Negative Numbers |
| Lesson 1: The Tangram | Unit 1 Lesson 1: Shapes on a Plane |
| Lesson 2: Exploring the Tangram | Unit 1 Lesson 2: Letters |
| Sub-Unit 1 : Area of Special Polygons | |
| Lesson 3: Tilting the Plane | Unit 1 Lesson 1: Shapes on a Plane |
| Lesson 4: Compositing and Rearranging to Determine Area | Unit 1 Lesson 2: Letters |
| Lesson 5: Reasoning to Determine Area | Unit 1 Lesson 2: Letters |
| Lesson 6: Parallelograms | Unit 1 Lesson 3: Exploring Parallelograms (Print available) Lesson 4: Off the Grid |
| Lesson 7: Bases and Heights of Parallelograms | Unit 1 Lesson 3: Exploring Parallelograms (Print available) Lesson 4: Off the Grid |
| Lesson 8: Bases and Heights of Parallelograms | Unit 1 Lesson 3: Exploring Parallelograms (Print available) Lesson 4: Off the Grid |
| Lesson 9: From Parallelograms to Triangles | Unit 1 Lesson 3: Exploring Parallelograms (Print available) Lesson 4: Off the Grid Lesson 6: Triangles and Parallelograms |
| Lesson 10: Bases and Heights of Triangles | Unit 1 Lesson 4: Off the Grid Lesson 6: Triangles and Parallelograms |
| Lesson 11: Formula for the Area of a Triangle | Unit 1 Lesson 5: Exploring Triangles (Print available) |
| Lesson 12: From Triangles to Trapezoids | Unit 1 Lesson 4: Off the Grid Lesson 6: Triangles and Parallelograms |
| Lesson 13: Polygons | Unit 1 Lesson 2: Letters Lesson 8: Pile of Polygons Practice Day 1 (Print available) Unit 7 Lesson 11: Polygon Maker |
| Sub-Unit 2: Nets and Surface Area | |
| Lesson 14: What is Surface Area? | Unit 1 Lesson 9: Renata’s Stickers |
| Lesson 15: Nets and Surface Area of Rectangular Prisms | Unit 1 Lesson 10: Plenty of Polyhedra Lesson 11:Nothing but Nets(Print available) Lesson 12: Face Value Lesson 13: Take It To Go (Print available) |
| Lesson 16: Nets and Surface Area of Prisms | Unit 1 Lesson 12: Face Value Lesson 13: Take It To Go (Print available) |
| Lesson 17: Constructing a Rhombicuboctahedron | Unit 1 Lesson 13: Take It To Go (Print available) |
| Lesson 18: Simplifying Expressions for Squares and Cubes | Unit 1 Lesson 11: Exponent Expressions (Print available) Lesson 12: Squares and Cubes |
| Lesson 19: Simplifying Expressions Even More Using Exponents | Unit 1 Lesson 11: Exponent Expressions (Print available) |
| Lesson 20: Designing a Suspended Tent |
Unit 2: Introducing Ratios
| Amplify Math | Desmos Math 6–A1 |
|---|---|
| Unit 2: Introducing Ratios | Unit 2: Introducing Ratios |
| Lesson 1: Fermi Problems | |
| Sub-Unit 1: What are Ratios? | |
| Lesson 2: Introducing Ratios and Ratio Language | Unit 2 Lesson 1: Pizza Maker Lesson 2: Ratio Rounds (Print available) |
| Lesson 3: Representing Ratios with Diagrams | Unit 2 Lesson 1: Pizza Maker Lesson 2: Ratio Rounds (Print available) Lesson 3:Rice Ratios (Print available) |
| Lesson 4: A Recipe for Purple Oobleck | |
| Lesson 5: Kapa Dyes | |
| Sub-Unit 2:Equivalent Ratios | |
| Lesson 6: Defining Equivalent Ratios | Unit 2 Lesson 3: Rice Ratios (Print available) Lesson 4: Fruit Lab (Print available) Lesson 11: Community Life (Print available) Practice Day 1 (Print available) |
| Lesson 7: Representing Equivalent Ratios with Tables | |
| Lesson 8: Reasoning with Multiplication and Division (optional) | |
| Lesson 9: Common Factors | |
| Lesson 10: Common Multiples | |
| Lesson 11: Navigating a Table of Equivalent Ratios | Unit 2 Lesson 6: Product Prices (Print available) Lesson 7: Mixing Paint, Part 1 |
| Lesson 12: Tables and Double Number Line Diagrams | Unit 2 Lesson 6: Product Prices (Print available) Lesson 7: Mixing Paint, Part 1 |
| Lesson 13: Tempo and Double Number Lines | Unit 2 Lesson 5: Balancing Act Lesson 6: Product Prices (Print available) |
| Sub-Unit 3: Solving Ratio Problems | |
| Lesson 14: Solving Equivalent Ratios | Unit 2 Lesson 6: Product Prices (Print available) Lesson 7: Mixing Paint, Part 1 Lesson 10: Balloons Lesson 11: Community Life (Print available) |
| Lesson 15: Part-Part-Whole Ratios | Unit 2 Lesson 12 Mixing Paint, Part 2 Lesson 13: City Planning |
| Lesson 16: Comparing Ratios | |
| Lesson 17: More Comparing and Solving | |
| Lesson 18: Measuring with Different-Sized Units | |
| Lesson 20: More Fermi Problems |
Unit 3: Rates and Percentages
| Amplify Math | Desmos Math 6–A1 |
|---|---|
| Unit 3: Rates and Percentages | Unit 2: Introducing Ratios Unit 3: Unit Rates and percentages |
| Lesson 1: Choosing Representation for Student Council | Launch Lesson |
| Sub-Unit 1: Rates | |
| Lesson 2: How Much for One? | Unit 3 Lesson 4: Model Trains |
| Lesson 3: Constant Speed | |
| Lesson 4: Comparing Speeds | Unit 2 Lesson 8: World Records (Print available) Unit 3 Lesson 4: Model Trains Lesson 5: Soft Serve Lesson 6: Welcome to the Robot Factory |
| Lesson 5: Interpreting Rates | Unit 3 Lesson 8: World Records (Print available) Unit 3 Lesson 4: Model Trains Lesson 5: Soft Serve Lesson 6: Welcome to the Robot Factory |
| Lesson 6: Comparing Rates | |
| Lesson 7: Solving Rate Problems | Unit 3 Lesson 7: More Soft Serve |
| Sub-Unit 2: Percentages | |
| Lesson 8: What Are percentages? | Unit 3 Lesson 8: Lucky Duckies Lesson 9: Bicycle Goals |
| Lesson 9: Determining Percentages | |
| Lesson 10: Benchmark Percentages | Unit 3 Lesson 7: Lucky Duckies |
| Lesson 11: Finding This Percent of That | Unit 3 Lesson 10: What’s Missing? (Print available) Lesson 11: Cost Breakdown Lesson 12: More Bicycle Goals Lesson 13: A Country as a Village |
| Lesson 12: This Percent of What | |
| Lesson 13: Solving Percentage Problems | Unit 3 Lesson: 10: What’s Missing (Print available) Lesson: 11: Cost Breakdown Lesson: 12: More Bicycle Goals Lesson: 13: A Country as a Village |
| Lesson 14: If Our Class Were the World | |
| Lesson 15: Voting for a School Mascot |
Unit 4: Dividing Fractions
| Amplify Math | Desmos Math 6–A1 |
|---|---|
| Lesson 1: Seeing Fractions | |
| Sub-Unit 1: Interpreting Division Scenarios | |
| Lesson 3: Relating Multiplication and Division | |
| Lesson 4: Size of Divisor and Size of Quotient | Unit 4 Lesson 1: Cookie Cutter |
| Sub-Unit 2: Division with Fractions | |
| Lesson 5: How Many Groups | Unit 4 Lesson 3: Flour Planner Lesson 4: Flower Planters Lesson 4: Garden Bricks (Print available) |
| Lesson 6: Using Diagrams to Find the Number of Groups | Unit 4 Lesson 5: Garden Bricks (Print available) Lesson 6: Fill the Gap |
| Lesson 7: Dividing with Common Denominators | Unit 4 Lesson 6: Fill the Gap |
| Lesson 8: How Much in Each Group? (Part 1) | Unit 4 Lesson 8: Potting Soil |
| Lesson 9: How Much in Each Group? (Part 2) | Unit 4 Lesson 8: Potting Soil |
| Lesson 10: Dividing by Unit and Non-Unit Fractions | Unit 4 Lesson 7: Break It Down Lesson 8: Potting Soil Lesson 9: Division Challenges |
| Lesson 11: Using an Algorithm to Divide Fractions | Unit 4 Lesson 9: Division Challenges Practice Day |
| Lesson 13: Fractional Lengths | Unit 4 Lesson 12: Puzzling |
| Lesson 14: Area with Fractional Lengths | Unit 4 Lesson 9: Puzzling Area (Print available) |
| Lesson 15: Volume of Prisms | Unit 4 Lesson 13: Volume Challenges (Print available) |
| Lesson 16: Fish Tanks Inside of Fish Tanks | Unit 4 Lesson 10: Swap Meet |
| Lesson 17: Now, Where Was That Bus? | Unit 4 Lesson 10: Capstone |
Unit 5: Arithmetic in Base Ten
| Amplify Math | Desmos Math 6–A1 |
|---|---|
| Lesson 1: Precision and World Records | |
| Sub-Unit 1: Adding and Subtracting Decimals | |
| Lesson 2: Speaking of Decimals… | Unit 5 Lesson 1: Dishing Out Decimals (Print available) |
| Lesson 3: Adding and Subtracting Decimals | Unit 5 Lesson 3: Fruit by the Pound Lesson 4: Missing Digits |
| Lesson 4: X Games Medal Results | Unit 5 Lesson 2: Decimal Diagrams |
| Sub-Unit 2: Multiplying Decimals | |
| Lesson 5: Decimal Points in Products | Unit 5 Lesson 5: Decimal Multiplication |
| Lesson 6: Methods for Multiplying Decimals | Unit 5 Lesson 5: Decimal Multiplication Lesson 6: Multiplying with Areas Lesson 7: Multiplication Methods (Print available) |
| Lesson 7: Using Diagrams to Represent Multiplication | Unit 5 Lesson 5: Decimal Multiplication Lesson 6: Multiplying with Areas |
| Lesson 8: Calculating Products of Decimals | Unit 5 Lesson 6: Multiplying with Areas |
| Sub-Unit 3: Dividing Decimals | |
| Lesson 9: Exploring Division | |
| Lesson 10: Using Long Division | Unit 5 Lesson 8: Division Diagrams Lesson 9: Long Division Launch (Print available) Lesson 10: Return of the Long Division (Print available) |
| Lesson 11: Dividing Numbers That Result in Decimals | Unit 5 Lesson 9: Long Division Launch (Print available) Lesson 10: Return of the Long Division (Print available) |
| Lesson 12: Using Related Expressions to Divide with Decimals | |
| Lesson 13: Dividing Multi-Digit Decimals | Unit 5 Lesson 9: Long Division Launch (Print available) Lesson 10: Return of the Long Division (Print available) |
| Lesson 14: The So-called World’s Littlest Skyscraper |
Unit 6: Expressions and Equations
Unit 7: Rational Numbers
| Amplify Math | Desmos Math 6–A1 |
| Unit 7: Rational Numbers | Unit 1: Area and Surface Area Unit 7: Positive and Negative Numbers |
| Lesson 1: How Far? Which Way? | |
| Sub-unit 1: Negative Numbers and Absolute Value | |
| Lesson 2: Positive and Negative Numbers | Unit 7 Lesson 1: Can You Dig In Lesson 2: Digging Deeper |
| Lesson 3: Points on the Number Line | Unit 7 Lesson 2: Digging Deeper |
| Lesson 4: Comparing Integers | Unit 7 Lesson 3: Order in the Class (Print available) |
| Lesson 5: Comparing and Ordering Rational Numbers | Unit 7 Lesson 3: Order in the Class (Print available) |
| Lesson 6: Using Negative Numbers to Make Sense of Contexts> | Unit 7 Lesson 4: Sub-Zero |
| Lesson 7: Absolute Value of Numbers | Unit 7 Lesson 5: Distance on the Number Line |
| Lesson 8: Comparing Numbers and Distance from Zero | Unit 7 Lesson 5: Distance on the Number Line |
| Sub-Unit 2: Inequalities | |
| Lesson 9: Writing Inequalities | |
| Lesson 10: Graphing Inequalities | |
| Lesson 11: Solutions to One or More Inequalities | Unit 7 Lesson 6: Tunnel Travel Lesson 7: Comparing Weights Lesson 8: Shira´s Solutions |
| Lesson 12: Interpreting Inequalities | Unit 7 Lesson 6: Tunnel Travel Lesson 7: Comparing Weights Lesson 8: Shira´s Solutions |
| Sub-Unit 3: The Coordinate Plane | |
| Lesson 13: Extending the Coordinate Plane | |
| Lesson 14: Points on the Coordinate Plane | Unit 7 Lesson 9: Sand Dollar Search Lesson 10: The A-maze-ing Coordinate Plane |
| Lesson 15: Interpreting Points on a Coordinate Plane | Unit 7 Lesson 9: Sand Dollar Search Lesson 10: The A-maze-ing Coordinate Plane Lesson 11: Polygon Maker |
| Lesson 16: Distances on a Coordinate Plane | Unit 7 Lesson 11: Polygon Maker Lesson 12: Graph Telephone (Print available) |
| Lesson 17: Shapes on the Coordinate Plane | Unit 1 Lesson 1: Shapes on a Plane Lesson 2: Letters Lesson 5: Exploring Triangles (Print available) Lesson 6: Triangles and Parallelograms Unit 7 Lesson 3: Exploring Parallelograms (Print available) Lesson 11: Polygon Maker Lesson 12: Graph Telephone (Print available) |
| Lesson 18: Lost and Found Puzzles | |
| Lesson 19: Drawing on the Coordinate Plane | Unit 7 Lesson 11: Polygon Maker Lesson 12: Graph Telephone (Print available) |
Unit 8: Data Sets and Distributions
| Amplify Math | Desmos Math 6–A1 |
| Unit 8: Data Sets and Distributions | Unit 8: Describing Data |
| Lesson 1: Plausible Variation or New Species? | |
| Sub-Unit 1: Statistical Questions and Representing Data | |
| Lesson 2: Statistical Questions | Unit 8 Lesson 1: Screen Time Lesson 2: Dot Plots |
| Lesson 3: Interpreting Dot Plots | Unit 8 Lesson 2: Dot Plots Lesson 3: Minimum Wage (Print available) Lesson 4: Lots More Dots |
| Lesson 4: USing Dot Plots to Answer Statistical Questions | Unit 8 Lesson 2: Dot Plots Lesson 3: Minimum Wage (Print available) Lesson 4: Lots More Dots |
| Lesson 5: Interpreting Histograms | Unit 8 Lesson 5: The Plot Thickens Lesson 6: DIY Histograms (Print available) |
| Lesson 6: Using Histograms to Answer Statistical Questions | Unit 8 Lesson 5: The Plot Thickens Lesson 6: DIY Histograms (Print available) |
| Lesson 7: Describing Distributions on Histograms | Unit 8 Lesson 5: The Plot Thickens Lesson 6: DIY Histograms (Print available) |
| Sub-Unit 2: Measures of Center | |
| Lesson 8: Mean as a Fair Share | Unit 8 Lesson 7: Snack Time |
| Lesson 9: Mean as a Balance Point | Unit 8 Lesson 7: Snack Time |
| Lesson 10: Median | Unit 8 Lesson 11: Toy Cars Lesson 12: In the News |
| Lesson 11: Comparing Mean and Median | Unit 8 Lesson 12: In the News |
| Sub-Unit 3: Measures of Variability | |
| Lesson 12: Describing Variability | |
| Lesson 13: Variability and MAD | |
| Lesson 14: Variability and IQR | Unit 8 Lesson 13: Pumpkin Patch |
| Lesson 15: Box Plots | Unit 8 Lesson 14: Car, Plane, Bus, or Train? (Print available) |
| Lesson 16: Comparing MAD and IQR | |
| Lesson 17: Asian Elephant Populations |
Grade 7
Unit 1: Scale Drawings
| Amplify Math | Desmos Math 6–A1 |
|---|---|
| Unit 1: Scale Drawings | Unit 1: Scale Drawings Unit 3: Measuring Circles Unit 4: Proportional Relationships and Percentages |
| Lesson 1: Scale-y Shapes | |
| Sub-Unit 1: Scaled Copies | |
| Lesson 2: What are Scaled Copies? | Unit 1 Lesson 1: Scaling Machines |
| Lesson 3: Corresponding Parts and Scale Factors | Unit 1 Lesson 2: Scaling Robots Unit 3 Lesson 1: Toothpicks |
| Lesson 4: Making Scaled Copies | Unit 1 Lesson 3: Make It Scale Unit 4 Lesson 3: Sticker Sizes |
| Lesson 5: The Size of the Scale Factor | Unit 1 Lesson 4: Tiles |
| Lesson 6: Scaling and Area | Unit 1 Lesson 5: Tiles Practice Day 1 (Print available) |
| Sub-Unit 2: Scale Drawings | |
| Lesson 7: Scale Drawings | Unit 1 Lesson 6: Introducing Scale Lesson 7: Will It Fit? (Print available) |
| Lesson 8: Creating Scale Drawings | Unit 1 Lesson 8: Scaling States Lesson 9: Scaling Buildings Lesson 10: Room Redesign (Print available) |
| Lesson 9: Scale Drawings and Maps | |
| Lesson 10: Changing Scale in Scale Drawings | Unit 1 Lesson 8: Scaling States Lesson 9: Scaling Buildings Lesson 10: Room Redesign (Print available) |
| Lesson 11: Scales without Units | |
| Lesson 12: Units in Scale Drawings | Unit 1 Lesson 8: Scaling States Lesson 9: Scaling Buildings Lesson 10: Room Redesign (Print available)Practice Day (Print available) |
| Lesson 13: Build Your Brand |
Unit 2: Introducing Proportional Relationships
Unit 3: Measuring Circles
| Amplify Math | Desmos Math 6–A1 |
|---|---|
| Unit 3: Measuring Circles | Unit 3: Measuring Circles |
| Lesson 1: The Wandering Goat | |
| Sub-unit 1: Circumference of a Circle | |
| Lesson 2: Exploring Circles | Unit 3 Lesson 2: Is it a Circle? Lesson 3: Measuring Around |
| Lesson 3: How Well Can You Measure? | |
| Lesson 4: Exploring Circumference | Unit 3 Lesson 2: Is It a Circle? Lesson 3: Measuring Around |
| Lesson 5: Understanding π | |
| Lesson 6: Applying Circumference | Unit 3 Lesson 2: Is It a Circle? Lesson 3: Measuring Around |
| Lesson 7: Circumference and Wheels | |
| Sub-Unit 2: Area of a Circle | |
| Lesson 8: Exploring the Area of a Circle | Unit 3 Lesson 5: Area Strategies Lesson 6: Radius Squares (Print available) Lesson 7: Why Pi? Lesson 8: Area Challenges Lesson 9: Circle vs. Square Practice Day 2 (Print available) |
| Lesson 9: Relating Area to Circumference | Unit 3 Lesson 5: Area Strategies Lesson 6: Radius Squares (Print available) Lesson 7: Why Pi? Lesson 8: Area Challenges Lesson 9: Circle vs. Square Practice Day 2 (Print available) |
| Lesson 10: Applying Area to Circles | Unit 3 Lesson 6:Radius Squares (Print available) |
| Lesson 11: Distinguishing Circumference and Area | Unit 3 Lesson 7: Why Pi? |
| Lesson 12: Capturing Space |
Unit 4: Proportional Relationships and Percentages
| Amplify Math | Desmos Math 6–A1 |
|---|---|
| Unit 4: Percentages | Unit 4: Proportional Relationships and Percentages |
| Lesson 1: (Re)Presenting the United States | |
| Lesson 2: Understanding Percentages and Decimals | |
| Lesson 3: Percent Increase and Decrease | Unit 4Lesson 4: More or Less |
| Lesson 4: Determining 100% | Unit 4Lesson 6: 100% (Print available) |
| Lesson 5: Determining Percent Change | Unit 4Lesson 7: Percent Machines |
| Lesson 6: Percent Increase and Decrease With Equations | Unit 4Lesson 5: All the Equations |
| Lesson 7: Using Equations to Solve Percent Problems | Unit 4Lesson 5: All the Equations |
| Sub-Unit 2: Applying Percentages | |
| Lesson 8: Tax and Tip | Unit 4 Lesson 8: Tax and Tip Lesson 9: Minimum Wage (Print available) Lesson 10: Cost of College (Print available) Lesson 11: Bookcase Builder Lesson 12: Posing Percent Problems |
| Lesson 9: Percent Contexts | Unit 4 Lesson 8: Tax and Tip Lesson 9: Minimum Wage (Print available) Lesson 10: Cost of College (Print available) Lesson 11: Bookcase Builder Lesson 12: Posing Percent Problems |
| Lesson 10: Determining the Percentage | Unit 4 Lesson 4: More and Less |
| Lesson 11: Measurement Error | Unit 4 Lesson 11: Bookcase Builder |
| Lesson 12: Error Intervals | Unit 4 Lesson 11: Bookcase Builder |
| Lesson 13: Writing Better Headlines |
Unit 5: Rational Number Arithmetic
| Amplify Math | Desmos Math 6–A1 |
|---|---|
| Unit 5: Rational Number Arithmetic | Unit 5: Rational Number Artithmetics |
| Lesson 1: Target: Zero | |
| Sub-Unit 1: Adding and Subtracting Rational Numbers | |
| Lesson 2: Interpreting Negative Numbers | |
| Lesson 3: Changing Temperatures | Unit 5 Lesson 2: More Floats and Anchors Lesson 3: Bumpers Lesson 4: Draw Your Own (Print available) |
| Lesson 4: Adding Rational Numbers | |
| Lesson 5: Money and Debts | |
| Lesson 6: Representing Subtraction | Unit 5 Lesson 5: Number Puzzles |
| Lesson 7: Subtracting Rational Numbers (Part 1) | Unit 5 Lesson 3: Bumpers Lesson 4: Draw Your Own (Print available) Lesson 5: Number Puzzles Lesson 10: Integer Puzzles Lesson 11: Changing Temperatures Lesson 13: Solar Panels and More (Print available) |
| Lesson 8: Subtracting Rational Numbers (Part 2) | Unit 5 Lesson 3: Bumpers Lesson 4: Draw Your Own (Print available) Lesson 5: Number Puzzles Lesson 10: Integer Puzzles Lesson 11: Changing Temperatures Lesson 13: Solar Panels and More (Print available) |
| Lesson 9: Adding and Subtracting Rational Numbers | Unit 5 Lesson 3: Bumpers Lesson 4: Draw Your Own (Print available) Lesson 5: Number Puzzles Lesson 10: Integer Puzzles Lesson 11: Changing Temperatures Lesson 13: Solar Panels and More (Print available)Practice Day 1 (Print available) |
| Sub-Unit 2: Multiplying and Dividing Rational Numbers | |
| Lesson 10: Position, Speed, and Time | Unit 5 Lesson 7: Back in Time |
| Lesson 11: Multiplying Rational Numbers | Unit 5 Lesson 7: Back in Time |
| Lesson 12: Multiply! | Unit 5 Lesson 7: Back in Time |
| Lesson 13: Dividing Rational Numbers | Unit 5 Lesson 7: Speeding Turtles |
| Lesson 14: Negative Rates | |
| Sub-Unit 3: Four Operations with Rational Numbers | |
| Lesson 15: Expressions with Rational Numbers | Unit 5 Lesson 9: Expressions (Print available) |
| Lesson 16: Say It With Decimals | |
| Lesson 17: Solving Problems with Rational Numbers | Lesson 11: Changing Temperatures Lesson 12: Arctic Ice Sea (Print available) Lesson 13: Solar Panels and More (Print available) |
| Lesson 18: Solving Equations With Rational Numbers | |
| Lesson 19: Representing Contexts With Equations | |
| Lesson 20: Summiting Everest |
Unit 6: Expressions, Equations, and Inequalities
| Amplify Math | Desmos Math 6–A1 |
|---|---|
| Unit 6: Expressions, Equations, and Inequalities | Unit 2: Introducing Proportional Relationships Unit 4: Proportional Relationships and Percentages Unit 6: Expressions, Equations, and Inequalities |
| Lesson 1: Keeping the Balance | |
| Lesson 2: Balanced and Unbalanced | Unit 6 Lesson 1: Toothpicks and Tiles |
| Lesson 2: Balanced and Unbalanced | Unit 6 Lesson 1: Toothpicks and Tiles |
| Lesson 3: Reasoning About Solving Equations (Part 1) | Unit 6 Lesson 2: Smudged Receipts |
| Lesson 4: Reasoning About Solving Equations (Part 2) | Unit 6 Lesson 2: Smudged Receipts Lesson 3: Equations Lesson 4: Seeing Structure (Print available) |
| Lesson 5: Dealing with Negative Numbers | Unit 6 Lesson 2: Smudged Receipts Lesson 3: Equations Lesson 4: Seeing Structure (Print available) |
| Lesson 5: Dealing with Negative Numbers | Unit 6 Lesson 8: Factoring and Expanding (Print available) Lesson 16: Shira the Sheep |
| Lesson 6: Two Ways to Solve One Equation | Unit 6 Lesson 4: Seeing Struction (Print available) |
| Lesson 7: Practice Solving Equations | Unit 6 Lesson 2: Smudged Receipts Lesson 3: Equations Lesson 4: Seeing Structure (Print available) |
| Sub-Unit 2: Solving Real-World Problems Using Two-Step Equations | |
| Lesson 8: Reasoning With Tape Diagrams | Unit 6 Lesson 2: Smudged Receipts |
| Lesson 9: Reasoning About Equations and Tape Diagrams (Part 1) | Unit 6 Lesson 2: Smudged Receipts |
| Lesson 10: Reasoning About Equations and Tape Diagrams (Part 2) | Unit 6 Lesson 2: Smudged Receipts |
| Lesson 11: Using Equations to Solve Problems | Unit 6 Lesson 2: Smudged Receipts Lesson 3: Equations Lesson 4: Seeing Structure (Print available) |
| Lesson 12: Solving Percent Problems in New Ways | Unit 6 Lesson 4: Seeing Structure (Print available) Unit 4 Lesson 7: Percent MachinesPractice Day 1 (Print available) Practice Day 2 (Print available) |
| Sub-Unit 3: Inequalities | |
| Lesson 13: Reintroducing Inequalities | Unit 6 Lesson 1: Toothpicks and Tiles |
| Lesson 14: Solving Inequalities | Unit 6 Lesson 5: Balancing Moves Lesson 6: Balancing Equations Lesson 13: I Saw the Signs |
| Lesson 15: Finding Solutions to Inequalities in Context | Unit 6 Lesson 13: I Saw the Signs Practice Day 1 (Print available) |
| Lesson 16: Efficiently Solving Inequalities | Unit 6 Lesson 10: Collect the Squares |
| Lesson 17: Interpreting Inequalities | Unit 6 Lesson 13: I Saw the Signs Lesson 14: Unbalanced Hangers Lesson 15: Budgeting (Print available) |
| Lesson 18: Modeling With Inequalities | |
| Sub-Unit 4: Equivalent Expressions | |
| Lesson 19: Subtraction in Equivalent Expressions |
Unit 7: Angles, Triangles, and Prisms
| Amplify Math | Desmos Math 6–A1 |
|---|---|
| Unit 7: Angles, Triangles, and Prisms | Unit 7: Angles, Triangles, and Prisms |
| Lesson 1: Shaping Up | |
| Sub-Unit 1: Angle Relationships | |
| Lesson 2: Relationships of Angles | Unit 7 Lesson 1: Pinwheels Lesson 2: Friendly Angles Lesson 3: Angle Diagrams |
| Lesson 3: Supplementary and Complementary Angles (Part 1) | |
| Lesson 4: Supplementary and Complementary Angles (Part 2) | |
| Lesson 5: Vertical Angles | Unit 7 Lesson 2: Friendly Angles Lesson 3: Angle Diagrams Lesson 4: Missing Measures (Print available) [Free lesson] |
| Lesson 6: Using Equations to Solve for Unknown Angles | Unit 7 Lesson 3: Angle Diagrams Lesson 4: Missing Measures (Print available) [Free lesson] |
| Lesson 7: Like Clockwork | |
| Sub-Unit 2: Drawing Polygons with Given Conditions | |
| Lesson 8: Building Polygons (Part 1) | Unit 7 Lesson 6: Is It Enough? |
| Lesson 9: Building Polygons (Part 2) | Unit 7 Lesson 6: Is It Enough? |
| Lesson 10: Triangles with Three Common Measures | Unit 7 Lesson 13: Popcorn Possibilities |
| Lesson 11: Drawing Triangles (Part 1) | Unit 7 Lesson 5: Can You Build It? [Free lesson] Lesson 6: Is It Enough? Lesson 7: More Than One Lesson 8: Can You Draw It? (Print available) Practice Day 1 (Print available) |
| Lesson 12: Drawing Triangles (Part 2) | Unit 7 Lesson 5: Can You Build It? [Free lesson] Lesson 6: Is It Enough? Lesson 7: More Than One Lesson 8: Can You Draw It? (Print available) Practice Day 1 (Print available) |
| Sub-Unit 3: Solid Geometry | |
| Lesson 13: Slicing Solids | Unit 7 Lesson 9: Slicing Solids |
| Lesson 14: Volume of Right Prisms | Unit 7 Lesson 10: Simple Prisms |
| Lesson 15: Decomposing Bases for Areas | Unit 7 Lesson 11: More Complicated Prisms |
| Lesson 16: Surface Area of Right Prisms | Unit 7 Lesson 10: Simple Prisms Lesson 11: More Complicated Prisms Lesson 12: Surface Area Strategies (Print available) |
| Lesson 17: Distinguishing Volume and Surface Area | |
| Lesson 18: Applying Volume and Surface Area | Unit 7 Lesson 13: Popcorn Possibilities |
Unit 8: Probability and Sampling
| Amplify Math | Desmos Math 6–A1 |
|---|---|
| Unit 8: Probability and Sampling | Unit 8: Probability and Sampling |
| Lesson 1: The Invention of Fairness | |
| Lesson 2: Chance Experiments | |
| Lesson 3: What are Probabilities? | Unit 8 Lesson 1: How Likely? (Print available) Lesson 2: Prob-bear-bilities [Free lesson Lesson 3: Mystery Bag |
| Lesson 4: Estimating Probabilities Through Repeated Experiments | Unit 8 Lesson 4: Spin Class Lesson 5: Is It Fair? Lesson 6: Fair Games |
| Lesson 5: Code Breaking (Part 1) | |
| Lesson 6: Code Breaking (Part 2) | |
| Sub-Unit 2: Probabilities of Multi-Step Events | |
| Lesson 7: Keeping Track of All Possible Outcomes | Unit 8 Lesson 4: Spin Class Lesson 5: Is it Fair? Lesson 6: Fair Games |
| Lesson 8: Experiments With Multi-Step Events | |
| Lesson 9: Simulating Multi-Step Events | |
| Lesson 10: Designing Simulations | |
| Sub-Unit 3:Sampling | |
| Lesson 11: Comparing Two Populations | Unit 8 Lesson 10: Crab Island Lesson 11: Headlines |
| Lesson 12: Larger Populations | Unit 8 Lesson 10: Crab Island Lesson 11: Headlines |
| Lesson 13: What Makes a Good Sample? | Unit 8 Lesson 10: Crab Island Lesson 11: Headlines |
| Lesson 14: Sampling in a Fair Way | Unit 8 Lesson 10: Crab Island Lesson 11: Headlines |
| Lesson 15: Estimating Population Measures of Center | Unit 8 Lesson 9: Car, Bike, or Train? Lesson 10: Crab Island Lesson 11: Headlines Lesson 12: Flower Power |
| Lesson 16: Estimating Population Proportions | Unit 8 Lesson 9: Car, Bike, or Train? Lesson 10: Crab Island Lesson 11: Headlines Lesson 12: Flower Power |
| Lesson 17: Presentation of Findings |
Grade 8
Unit 1: Rigid Transformations and Congruence
| Amplify Math | Desmos Math 6–A1 |
|---|---|
| Unit 1: Rigid Transformations and Congruence | Unit 1: Rigid Transformations and Congruence Unit 3: Proportional and Linear Relationships |
| Lesson 1: Tessellations | |
| Sub-Unit 1: Rigid Transformations | |
| Lesson 2: Moving in the Plane | Unit 1 Lesson 1: Transformers |
| Lesson 3: Symmetry and Reflection | |
| Lesson 4: Grid Moves | Unit 1 Lesson 3: Transformation Golf Lesson 4: Moving Day (Print available) Lesson 5: Getting Coordinated Unit 3 Lesson 6: Translations |
| Lesson 5: Making the Moves | Unit 1 Lesson 1: Transformers Lesson 2: Spinning, Flipping, Sliding Lesson 4: Moving Day (Print available) Lesson 5: Getting Coordinated |
| Lesson 6: Coordinate Moves (Part 1) | Unit 1 Lesson 4: Moving Day (Print available) Lesson 5: Getting Coordinated |
| Lesson 7: Coordinate Moves (Part 2) | Unit 1 Lesson 4: Moving Day (Print available) Lesson 5: Getting Coordinated |
| Lesson 6: Describing Transformations | Unit 1 Lesson 5: Getting Coordinated Lesson 6: Connecting the Dots |
| Sub-Unit 2: Rigid Transformations and Congruence | |
| Lesson 9: No Bending or Stretching | Unit 1 Lesson 7: No Bending, No Stretching |
| Lesson 10: What is the Same? | Unit 1 Lesson 7: Are They the Same? Lesson 9: Are They Congruent? |
| Lesson 11: Congruent Polygons | Unit 1 Lesson 7: Are They the Same? Lesson 9: Are They Congruent? |
| Sub-Unit 4: Angles in a Triangle | |
| Lesson 13: Line Moves | |
| Lesson 14: Rotation Patterns | |
| Lesson 15: Alternate Interior Angles | Unit 1 Lesson 11: Tearing It Up (Print available) |
| Lesson 16: Adding the Angles in a Triangle | Unit 1 Lesson 11: Tearing It Up (Print available) |
| Lesson 17: Parallel Lines and the Angles in a Triangle | Unit 1 Lesson 10: Transforming Angles |
| Lesson 18: Creating a Border Pattern Using Transformations |
Unit 2: Dilations, Similarity, and Introducing Slope
| Amplify Math | Desmos Math 6–A1 |
|---|---|
| Unit 2: Dilations and Similarity | Unit 2: Dilations and Similarity |
| Lesson 1: Projecting and Scaling | |
| Sub-Unit 1: Dilations | |
| Lesson 2: Circular Grid | Unit 2 Lesson 1: Sketchy Dilations Lesson 2: Dilation Mini Golf Lesson 3: Match My Dilation Lesson 4: Dilations on a Plane |
| Lesson 3: Dilations on a Plane | |
| Lesson 4: Dilations on a Square Grid | Unit 2 Lesson 1: Sketchy Dilations Lesson 2: Dilation Mini Golf Lesson 3: Match My Dilation Lesson 4: Dilations on a Plane |
| Lesson 5: Dilations with Coordinates | Unit 2 Lesson 4: Dilations on a Plane |
| Sub-Unit 2: Similiarity | |
| Lesson 6: Similarity | Unit 2 Lesson 5: Transformations Golf with Dilations Lesson 6: Social Scavenger Hunt (Print available) |
| Lesson 7: Similar Polygons | Unit 2 Lesson 6: Social Scavenger Hunt (Print available) |
| Lesson 8: Similar Triangles | Unit 2 Lesson 7: Are Angles Enough? Lesson 8: Shadows |
| Lesson 9: Ratios of Side Lengths in Similar Triangles | |
| Lesson 12: Optical Illusions |
Unit 3: Linear Relationships
| Amplify Math | Desmos Math 6–A1 |
|---|---|
| Unit 3: Proportional and Linear Relationships | Unit 3: Proportional and Linear Relationships Unit 4: Linear Equations and Linear Systems Unit 5: Functions and Volume |
| Lesson 1: Visual Patterns | |
| Sub-Unit 1: Proportional Relationships | |
| Lesson 2: Proportional Relationships | |
| Lesson 3: Understanding Proportional Relationships | Unit 3 Lesson 1: Turtle Time Trials |
| Lesson 4: Graphs of Proportional Relationships | Unit 3 Lesson 1: Turtle Time Trials Lesson 2: Water Tank Unit 5 Lesson 4: Window Frames |
| Lesson 5: Representing Proportional Relationships | Unit 3 Lesson 1: Turtle Time Trials Unit 5 Lesson 4: Window Frames Lesson 6: Graphing Stories Lesson 7: Feel the Burn (Print available) Lesson 8: Charge! (Print available) |
| Lesson 6: Comparing Proportional Relationships | Unit 3 Lesson 3: Posters |
| Sub-Unit 2: Linear Relationships | |
| Lesson 7: Introduction to Linear Relationships | Unit 3 Lesson 1: Turtle Time Trials Lesson 4: Stacking Cups Unit 5 Lesson 6: Graphing Stories Lesson 7: Feel the Burn (Print available) Lesson 8: Charge! (Print available) |
| Lesson 8: Comparing Linear Relationships | |
| Lesson 9: More Linear Relationships | Unit 5 Lesson 6: Graphing Stories Lesson 7: Feel the Burn (Print available) Lesson 8: Charge! (Print available) |
| Lesson 10: Representations of Linear Relationships | Unit 3 Lesson 5: Flags Lesson 6: Graphing Stories Lesson 7: Feel the Burn (Print available) Lesson 8: Charge! (Print available) |
| Lesson 11: Writing Equations for Lines Using Two Points | |
| Lesson 12: Translating y = mx + b | Unit 3 Lesson 3: Posters Lesson 6: Translations |
| Lesson 13: Slopes Don’t Have to be Positive | Unit 3 Lesson 5: Flags Lesson 6: Translations Lesson 7: Water Cooler Lesson 8: Landing Planes |
| Lesson 10: Calculating Slope | Unit 3 Lesson 7: Water Cooler Lesson 8: Landing Planes |
| Lesson 14: Writing Equations for Lines Using Two Points, Revisited | |
| Lesson 11: Equations of All Kinds of Lines | Unit 3 Lesson 3: Posters Lesson 4: Stacking Cups Lesson 5: Flags Lesson 6: Translations |
| Sub-Unit 3: Linear Equations | |
| Lesson 16: Solutions to Linear Equations | Unit 3 Lesson 3: Posters Lesson 6: Translations Lesson 10: Solutions Unit 4 Lesson 3: Balanced Moves Lesson 4: More Balanced Moves (Print available) |
| Lesson 17: More Solutions to Linear Equations | Unit 3 Lesson 4: Stacking Cups Lesson 5: Flags Lesson 6: Translations Lesson 7: Water Cooler Lesson 10: Solutions |
| Lesson 18: Coordinating Linear Relationships | |
| Lesson 19: Rogue Planes |
Unit 4: Linear Equations and Linear Systems
| Amplify Math | Desmos Math 6–A1 |
|---|---|
| Unit 4: Linear Equations and Systems of Linear Equations | Unit 4: Linear Equations and Systems of Linear Equations |
| Lesson 1: Number Puzzles | Unit 4 Lesson 1: Number machines |
| Sub-Unit 1: Linear Equations in One Variable | |
| Lesson 2: Writing Expressions and Equations | |
| Lesson 3: Keeping the Balance | Unit 4 Lesson 2: Keep It Balanced |
| Lesson 4: Balanced Moves (Part 1) | Unit 4 Lesson 3: Balanced Moves |
| Lesson 5: Balanced Moves (Part 2) | Unit 4 Lesson 4: More Balanced Moves (Print available) |
| Lesson 6: Solving Any Linear Equations | Unit 4 Lesson 4: More Balanced Moves (Print available) Lesson 5: Equation Roundtable (Print available) Lesson 6: Strategic Solving (Print available) |
| Lesson 7: How Many Solutions? (Part 1) | Unit 4 Lesson 5: Equation Roundtable (Print available) |
| Lesson 8: How Many Solutions? (Part 2) | Unit 4 Lesson 5: Equation Roundtable (Print available) |
| Lesson 9: Strategic Solving | |
| Lesson 10: When Are They the Same | Unit 4 Lesson 8: When Are They the Same? |
| Sub-Unit 2: Systems of Linear Equations | |
| Lesson 11: On or Off the Line? | Unit 4 Lesson 9: On or Off the Line? |
| Lesson 12: On Both of the Lines | Unit 4 Lesson 10: On Both Lines |
| Lesson 13: Systems of Linear Equations | Unit 4 Lesson 11: Make Them Balance |
| Lesson 14: Solving Systems of Equations (Part 1) | Unit 4 Lesson 14: All, Some, or None? Part 2 |
| Lesson 15: Solving Systems of Equations (Part 2) | Unit 4 Lesson 12: All, Some, or None? Part 2 |
| Lesson 16: Writing Systems of Linear Equations | Unit 4 Lesson 14: Strategic Solving, Part 2 (Print available) |
| Lesson 17: Pay Gaps |
Unit 5: Functions and Volume
| Amplify Math | Desmos Math 6–A1 |
|---|---|
| Unit 5: Functions and Volume | Unit 2: Dilations, Similarity, and Introducing Slope Unit 3: Proportional and Linear Relationships Unit 5: Functions and Volume |
| Lesson 1: Pick a Pitch | |
| Sub-Unit 1: Representing and Interpreting Functions | |
| Lesson 2: Introduction to Functions | Unit 5 Lesson 2: Guess My Rule |
| Lesson 3: Equations of Functions | Unit 3 Lesson 4: Window Frames |
| Lesson 4: Graphs of Functions (Part 1) | Unit 5 Lesson 3: Function or Not? |
| Lesson 5: Graphs of Functions (Part 2) | Unit 5 Lesson 5: The Tortoise and the Hare |
| Lesson 6: Graphs of Functions (Part 3) | Unit 5 Lesson 6: Graphing Stories |
| Lesson 7: Connecting Representations of Functions | Unit 5 Lesson 7: Feel the Burn (Print available)Lesson 8: Charge! (Print available) |
| Lesson 8: Comparing Linear Functions | |
| Lesson 9: Modeling with Linear Functions | |
| Lesson 10: Piecewise Linear Functions | Unit 5 Lesson 9: Piecing It Together |
| Sub-Unit 2: Cylinder, Cones, and Spheres | |
| Lesson 11: Filling Containers | |
| Lesson 12: The Volume of a Cylinder | Unit 5 Lesson 10: Volume LabLesson 11: Cylinders Lesson 12: Scaling Cylinders |
| Lesson 13: Determining Dimensions of Cylinders | Unit 5 Lesson 14: Missing Dimensions (Print available) |
| Lesson 14: The Volume of a Cone | Unit 5 Lesson 10: Volume LabLesson 13: Cones |
| Lesson 15: Determining Dimensions of Cones | Unit 5 Lesson 12: Scaling Cylinders Lesson 13: Cones Lesson 14: Missing Dimensions (Print available) |
| Lesson 16: Estimating a Hemisphere | |
| Lesson 17: The Volume of a Sphere | Unit 5 Lesson 15: Spheres |
| Lesson 18: Cylinders, Cones and Spheres | Unit 5 Lesson 15: Practice Day 2 (Print available) |
| Lesson 19: Scaling One Dimension | |
| Lesson 20: Scaling Two Dimensions | |
| Lesson 21: Packing Spheres |
Unit 6: Exponents and Scientific Notation
| Amplify Math | Desmos Math 6–A1 |
|---|---|
| Unit 6: Exponents and Scientific Notation | Unit 7: Exponents and Scienctific Notation |
| Lesson 1: Create a Sierpinski Triangle | |
| Sub-Unit 1: Exponent Rules | |
| Lesson 2: Reviewing Exponents | Unit 7 Lesson 1: Circles Lesson 2: Combining Exponents |
| Lesson 3: Multiplying Powers | Unit 7 Lesson 3: Power Pairs (Print available) Lesson 4: Rewriting Powers |
| Lesson 4: Dividing Powers | Unit 7 Lesson 3: Power Pairs (Print available) Lesson 4: Rewriting Powers |
| Lesson 5: Negative Exponents | Unit 7 Lesson 5: Zero and Negative Exponents |
| Lesson 6: Powers of Powers | Unit 7 Lesson 3: Power Pairs (Print available) |
| Lesson 7: Different Bases, Same Exponent | |
| Lesson 8: Practice with Rational Bases | Unit 7 Practice Day 1 (Print available) |
| Sub-Unit 2: Scientific Notation | |
| Lesson 9: Representing Large Numbers on the Number Line | Unit 7 Lesson 8: Point Zapper |
| Lesson 10: Representing Small Numbers on the Number Line | Unit 7 Lesson 8: Point Zapper |
| Lesson 11: Applications of Arthithmetic with Powers of 10 | Unit 7 Lesson 8: Point Zapper Lesson 9: Use Your Powers |
| Lesson 12: Definition of Scientific Notation | Unit 7 Lesson 10: Solar System Lesson 11: Balance the Scale Lesson 13: Star Power |
| Lesson 13: Multiplying, Dividing, and Estimating with Scientific Notation | Unit 7 Lesson 11: Balance the Scale Lesson 13: Star Power |
| Lesson 14: Adding and Subtracting with Scientific Notation | Unit 7 Lesson 11: Balance the Scale Lesson 12: City Lights Lesson 13: Star Power |
| Lesson 15: Is a Smartphone Smart Enough to Go to the Moon? |
Unit 7: Irrationals and the Pythagorean Theorem
Practice Day 2 (Print available)
| Amplify Math | Desmos Math 6–A1 |
|---|---|
| Unit 7: Irrationals and the Pythagorean Theorem | Unit 8: The Pythagorean Theorem and Irrational Numbers |
| Lesson 1: Sliced Bread | |
| Sub-Unit 1: Rational and Irrational Numbers | |
| Lesson 2: The Square Root | Unit 8 Lesson 2: From Squares to Roots |
| Lesson 3: The Ares of Squares and Their Side Lengths | Unit 8 Lesson 1: Tilted Squares Lesson 3: Between Squares |
| Lesson 4: Estimating Square Roots | Unit 8 Lesson 3: Between Squares Lesson 4: Root Down |
| Lesson 5: The Cube Root | Unit 8 Lesson 5: Filling Cubes |
| Lesson 6: Rational and Irrational Numbers | Unit 8 Lesson 14: Hit the Target |
| Lesson 7: Decimal Representations of Rational Numbers | Unit 8 Lesson 12: Fractions to Decimals |
| Lesson 8: Converting Repeating Decimals Into Fractions | Unit 8 Lesson 13: Decimals to Fractions |
| Sub-Unit 2: The Pythagorean Theorem | |
| Lesson 9: Observing the Pythagorean Theorem | Unit 8 Lesson 6: The Pythagorean Theorem |
| Lesson 10: Proving the Pythagorean Theorem | Unit 8 Lesson 7: Pictures to Prove It |
| Lesson 11: Determining Unknown Side Lengths | Unit 8 Lesson 8: Triangle-Tracing Turtle |
| Lesson 12: Converse of the Pythagorean Theorem | Unit 8 Lesson 9: Make it Right |
| Lesson 13: Distances on the Coordinate Plane (Part 1) | Unit 8 Lesson 11: Pond Hopper |
| Lesson 13: Distances on the Coordinate Plane (Part 1) | Unit 8 Lesson 11: Pond Hopper |
| Lesson 14: Distances on the Coordinate Plane (Part 2) | Unit 8 Lesson 11: Pond Hopper |
| Lesson 15: Applications of the Pythagorean Theorem | Unit 8 Lesson 8: Triangle-Tracing Turtle Lesson 10: Taco Truck |
| Lesson 16: Pythagorean Triples |
Unit 8: Pythagorean Theorem and Irrational Numbers
| Amplify Math | Desmos Math 6–A1 |
|---|---|
| Unit 8: Associations in Data | Unit 6: Associations in Data |
| Lesson 1: Creating a Scatter Plot | Unit 6 Lesson 1: Click Battle |
| Sub-Unit 1: Associations in Data | |
| Lesson 2: Interpreting Points on a Scatter Plot | Unit 6 Lesson 3: Robots |
| Lesson 3: Observing Patterns in a Scatter Plot | Unit 6 Lesson 7: Scatter Plot City |
| Lesson 4: Fitting a Line to Data | Unit 6 Lesson 4: Dapper Cats Lesson 5: Fit Fights |
| Lesson 5: Using a Linear Model | Unit 6 Lesson 6: Interpreting Slopes |
| Lesson 6: Interpreting Slope and y-intercept | Unit 6 Lesson 6: Interpreting Slopes |
| Lesson 7: Analyzing Bivariate Data | Unit 6 Lesson 8: Animal Brains |
| Lesson 8: Looking for Associations | Unit 6 Lesson 9: Tasty Fruit |
| Lesson 9: Using Data Displays to Find Associations | Unit 6 Lesson 10: Finding Associations Lesson 11: Federal Budgets |
What is Amplify Caminos?
Amplify Caminos is a core Spanish language arts program for grades TK–5 that delivers:
- Authentic instruction built from the ground up for the Spanish language.
- A unique research-based approach truly built on the Science of Reading.
- A combination of explicit foundational skills with meaningful knowledge-building.
- Embedded support and differentiation that gets all students reading grade-level texts together.
- Opportunities for students to see the strengths and experiences that all people share while also celebrating each others’ unique identities and experiences.
How does Amplify Caminos work?
Daily instruction
Grades K–2: Dedicated knowledge-building and explicit skills instruction
Every day, students in Grades K–2 complete one full lesson that builds foundational reading skills in the Amplify Caminos Lectoescritura strand, as well as one full lesson that builds background knowledge in the Amplify Caminos Conocimiento strand. Through learning in each of these strands, students develop the early literacy skills necessary to help them become confident readers and build the context to understand what they’re reading.
Grades 3–5: Integrated instruction
In Grades 3–5, the Amplify Caminos Lectoescritura and Conocimiento strands are integrated in one set of instructional materials. Lessons begin to combine skills and knowledge with increasingly complex texts, close reading, and a greater writing emphasis. Students can then use their skills to go on their own independent reading adventures.
Formative and summative assessments
Amplify CKLA features a progression of moment-by-moment assessments to benchmark assessments. Assessment and feedback give teachers the information they need to differentiate instruction effectively.
Checks for Understanding
Each lesson segment incorporates checks for understanding to increase engagement and to let teachers make real-time adjustments to their instruction.
Formative Assessment
Each lesson goal is tied to a formative assessment opportunity, allowing teachers to see which students need more support with a benchmark.
Mid- and End-of-Unit Assessments
Mid-Unit and End-of-Unit Assessments provide valuable information on the skills and content students have mastered. Digital end-of-unit assessments are available on a variety of platforms.
Benchmark and Placement Assessments
Benchmark and Placement Assessments help teachers set goals and monitor the growth of each student, providing a baseline at the beginning of the year and ensuring students are advancing toward grade-level objectives.
What makes Amplify Caminos different?
Built on the Science of Reading
Built out of the latest research in the Science of Reading, Amplify Caminos delivers explicit instruction in both foundational literacy skills (systematic phonics, decoding, and fluency) and background knowledge in grades K–2 with an integrated approach to explicit instruction in grades 3–5.
Explicit systematic skills instruction
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.
Reading instruction begins with the vowels first, then the most common consonants, and finally the least common consonants. Students will blend and segment sounds to form syllables, and syllables to form words.
Although Spanish has a highly predictable orthography, there are a few silent letters (h is always silent, u is silent after g or q), as well as letters that can make different sounds, depending on the letters that follow them. For that reason, syllables with these letters are taught somewhat later in the progression. The same is true for syllables with infrequently occurring consonants, such as z, k, x, and w.
Coherent knowledge instruction
While students are learning how to read, the Conocimiento strand gives them authentic and engaging reasons to read.
Amplify Caminos uses spiral learning to reinforce every student’s ability to develop skills like reading, writing, speaking, and listening in Spanish that can be transferred to English. As students engage with their lessons, they explore the similarities and differences in grammar, vocabulary, writing, and language use between Spanish and English. This bridge helps students learning two languages to strengthen their knowledge in both.
Through cross-curricular content, students explore units that relate to storytelling, science, and the history of our world in a holistic and thoughtful way. With these units, you’ll bring the world to your students, showing them how reading can become an exciting, rewarding, and useful part of their lives.
Commitment to equity and diversity
Amplify Caminos builds students’ knowledge about the world, helping them see people who resemble them and their familiar situations or experiences while also exposing them to people whose appearances, lives, beliefs, and backgrounds differ from their own.
In addition to teaching all students to crack the written code (which is vital for equity), the Amplify Caminos program helps students celebrate their own unique identities and experiences while also seeing the strengths and experiences we all share.
Amplify Caminos includes both transadaptations and authentic texts written by Latin American and Spanish authors.
Our decodable Student Readers celebrate students’ diverse experiences and feature individuals with a broad range of identity factors, including socio-economic status, age, ability, race, ethnicity, country of origin, and more.
Our new Knowledge Research units carry forward Amplify Caminos’ powerful and proven instructional approach while also:
- Adding more diversity. The rich topics and highly visual components featured in these units provide students with even more “windows and mirrors” and perspectives as they work to build knowledge.
- Adding more authentic literature. Each new research unit revolves around a collection of high-interest authentic trade books that will spark more curiosity and inspire more inquiry.
- Adding more flexibility. Units can be implemented for extended core instruction during flex periods, district-designated Pausing Points, or enrichment periods.
Embedded differentiation for all learners
Amplify Caminos provides built-in differentiation strategies and supports in every lesson.
- Apoyo a la enseñanza y desafío: Support and Challenge suggestions in every lesson provide assistance or opportunities for more advanced work toward the goal of the lesson.
- Notas culturales: These point-of-use notes provide additional information about the traditions, foods, holidays, word variations, and more from across the Spanish-speaking world.
- Apoyo adicional: Every lesson in the Lectoescritura (Skills) Strand provides additional support activities suggested to reinforce foundational skills instruction. These activities can be given to any student who requires extra help, including students with special needs.
Sample materials
Demo access
Follow the instructions below to access your demo account.
- Click the Caminos Demo button below.
- Select Log in with Amplify.
- To explore as a teacher, enter this username:
t1.montgomery2024ela@demo.tryamplify.net
- To explore as a student, enter this username:
s1.montgomery2024ela@demo.tryamplify.net
- Enter the password: Amplify1-montgomery2024ela
- Click the Programs and apps menu
- Select CKLA Teacher Resource Site
- Select the desire grade level
- Use the toggle to switch between English (CKLA) and Spanish (Caminos) resources.
Check out these additional resources
Caminos review resources:
- Caminos Program Guide
- Biliteracy and Science of Reading Principles
- Caminos Caregiver Hub
- Caminos Sample Caregiver Letters
- Amplify Caminos Conocimiento Scopes and Sequences
- Grade K Knowledge Strand
- Grade 1 Knowledge Strand
- Grade 2 Knowledge Strand
- Grade 3 Integrated Strand
- Grade 4 Integrated Strand
- Grade 5 Intgrated Strand
Explore Amplify CKLA and Amplify Caminos
Thank you for reviewing the top-rated Amplify Core Knowledge Language Arts (CKLA) and its new Spanish-language partner Amplify Caminos.
Built on the Science of Reading, Amplify CKLA and Amplify Caminos sequence deep content knowledge with research-based foundational skills to help New York City students become strong readers, writers, speakers, and thinkers. As part of our commitment to creating richer curricula that is more diverse and culturally responsive, we’ve built on the foundation of our 1st Edition to create a new Amplify CKLA, complete with program enhancements that better help you reach every student.
Access your demo account
Access your NYC demo account to perform a full program review and explore the digital features that enhance instruction and save educators valuable time.
Username: t.nyc-ckla-demo@tryamplify.net
Password: Demo1234
Click here for demo login and navigation support.
Built on the Science of Reading
Through a unique, evidence-based two-strand approach, Amplify CKLA helps students master foundational skills and build a robust knowledge base–both of which are necessary for accessing and comprehending complex texts.
Grades K–2: Dedicated knowledge building and explicit skills instruction
Every day, students in Grades K–2 complete one full lesson that builds foundational reading skills in the Amplify CKLA Skills Strand, as well as one full lesson that builds background knowledge in the Amplify CKLA Knowledge Strand. Through learning in each of these strands, students develop the early literacy skills necessary to help them become confident readers and build the context to understand what they’re reading.
Grades 3–5: Integrated instruction
In Grades 3–5, Knowledge and Skills are integrated in one set of instructional materials. Lessons begin to combine skills and knowledge with increasingly complex texts, close reading, and a greater writing emphasis. Students can then use their skills to go on their own independent reading adventures.
Illustrated for engagement
All of the Amplify CKLA K–2 Skills Readers have been redesigned and reillustrated to increase student engagement and students’ sense of connection with the decodable stories and their characters. Stories with human characters now have improved inclusivity and authenticity and feature individuals with a broad range of identity factors, including socioeconomic status, age, ability, race, ethnicity, country of origin, religion, and more. Other stories feature fantastical creatures to bring excitement and whimsy to the tales.
These new readers better reflect New York City classrooms and give students intensive practice with 100% decodable text.
Inspire inquiry and spark curiosity
New Knowledge Research Units in each grade of Amplify CKLA and Amplify Caminos provide a collection of high-interest authentic trade books that will spark your students’ curiosity and inspire more inquiry. The rich topics and highly visual components featured in these units provide students with new perspectives and additional windows and mirrors as they work to build knowledge.
In these units students will soar to new heights with Dr. Ellen Ochoa, Amelia Earhart, and the Tuskegee Airmen. They’ll feel the rhythm as they learn about Jazz legends Miles Davis, Tito Puente, and Billie Holiday. And they’ll explore the far reaches of the world with Jacques Cousteau, Matthew Henson, and Eugenie Clark.
Parallel Spanish literacy instruction
Like Amplify CKLA, Amplify Caminos provides a two-strand approach to instruction via authentic Spanish foundational skills instruction sequenced with the same knowledge-building content found in Amplify CKLA. Every day in Grades K–2, students complete one full lesson that builds foundational reading skills in the Amplify Caminos Lectoescritura strand, as well as one full lesson that builds background knowledge in the Amplify Caminos Conocimiento strand.
When used with Amplify CKLA, Amplify Caminos provides parity across English and Spanish that’s suitable for any Spanish and English biliteracy implementation model.
New York City review materials
The Amplify CKLA Program Guide and the Amplify Caminos Program Guide provide you with more details on how these programs work, how they’re structured, and why they’re uniquely capable of helping you bring English and Spanish reading instruction built on the Science of Reading to your classroom.
NYC DOE requested review information:
- Amplify CKLA Scope and Sequence documents
- Amplify Caminos Scope and Sequence documents
- Amplify CKLA is recognized by Knowledge Matters Campaign and has received high ratings from EdReports.
- Alignment to New York State Next Generation ELA Learning Standards
- Alignment to Culturally Responsive-Sustaining Education Framework
- New York City DOE Implementation and Professional Development Proposal
For an even more in-depth review, access the following materials:
What is Amplify Caminos?
Amplify Caminos is a core Spanish language arts program for grades TK–5 that delivers:
- Authentic instruction built from the ground up for the Spanish language.
- A unique research-based approach truly built on the Science of Reading.
- A combination of explicit foundational skills with meaningful knowledge-building.
- Embedded support and differentiation that gets all students reading grade-level texts together.
- Opportunities for students to see the strengths and experiences that all people share while also celebrating each others’ unique identities and experiences.
How does Amplify Caminos work?
Grades K–2: Dedicated knowledge-building and explicit skills instruction
Every day, students in Grades K–2 complete one full lesson that builds foundational reading skills in the Amplify Caminos Lectoescritura strand, as well as one full lesson that builds background knowledge in the Amplify Caminos Conocimiento strand. Through learning in each of these strands, students develop the early literacy skills necessary to help them become confident readers and build the context to understand what they’re reading.
Grades 3–5: Integrated instruction
In Grades 3–5, the Amplify Caminos Lectoescritura and Conocimiento strands are integrated in one set of instructional materials. Lessons begin to combine skills and knowledge with increasingly complex texts, close reading, and a greater writing emphasis. Students can then use their skills to go on their own independent reading adventures.
What makes Amplify Caminos different?
Built on the Science of Reading
Built out of the latest research in the Science of Reading, Amplify Caminos delivers explicit instruction in both foundational literacy skills (systematic phonics, decoding, and fluency) and background knowledge in grades K–2 with an integrated approach to explicit instruction in grades 3–5.
Explicit systematic skills instruction
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.
Reading instruction begins with the vowels first, then the most common consonants, and finally the least common consonants. Students will blend and segment sounds to form syllables, and syllables to form words.
Although Spanish has a highly predictable orthography, there are a few silent letters (h is always silent, u is silent after g or q), as well as letters that can make different sounds, depending on the letters that follow them. For that reason, syllables with these letters are taught somewhat later in the progression. The same is true for syllables with infrequently occurring consonants, such as z, k, x, and w.
Coherent knowledge instruction
While students are learning how to read, the Conocimiento strand gives them authentic and engaging reasons to read.
Amplify Caminos uses spiral learning to reinforce every student’s ability to develop skills like reading, writing, speaking, and listening in Spanish that can be transferred to English. As students engage with their lessons, they explore the similarities and differences in grammar, vocabulary, writing, and language use between Spanish and English. This bridge helps students learning two languages to strengthen their knowledge in both.
Through cross-curricular content, students explore units that relate to storytelling, science, and the history of our world in a holistic and thoughtful way. With these units, you’ll bring the world to your students, showing them how reading can become an exciting, rewarding, and useful part of their lives.
Embedded differentiation for all learners
Amplify Caminos provides built-in differentiation strategies and supports in every lesson.
- Apoyo a la enseñanza y desafío: Support and Challenge suggestions in every lesson provide assistance or opportunities for more advanced work toward the goal of the lesson.
- Notas culturales: These point-of-use notes provide additional information about the traditions, foods, holidays, word variations, and more from across the Spanish-speaking world.
- Apoyo adicional: Every lesson in the Lectoescritura (Skills) Strand provides additional support activities suggested to reinforce foundational skills instruction. These activities can be given to any student who requires extra help, including students with special needs.
Commitment to equity
We believe we have a responsibility to provide literacy instruction that gives every student an equal opportunity to succeed and even excel. Amplify Caminos builds students’ knowledge about the world, helping them see people who resemble them and their familiar situations or experiences while also exposing them to people whose appearances, lives, beliefs, and backgrounds differ from their own.
In addition to teaching all students to crack the written code (which is vital for fairness), the Amplify Caminos program helps students celebrate their own unique identities and experiences while also seeing the strengths and experiences we all share.
Amplify Caminos includes both transadaptations and authentic texts written by Latin American and Spanish authors. Authentic literature exposes students to a variety of text types and perspectives to deepen their knowledge of fascinating topics in social studies, science, literature, and the arts. Authentic texts support text-to-self, text-to-world, and text-to-text connections for readers.
Amplify Caminos is built on the conviction that fairness in instruction is vital to an effective program. Decodable Student Readers celebrate students’ varied experiences and feature individuals with a broad range of identity factors, including socio-economic status, age, ability, race, ethnicity, country of origin, and more.
How does Amplify Caminos integrate with the other parts of the literacy system?
Amplify Caminos + mCLASS® Lectura
Achieve complete parity between English and Spanish assessments with mCLASS Lectura for K–6. mCLASS Lectura allows teachers to connect with their Spanish-speaking students face-to-face, one-on-one, and in the language most comfortable to them. The result? Valid and reliable student data reports
available in both English and Spanish, enabling teachers to pinpoint where their Spanish-speaking or emergent bilingual students really are in their skill development and what instruction to prioritize.
Amplify Caminos + Amplify Reading
Amplify Reading is an engaging, adaptive digital program that extends the learning in Amplify Caminos. Amplify Reading offers support to a large sub-group of English learners (ELs) through Spanish voice-over. Spanish voiceover instructions are available in vocabulary and sentence-level comprehension games so ELs can build their vocabulary, language, and critical comprehension skills before moving into analyzing complex texts
Check out these additional resources
Caminos review resources:
- Caminos Program Guide
- Biliteracy and Science of Reading Principles
- Amplify Caminos Conocimiento Scopes and Sequences
- Grade K Knowledge Strand
- Grade 1 Knowledge Strand
- Grade 2 Knowledge Strand
- Grade 3 Integrated Strand
- Grade 4 Integrated Strand
- Grade 5 Intgrated Strand
What is Amplify Science?
The Lawrence Hall of Science
Developed by the science education experts at UC Berkeley’s Lawrence Hall of Science and the digital learning team at Amplify, our program features:
- A phenomena-based approach where students construct a complex understanding of each unit’s anchor phenomenon.
- A blend of cohesive storylines, hands-on investigations, rich discussions, literacy-rich activities, and digital tools.
- Carefully crafted units, chapters, lessons, and activities designed to deliver true three-dimensional learning.
- An instructional design that supports all learners in accessing all standards.
Proven to work
Instructional model
The Amplify Science program is rooted in the proven, research-based pedagogy of Do, Talk, Read, Write, Visualize. Here’s how each element works:
Do
Firsthand investigations are an important part of any science classroom, and Amplify Science has students getting hands-on in every unit—from building models of protein molecules to experimenting with electrical systems.
Talk
Student-to-student discourse and full-class discussions are an integral part of the program. Students are provided with numerous opportunities to engage in meaningful oral scientific argumentation, all while fostering a collaborative classroom environment.
Read
Students read scientific articles, focusing their reading activities on searching for evidence related to their investigation and, importantly, on asking and recording questions as they read through fascinating texts on 21st-century topics.
Write
Following real-world practices, students write scientific arguments based on evidence they’ve collected, making clear their reasoning about how a given piece of evidence connects to one of several claims.
Visualize
By manipulating digital simulations and using modeling tools to craft visualizations of their thinking— just as real scientists and engineers do—students take their learning far beyond the confines of what they can physically see in the classroom in an exciting and authentic way.
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 and support students in mastering the Utah Science Standards.
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 grades K–2:
- One unit emphasizes the practice of investigation.
- One unit emphasizes the practice of modeling.
- One unit emphasizes the practice of engineering design.
In grades 3–5, students experience the three unit types above, plus:
- One additional unit that emphasizes the practice of argumentation.
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 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 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.
Argumentation units provide students with regular opportunities to explore and discuss available evidence, time and support to consider how evidence may be leveraged in support of claims, and independence that increases as they mount written arguments in support of their claims.
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.
Program components
Available digitally and in print, our unit-specific reference guides are chock-full of helpful resources, including scientific background knowledge, planning information and resources, color-coded 3D Statements, detailed lesson plans, tips for delivering instruction, and differentiation strategies.
Hands-on learning is an essential part of Amplify Science and is integrated into every unit. Students actively participate in science, playing the roles of scientists and engineers as they gather evidence, think critically, solve problems, and develop and defend claims about the world around them. Every unit includes hands-on investigations that are critical to achieving the unit’s learning goals.
More hands-on with Flextensions:
Hands-on Flextensions are additional, optional investigations that are included at logical points in the learning progression and give students an opportunity to dig deeper if time permits. These activities offer teachers flexibility to choose to dedicate more time to hands-on learning. Materials referenced in Hands-on Flextension activities will either be included in the unit kit or are easily sourced. Supporting resources such as student worksheets will be included as downloadable PDF files.
Our kits include enough non-consumable materials to support a class of 36 students and enough consumable items to support 72 students. In other words, each kit can last two years! Plus, our unit-specific kits mean teachers just grab the tub they need for the unit and then put it all back with ease.
Each unit of Amplify Science K–5 includes six unique Student Books written by the Lawrence Hall of Science specifically for the program. These content-rich nonfiction and informational texts provide opportunities for students to search for evidence relevant to their firsthand investigations, see science practices and dispositions modeled, extend their science knowledge, provide real world connections as they master reading-to-learn and close reading skills, and construct evidence-based arguments.
Important note:
Students in grades K–5 are never asked to read alone. Rather, books are read to, with, and by students with ample scaffolding and support provided by the teacher. Big Books are read aloud or together with the class to introduce ideas. Student Books allow for small-group reading and reading in pairs.
Available for every unit, our Student Investigation Notebooks contain instructions for activities and space for students to record data and observations, reflect on ideas from texts and investigations, and construct explanations and arguments.
In grades K–5, one copy of the Student Investigation Notebook is included in each unit’s materials kit for use as a blackline master. Each notebook is also available as a downloadable PDF on the Unit Guide page of the digital Teacher’s Guide.
Amplify Science offers digital experience licenses that make elementary instruction more flexible for students and teachers, as well as providing additional means to engage in remote, hybrid, or in-person learning!
Student-facing digital lessons
With the digital experience, students can engage with digital lesson content in one cohesive experience. It’s the same content from Amplify science in a new, integrated format where students can interact with slides, Sims, modeling tools, videos, books, and more.
Digital student notebook pages
Students can draw, write, record audio, and insert images into their Investigation Notebook pages. Their work is automatically saved and delivered to you in real time. When students edit their work, those edits are immediately reflected on your teacher work review page. You can access student responses by clicking “View Work,” where you can see students’ Investigation Notebook pages from the lesson, updating live.
Assign in Amplify
The digital experience allows flexibility with optional features like scheduling assignments in advance and setting due dates. You can use Scheduling to determine the date and time that the assignment appears in Student Home. You also have the flexibility to schedule when assignments appear and use dates to remove assignments from Student Home.
Assign in LMS
You can also assign lessons via our integrations with Google Classroom and Microsoft Teams, or by copying a lesson link and sharing it with students through the platform of your choice. The assignment link you send will provide students with direct access to the full lesson—slides, videos, digital tools, and worksheet activities—no student platform navigation required!
Teacher platform and presentation
Teacher-facing lesson content—including sample teacher talk, student responses, pedagogical support, and possible student responses—shows on a teacher’s private Teacher Guide tab. Students only see the lesson slides that are being presented.
Explore your print samples
With your Amplify Science print samples, you’ll find unit-specific Teacher’s References Guides, Student Investigation Notebooks, and sets of Student Books for each grade level.
A note about the Teacher’s Reference Guides:
It’s important that you see the full breadth and depth of our instruction. For that reason, we provide a copy of each of our unit-specific Teacher Reference Guides.
Rest assured that teachers do not use these robust reference guides for day-to-day teaching. For that, we have a hands-free TG!
- Teacher Reference Guide: Unlike a typical TG that requires a series of supplemental books to support it, our encyclopedic reference guide is chock-full of everything a teacher needs to fully implement our program and the NGSS.
- Ready-to-Teach Lesson Slides: For daily instruction, teachers need their hands free. That’s why we created ready-to-teach lesson slides for every single lesson. What’s more, they are editable and include suggested teacher talk and point-of-use differentiation and other instructional tips. Click to learn more.
A note about the Materials Kits:
Hands-on learning is at the heart of Amplify Science, and is integrated into every unit. In order to make hands-on learning more manageable for busy teachers, Amplify Science materials are organized into unit-specific kits.
What’s different about Amplify’s unit-specific material kits? They…
- Include more materials — We give teachers enough non-consumable materials to support a class of 36 students and enough consumables to support 72 student uses. In other words, each kit will last two years.
- Are more manageable — Unlike other programs that require large groups of students to share limited sets of materials, our kits include enough to support small groups of 4–5 students.
- Include supportive videos — Each hands-on activity provides clear instructions for the teacher, with more complex activities supported by video demonstrations and illustrations.
Grade-specific lists of all materials included in each kit:
- Grade K: Materials Kit List
- Grade 1: Materials Kit List
- Grade 2: Materials Kit List
- Grade 3: Materials Kit List
- Grade 4: Materials Kit List
- Grade 5: Materials Kit List
Access your digital samples
Explore as a teacher
When you’re ready to explore the teaching experience on your own, follow these instructions to access the Amplify Science digital teacher platform.
- Click the Access Amplify Science Platform button below and bookmark the page.
- Select Log in with Amplify.
- Enter the username: t.scienceut@tryamplify.net
- Enter the password: AmplifyNumber1
- Click on Science on the left hand side.
- Click on the Grade Menu in the top center of the screen and select any grade.
- Select any unit.
To help familiarize yourself with navigating the digital platform, watch the below navigational video.
Explore as a student
When you’re ready to explore the student learning experience on your own, follow these instructions to access the Amplify Science digital student platform.
- Click the Access Amplify Science Platform button below and bookmark the page.
- Select Log in with Amplify.
- Enter the username: s.scienceut@tryamplify.net
- Enter the password: AmplifyNumber1
- Click the backpack icon on the top right.
- Click Science K-5
- Select any unit.
Resources to support your review
- Utah K-8 High Quality Instructional Materials (HQIM) Review Rubric
- K-8 Standards Alignment to Utah SEEd Standards
- Research behind Amplify Science
- What’s so phenomenal about phenomena? – eBook
- Phenomena in grades K–5
- Program structure for grades K–5
- Student Books in grades K–5
- Literacy-rich science instruction in grades K–5
- Approaches to assessment in grades K–5
- Amplify Technical Requirements
Review of the B.E.S.T. program for middle schools, Amplify ELA Florida Edition
Thank you for taking the time to review Amplify ELA Florida Edition for middle school. The items below will allow you to experience our fully blended program, with access to our print materials, digital curriculum, and additional resources to support your review.
With the Benchmarks for Excellent Student Thinking (B.E.S.T.) standards as the foundation, our robust curriculum is built with a full appreciation of rich text, history, art, music, and other disciplines. This thoughtful development encourages a broader view of literacy that promotes knowledge-building across varied domains and subjects.
Review digital program
The content and instruction in Amplify ELA’s digital program mirror the content provided in the print Teacher Guides and Student Editions found below. Additionally, the digital program offers enhanced opportunities to engage students through the use of multimedia and a variety of learning apps. Teachers will also find embedded apps that make it easy to score student work, provide feedback, differentiate instruction, and report on progress.
To review the digital program, visit learning.amplify.com.
Click Login with Amplify, and use the following credentials:
Student view
- Username: s2.elafl@tryamplify.net
- Password: AmplifyNumber1
Amplify ELA Florida overview
Review grade 6 materials
Teacher Guides:
Bid #1274: 9781636025216, Amplify ELA Florida Grade 6 Teacher Blended Package
Available digitally and in print, the Teacher Guides contain all of the information teachers need to facilitate classroom instruction.
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.
Student Edition (single volume per year):
Bid #1274: 9781643830766, Amplify ELA Grade 6 Student Edition (single)
Available digitally and in print, the Student Edition guides middle schoolers through complex texts and writing by:
- Engaging students with high-quality narrative and informational texts.
- Providing videos, audio supports, and digital experiences that capture their attention.
- Presenting text in a single print volume for students to annotate on the page
Student Writing Journals:
Bid #1274: 9781636025186 Amplify ELA Florida Grade 6 Student Blended Package
Review grade 7 materials
Teacher Guides:
Bid #1276: 9781636025223, Amplify ELA Florida Grade 7 Teacher Blended Package
Available digitally and in print, the Teacher Guides contain all of the information teachers need to facilitate classroom instruction.
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.
Student Edition (single volume per year)
Bid #1276: 9781643831114, Amplify ELA Grade 7 Student Edition (single)
Available digitally and in print, the Student Edition guides middle schoolers through complex texts and writing by:
- Engaging students with high-quality narrative and informational texts.
- Providing videos, audio supports, and digital experiences that capture their attention.
- Presenting text in a single-volume print student experience to annotate on the page.
Writing Journals:
Bid #1276: 9781636025193, Amplify ELA Florida Grade 7 Student Blended
Review grade 8 materials
Teacher Guides:
Bid #1277: 9781636025230, Amplify ELA Florida Grade 8 Teacher Blended Package
Available digitally and in print, the Teacher Guides contain all of the information teachers need to facilitate classroom instruction.
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.
Student Edition (one volume per year)
Bid #1277: 9781643831466, Amplify ELA Grade 8 Student Edition (single)
Available digitally and in print, the student edition guides middle schoolers through complex texts and writing by:
- Engaging students with high-quality narrative and informational texts.
- Providing videos, audio supports, and digital experiences that capture their attention.
- Presenting text in a single-volume print student experience to annotate on the page.
Writing Journals:
Bid #1277: 9781636025209, Amplify ELA Florida Grade 8 Student Blended
Florida-required guidance
Resources
Additional materials to support your review:
Prepare for the new school year with your student!
We’re excited to welcome you and your student to Amplify for the new school year, and to provide exceptional learning opportunities through our programs. We’ve assembled the following resources and guides for you to reference to ensure your student has the most productive experience with our platform and curriculum throughout the year. Select your Amplify program below to get started!
Para la versión en español, haga clic aquí.
Select a program below:
Advice for next year—for teachers, from teachers
It’s that time of the year again—when the trees are blooming, summer is coming, and already teachers are peeking ahead to next fall!
It’s also a strategic time for educational leaders, who are already beginning to set professional development goals for teachers for the coming school year.
There are lots of excellent educational resources for teachers and leaders to access at this time—including, of course, other teachers and leaders!
That’s why we took this moment to ask Amplify Ambassadors: What advice would you offer to educators just starting their journey with Amplify?
Here’s what they had to say, both about Amplify products and about teaching in general.
Teacher-to-teacher advice about Amplify products
—Darcey Linton, Teacher, Student Support, Wissahickon School District, Pennsylvania
“Approach Amplify with the same wonder and enthusiasm as the children in your classroom! Take advantage of the fact that everything is new to all of you, and explore and adventure through each lesson together. One of our best resources is a working document we share that is filled with ‘notes for next year,’ something that we add ideas, links, and lab ideas to each year to make them easier to retrieve and implement the next time through.”
—Kim Eich, 6th-Grade Teacher, Anoka Hennepin ISD #11, Minnesota
Amplify ELA: “Don’t skip the Quests! Especially in 7th grade, I love doing the Poe Quest and Perception Academy in [the] Brain Science [unit].”
—Christine Wallace, Teacher/Reading Specialist, North Lakeland School District, Wisconsin
“Gather read-alouds about the CKLA knowledge domain topic. The recommended trade books listed on the Family Take Home page are a great way to start. I’ve borrowed them from our school library, and asked for donations. I display the books for students to see. Students are able to grab them and read them throughout the day. Having themed, content-rich books readily available to students allows them to build on their knowledge in a meaningful way.”
—Alyssa Villalobos, 2nd-Grade Teacher, Riverside Unified School District, California
“I encouraged teachers to walk through both levels of the demo account offered in order to preview the student experience in Boost. This allowed them to see the progression of skills and expectations to know the base of what is being developed, and what they are working toward in the more advanced components.”
—Elizabeth Sillies, District Literacy Coach and Title I Supervisor, Three Rivers Local School District, Ohio
Try it with fidelity first to see what works best for your teaching style and student needs. Once you have a grasp of the curriculum, then you can better supplement or modify it for you and your students’ needs.
—Ashley Carter, Science Teacher, Indian River School District, Delaware
Amplify CKLA: “When pre-teaching vocabulary words before the Read-Aloud, come up with a simple hand motion or facial expression for each word, [for example] hugging your body for the word ‘embrace.’ Have the kids do the motions along with you and then listen for the words as you read. When they hear one of the vocabulary words, they should do the motion with you. The physical response helps cement language acquisition, especially for the majority of my students who are learning English, and listening for the words and motions keeps all students engaged. Plus, it adds a micro-movement break.”
—Kathe McCormick-Evans, 1st-Grade Teacher, Arlington Public Schools, Virginia
“For Amplify CKLA, read the Intro section of each unit!! These are so full of professional development for the teachers. It will help you understand the why behind each theme and also explain some of the phonics rules you will be teaching to the students.”
—Allie Appeal, Instructional Coach, School District of Arcadia, Wisconsin
“Don’t rush through the program to get it done. You won’t love it and your kids won’t love it. Take your time and enjoy the journey! The kids and you will appreciate [it] so much more!”
—Stephanie Schuettpelz, Teacher, Marion School District, Wisconsin
mCLASS® DIBELS® 8th Edition: “Try to progress monitor as often as possible. Weekly or every two weeks would be a great time frame based on the needs of the students.”
—Shennoy Barnett-Bell, Teacher, Johnston County Public Schools, North Carolina
Teacher-to-teacher advice about teaching (and more)
—Melba Jordan, Teacher, Richmond County School System, Georgia
“Trust the process, especially in the upper grades when you cannot yet see the end result.”
—Maria Fadden, PreK–8 Literacy Coach, Belle Plaine Public Schools, Minnesota
“Set a timer every time you allow students to work independently or in groups. This allows them to start to use and understand time management. It makes everyone work with purpose and work quietly. I also play relaxing music as a white noise in the background.”
—Kerri Lintl, Teacher, Merrimac Community School, Wisconsin
Make it fun! Your interest gets the students more involved than any fun activity you plan.
—Jadyn Kramp, 4th-Grade Teacher, Wayne County School District, Kentucky
Amplify CKLA: “Don’t be afraid to read word by word. You don’t have to memorize the script.”
—Denise Sandoval, Literacy Coach, Catch Up & Read partnered with Dallas ISD, Texas
“Enthusiasm and positivity are contagious!”
—Stacey Smart, Reading Specialist, Romeo Community Schools, Michigan
Top 5 back-to-school tips for math teachers
Math teachers: What’s the formula for a successful year? As you know, there are plenty of variables, but here’s one constant: being prepared for back-to-school season.
We’re here to help!
From fun math activities to positive tone-setting to professional learning opportunities and more, our strategies are designed to help you enter your math classroom for the new school year feeling energized, inspired, and supported by your math community.
1. First-day fun: Plan interactive math classroom activities.
Before launching into back-to-school math lessons, how about a few rounds of Icebreaker Bingo? Create a Bingo card inviting students to find classmates who can answer “yes” to math-related descriptions (e.g., “Enjoys cooking or baking,” “Plays a musical instrument,” “Likes to play board games”). Activities like these motivate students by helping them uncover common interests and reminding them that math is an integral part of “real life.”
2. Student success: Work with school colleagues and leadership toward shared goals.
Review what systems may already be in place and consider adding more. You might:
- Schedule regular team meetings to set and work toward common goals.
- Establish a professional learning community to share math resources for teachers. For example: Consider hosting a Learning Lab to encourage collaborative professional learning from within the classroom.
- Amp up the use of data to inform decisions. Ask your team: What student performance data and assessment results can we use to see where improvements are needed?
3. Set the tone for the year: We are here to make mistakes.
As Math Teacher Lounge podcast co-host Dan Meyer says, “Students spend the majority of their learning in class [being] wrong.” That’s not only normal, it’s actually good—as long as students know that. Start the year by reminding them that making mistakes is not only inevitable, but also essential. Normalizing being “wrong” encourages students to overcome fear of failure, take risks, and build confidence—in school math activities and beyond.
4. Grow together: Establish a math community.
Build a math ecosystem connecting students to one another and creating a continuum between the classroom and their everyday lives. You might:
- Establish math routines in your classroom to build a classroom community focused on collaborative learning.
- Collaborate with students on writing a weekly math blog or math newsletter with classroom updates.
- Create simple but engaging math challenges for students and caregivers to do together, such as building toothpick towers or budgeting for a fantasy birthday party.
5. Use free professional learning opportunities for teachers from the math team at Amplify.
Explore our upcoming math webinars, designed to support you—along with your schools and districts—in using collaborative, effective, and engaging math practices in the classroom.
You can also check out our on-demand math webinar library on your own time. From quick tips to longer continuing education (CE) credit options, our library is sure to have just what you need.
Finally, our free toolkit of math resources will:
- Help you craft a dynamic math curriculum during the crucial first weeks of school.
- Support student engagement and spark new inspiration in your classroom practices and activities.
- Offer learning opportunities you can access now or on demand whenever you need them.
- Make it even easier for you to implement the tips above setting math students up for success from day one of the school year!
NJ CKLA
Welcome NYC Literacy Collaborative and Division of Multilingual Learners!
Welcome, San Francisco Reviewers!
Welcome, Ohio educators!
Thank you for taking the time to review Amplify’s CKLA resources for K–5.
Amplify Core Knowledge Language Arts® (CKLA) is an effective core literacy resource for students in grades K–5 and is aligned to Ohio’s Rule for Phonics. CKLA was developed in partnership with the Core Knowledge Foundation and was specifically designed to help teachers implement proven evidence-based instructional practices.
Click here for correlations to the Ohio Learning Standards for English Language Arts.
Click here to view Amplify CKLA’s Alignment to Ohio’s “Shifting to the Science of Reading” Framework.
Recognized Quality
Amplify CKLA is one of only a few high-quality, knowledge-building literacy curricula recognized by the Knowledge Matters campaign. Our shared message: Background knowledge is essential to literacy and learning.
Independently and rigorously reviewed
Amplify CKLA not only received an all-green rating from the rigorous evaluators at EdReports, but it was also recently recognized by the Knowledge Matters Campaign as a literacy program that excels in building knowledge.
Intentional knowledge-building
The Science of Reading reveals knowledge as an essential pillar of reading comprehension and lifelong literacy. Hear from author Natalie Wexler and CKLA customers on edWebinar about the importance of knowledge-building in reading instruction.
Designed for Ohio
We know there are several different paths you can take when implementing a Science of Reading program in your district:
- Prekindergarten
- K-2 Core No Foundational Skills
- K-2 Supplemental Foundational Skills
- K-2 Core Comprehensive English Language Arts
- 3-5 English Language Arts
To learn how Amplify CKLA supports each one of these paths, click here.
How it works
Amplify CKLA teaches both foundational skills and background knowledge in K–2 and combines them in 3–5, as required by the science of reading.
- In grades K–2, students complete one full lesson that builds foundational reading skills, as well as one full lesson that builds background knowledge.
- In grades 3–5, student complete one integrated lesson that combines skills and knowledge with increasingly complex texts, close reading, and a greater writing emphasis.
Rich topics
Amplify CKLA builds knowledge coherently across subjects and grades.
Students make connections from year-to-year by exploring grade-appropriate subject-area knowledge and vocabulary in history, science, literature, and the arts while learning to read, write, and think creatively and for themselves.
Diverse text
Amplify CKLA puts a variety of texts in the hands of students every day to build and strengthen background knowledge and vocabulary, listening and reading comprehension, and decoding and fluency skills.
More than that, we ensure the texts students read represent the world around them. With a diverse range of authors, topics, and characters, all students have ample access to both windows and mirrors. Our texts include:
- authentic books.
- authentic text passages.
- student readers.
- novel guides (grades 3–5).
Aligned to LETRS and Orton Gillingham
Amplify CKLA aligns with the instructional principles recommended by Orton Gillingham and LETRS.
- Structured–Concepts are taught through consistent routines
- Sequential–Concepts are taught in a logical, well-planned sequence
- Systematic–Phonemes are taught from simplest to most complex
- Explicit–Decoding and encoding concepts are taught directly and explicitly
- Multi-sensory–Instruction is delivered through visual, auditory, and kinesthetic-tactile pathways
- Cumulative–Concepts are applied in decodable, connected texts with constant review and reinforcement
Universal access
We believe we have a responsibility to provide literacy instruction that gives every student the same opportunity to succeed and excel.
We know that early reading affects achievement throughout school and beyond—well into college and career. Yet most literacy programs continue to fall short of supporting early literacy success. That’s why we’re so proud that CKLA is helping close the reading gap between students within diverse communities.
Complete curriculum
A strong literacy program is not just about a reading program or an assessment tool: it brings together curriculum, instruction, regular practice, intervention, and assessments.
Amplify has brought these components together in our early literacy suite of curriculum, ensure that you have what you need for multi-tiered support.
Science of Reading Resources
Watching students learn to read: magic. Knowing how they get there: science.
As you consider your next core ELA program, it’s critically important to understand what the Science of Reading really means and what it tells us about how to teach more effectively. Unlike other programs, Amplify CKLA was built upon these insights and practices, making it easier for teachers to implement this proven approach.
Virtual presentations
Amplify CKLA for Grades K–2
Amplify CKLA for Grades 3–5
About CKLA
Amplify CKLA is a core ELA program for grades K–5 that delivers:
- A combination of explicit foundational skills with meaningful knowledge building.
- Embedded support and differentiation that get all students reading grade-level texts together.
- Opportunities for students to see the strengths and experiences that all people share while celebrating each others’ unique identities and experiences.
- Authentic Spanish language arts instruction with Amplify Caminos.
How it Works
Amplify CKLA teaches both foundational skills and background knowledge in grades K–2 and combines them in 3–5.
- In grades K–2, students complete one full lesson that builds foundational reading skills and one full lesson that builds background knowledge.
- In grades 3–5, students complete one integrated lesson combining skills and knowledge with increasingly complex texts, close reading, and a greater emphasis on writing
What students Explore
Amplify CKLA builds knowledge coherently across subjects and grades.
Students make connections from year to year by exploring grade-appropriate subject-area knowledge and vocabulary in history, science, literature, and the arts while learning to read, write, and think creatively and for themselves.
Download the at-a-glance resources below to learn more.
What students read
Amplify CKLA puts a variety of texts in the hands of students every day to build and strengthen background knowledge and vocabulary, listening and reading comprehension, and decoding and fluency skills.
A comprehensive approach to literacy instruction requires students to have a wide range of text experiences, including reading, listening, discussing, and writing. Check out our text complexity guide to learn more by clicking here. Most questions, tasks, and assignments in CKLA materials are text-dependent. See how we use questioning and analysis skills to help students understand text in CKLA here.
More than that, we ensure the texts students read represent the world around them. With a diverse range of authors, topics, and characters, all students have ample access to both windows and mirrors. Our texts include the following:
- Authentic books.
- Authentic text passages.
- Student Readers.
- Novel Guides (grades 3–5).
Download the lists below to explore specific grade-level texts.
Supports LETRS
Amplify CKLA aligns with the instructional principles recommended by LETRS.
- Structured: Concepts are taught through consistent routines.
- Sequential: Concepts are taught in a logical, well-planned sequence.
- Systematic: Phonemes are taught from simplest to most complex.
- Explicit: Decoding and encoding concepts are taught directly and explicitly.
- Multi-sensory: Instruction is delivered through visual, auditory, and kinesthetic-tactile pathways.
- Cumulative: Concepts are applied in decodable, connected texts with constant review and reinforcement.
A comprehensive and cohesive solution
A strong literacy program is more than a reading program or an assessment tool: it combines curriculum, instruction, regular practice, intervention, and assessments.
Amplify has brought these components together in our early literacy curriculum suite to ensure you have what you need for multi-tiered support.
Trial Access
Ready to explore on your own? Follow the instructions below to access your demo account.
Explore CKLA's digital site
First, watch the quick teacher navigation video to the right. Then, follow the instructions below to access your demo account.
Go to my.amplify.com
Select Log in with Amplify
Teacher login: t1.springfield.ckla.k-5@demo.
Student login: s1.springfield.ckla.k-5@demo.
Password for both: Amplify1-springfield.ckla.k-5
Select the CKLA icon and your desired grade level
Additional Resources
Check out the information below to learn more about Amplify CKLA and see how Amplify CKLA is impacting classrooms all over the country.
Scope and sequences:
Grade 3 Integrated
Grade 4 Integrated
Grade 5 Integrated
Writing resources:
CKLA Writing Continuum for Grades K–2
CKLA Writing Continuum for Grades 3–5
Grade 3 Grammar and Morphology Scope & Sequence
Grade 4 Grammar and Morphology Scope & Sequence
Grade 5 Grammar and Morphology Scope & Sequence
Other helpful resources:
Contact us
Interested in speaking directly with your representative?
 |
Kristin McDonald Senior Account Executive (515) 240-0244 |
Introducing Amplify CKLA
Amplify CKLA for Grades K–2
After watching the K–2 video below, scroll down to learn even more, download resources, and access a demo.
Amplify CKLA for Grades 3–5
After watching the 3–5 video below, scroll down to learn even more, download resources, and access a demo.
What it is
Amplify CKLA is a core ELA program for grades K–5 that delivers:
- A unique research-based approach truly built on the Science of Reading.
- A combination of explicit foundational skills with meaningful knowledge building.
- Embedded support and differentiation that gets all students reading grade-level texts together.
- Opportunities for students to see the strengths and experiences that all people share while also celebrating each others’ unique identities and experiences.
- Authentic Spanish language arts instruction with Amplify Caminos.
How it works
Amplify CKLA teaches both foundational skills and background knowledge in K–2 and combines them in 3–5, as required by the science of reading.
- In grades K–2, students complete one full lesson that builds foundational reading skills, as well as one full lesson that builds background knowledge.
- In grades 3–5, student complete one integrated lesson that combines skills and knowledge with increasingly complex texts, close reading, and a greater writing emphasis.
See pages 30-65 of the CKLA Program Guide below to learn more.
What students explore
Amplify CKLA builds knowledge coherently across subjects and grades.
Students make connections from year-to-year by exploring grade-appropriate subject-area knowledge and vocabulary in history, science, literature, and the arts while learning to read, write, and think creatively and for themselves.
Download the at-a-glance resources below to learn more.
What students read
Amplify CKLA puts a variety of texts in the hands of students every day to build and strengthen background knowledge and vocabulary, listening and reading comprehension, and decoding and fluency skills.
More than that, we ensure the texts students read represent the world around them. With a diverse range of authors, topics, and characters, all students have ample access to both windows and mirrors. Our texts include:
- Authentic books.
- Authentic text passages.
- Student Readers.
- Novel Guides (grades 3–5).
Download the lists below to explore specific grade-level texts.
Access and equity
We believe we have a responsibility to provide literacy instruction that gives every student the same opportunity to succeed and excel.
We know that early reading affects achievement throughout school and beyond—well into college and career. Yet most literacy programs continue to fall short of supporting early literacy success. That’s why we’re so proud that CKLA is helping close the reading gap between students within diverse communities.
Explore how we make learning equitable for all learners with the resources below.
Built on the Science of Reading
Watching students learn to read: magic. Knowing how they get there: science.
As you consider your next core ELA program, it’s critically important to understand what the Science of Reading really means and what it tells us about how to teach more effectively. Unlike other programs, Amplify CKLA was built upon these insights and practices, making it easier for teachers to implement this proven approach.
Download the resources below to dive deeper into the Science of Reading.
Supports Orton-Gillingham and LETRS
Amplify CKLA aligns with the instructional principles recommended by Orton-Gillingham and LETRS.
- Structured–Concepts are taught through consistent routines
- Sequential–Concepts are taught in a logical, well-planned sequence
- Systematic–Phonemes are taught from simplest to most complex
- Explicit–Decoding and encoding concepts are taught directly and explicitly
- Multi-sensory–Instruction is delivered through visual, auditory, and kinesthetic-tactile pathways
- Cumulative–Concepts are applied in decodable, connected texts with constant review and reinforcement
A comprehensive and cohesive solution
A strong literacy program is not just about a reading program or an assessment tool: it brings together curriculum, instruction, regular practice, intervention, and assessments.
Amplify has brought these components together in our early literacy suite of curriculum, ensure that you have what you need for multi-tiered support.
Access demo
Ready to explore on your own? Follow the instructions below to access your demo account.
Explore the CKLA Teacher Resource Site
First, watch the quick navigation video to the right. Then, click the “Access CKLA Teacher Resource Site” button to log in.
- Click the CKLA Teacher Resource Site button
- Select Log in with Amplify.
- Enter this username: t1.yakima_school_district@demo.tryamplify.net
- Enter this password: Amplify1-yakima_school_district
- Select the desired grade level
Please note, these demo accounts expire on: February 23, 2023
Virtual Caravan Stop
Amplify CKLA for Grades K–2
After watching the K–2 video below, scroll down to learn even more, download resources, and access a demo.
Amplify CKLA for Grades 3–5
After watching the 3–5 video below, scroll down to learn even more, download resources, and access a demo.
What it is
Amplify CKLA is a core ELA program for grades K–5 that delivers:
- A unique research-based approach truly built on the Science of Reading.
- A combination of explicit foundational skills with meaningful knowledge building.
- Embedded support and differentiation that gets all students reading grade-level texts together.
- Opportunities for students to see the strengths and experiences that all people share while also celebrating each others’ unique identities and experiences.
- Authentic Spanish language arts instruction with Amplify Caminos.
How it works
Amplify CKLA and Amplify Caminos, our authentic elementary Spanish language arts program, teach both foundational skills and background knowledge in K–2 and combines them in 3–5, as required by the Science of Reading.
- In grades K–2, students complete one full lesson that builds foundational reading skills, as well as one full lesson that builds background knowledge.
- In grades 3–5, students complete one integrated lesson that combines skills and knowledge with increasingly complex texts, close reading, and a greater writing emphasis.
See pages 30-65 of the CKLA Program Guide and pages 18-33 of the Caminos program guide below to learn more.
How it Works
Amplify CKLA teaches both foundational skills and background knowledge in grades K–2 and combines them in 3–5.
- In grades K–2, students complete one full lesson that builds foundational reading skills and one full lesson that builds background knowledge.
- In grades 3–5, students complete one integrated lesson combining skills and knowledge with increasingly complex texts, close reading, and a greater emphasis on writing
What students explore
Amplify CKLA builds knowledge coherently across subjects and grades.
Students make connections from year-to-year by exploring grade-appropriate subject-area knowledge and vocabulary in history, science, literature, and the arts while learning to read, write, and think creatively and for themselves.
Download the at-a-glance resources below to learn more.
What students read
Amplify CKLA puts a variety of texts in the hands of students every day to build and strengthen background knowledge and vocabulary, listening and reading comprehension, and decoding and fluency skills.
A comprehensive approach to literacy instruction requires that students have a wide range of text experiences that include reading, listening, discussing, and writing. Check out our text complexity guide to learn more by clicking here. The overwhelming majority of questions, tasks, and assignments in CKLA materials are text-dependent. See how we use questioning and analysis skills to help students understand text in CKLA here.
More than that, we ensure the texts students read represent the world around them. With a diverse range of authors, topics, and characters, all students have ample access to both windows and mirrors. Our texts include:
- Authentic books.
- Authentic text passages.
- Student Readers.
- Novel Guides (grades 3–5).
Download the lists below to explore specific grade-level texts.
Access and equity
We believe we have a responsibility to provide literacy instruction that gives every student the same opportunity to succeed and excel.
We know that early reading affects achievement throughout school and beyond—well into college and career. Yet most literacy programs continue to fall short of supporting early literacy success. That’s why we’re so proud that CKLA is helping close the reading gap between students within diverse communities.
Explore how we make learning equitable for all learners with the resources below.
Built on the Science of Reading
Watching students learn to read: magic. Knowing how they get there: science.
As you consider your next core ELA program, it’s critically important to understand what the Science of Reading really means and what it tells us about how to teach more effectively. Unlike other programs, Amplify CKLA was built upon these insights and practices, making it easier for teachers to implement this proven approach.
Download the resources below to dive deeper into the Science of Reading.
Supports LETRS
Amplify CKLA aligns with the instructional principles recommended LETRS.
- Structured–Concepts are taught through consistent routines.
- Sequential–Concepts are taught in a logical, well-planned sequence.
- Systematic–Phonemes are taught from simplest to most complex.
- Explicit–Decoding and encoding concepts are taught directly and explicitly.
- Multi-sensory–Instruction is delivered through visual, auditory, and kinesthetic-tactile pathways.
- Cumulative–Concepts are applied in decodable, connected texts with constant review and reinforcement.
A comprehensive and cohesive solution
A strong literacy program is not just about a reading program or an assessment tool: it brings together curriculum, instruction, regular practice, intervention, and assessments.
Amplify has brought these components together in our early literacy suite of curriculum, to ensure that you have what you need for multi-tiered support.
Access demo
Ready to explore on your own? Follow the instructions below to access your demo account.
Explore as a teacher
First, watch the quick teacher navigation video to the right. Then, follow the instructions below to access your demo account.
- Go to my.amplify.com
- Select Log in with Amplify
- Enter this username: t1.allentown.literacy.science@demo.tryamplify.net
- Enter this password: t1.allentown.literacy.science
- Select the CKLA icon and your desired grade level
Additional Resources
Check out the information below to learn more about Amplify CKLA and see how Amplify CKLA is impacting classrooms all over the country.
Scope and sequences:
Grade 3 Integrated
Grade 4 Integrated
Grade 5 Integrated
Writing resources
CKLA Writing Continuum for Grades K–2
CKLA Writing Continuum for Grades 3–5
Grade 3 Grammar and Morphology Scope & Sequence
Grade 4 Grammar and Morphology Scope & Sequence
Grade 5 Grammar and Morphology Scope & Sequence
Newsworthy reads
Should we teach students at their reading level?
Other helpful resources
Amplify Science and CKLA Crosswalk
Remote and hybrid learning with CKLA
Contact us
Interested in speaking directly with your representative?
Janet Barry
Account Executive
(630) 946-4157
S4 – 01. Joyful math teaching with Kanchan Kant
This season on the Math Teacher Lounge podcast, we follow the theme “joyful math” and uncover its meaning.
In this episode, Kanchan Kant joins Bethany Lockhart Johnson and Dan Meyer to discuss the key, early investment she makes at the start of the school year to ensure her math teaching will be joyful for herself and for her students for the rest of the year.
Explore more from Math Teacher Lounge by visiting our main page.
Dan Meyer (00:00):
Okay, we are recording. Hey folks. Welcome back to Math Teacher Lounge. (laugh)
Bethany Lockhart Johnson (00:06):
Hardly off to a rocking start.
Dan Meyer (00:06):
Yeah. Yeah. <laugh> Did you like my energy there? Hey folks. Welcome back to Math Teacher Lounge. It’s a new season with your host Dan Meyer. And…
Bethany Lockhart Johnson (00:15):
I’m Bethany, Lockhart Johnson. How’s your summer Dan?
Dan Meyer (00:22):
Summer for me feels really hectic as we prepare, here at Amplify, for the new school year, and everyone’s starting these new math programs. So I’ve been feeling quite amped up, like usual in the summer. But also, my kids started big kid school. So I’ve been seeing the educational system from the role of a parent and all the anxieties and I worry, will I be my kids’ teacher’s most annoying parent <laugh> … So what kind of math curriculum you using? Oh, have you heard of core counting? Can I lead a math center? What’s this worksheet about? I’m really worried my kids are just overall gonna hate my vibe when I come around their classes. Uh, <laugh> so lots going on with me.
Bethany Lockhart Johnson (01:06):
It’s already happening for me and I have a toddler.
Dan Meyer (01:10):
<laugh> There we go. Anyway, that’s what I’m up to. That’s how I’m feeling. I’m curious how you’re doing. We haven’t chatted in a while. We’re excited about the podcast, but it’s been a bit, you know? Bethany got a break from me and my antics over the summer. So, how are we finding you here, as we ramp up to the new season?
Bethany Lockhart Johnson (01:24):
Uhhhh. Well, let me just tell you, I have a toddler. That’s kind of all I need to say. Except that’s not all I will say. Of course, I’ll say more. I am exploring, I’m dipping my toe into the extracurricular toddler activities; the music classes of the toddler world, the creative movement of the toddler world. And yeah, I have lots of opinions and lots of things to say about the teachers. And I’m like, Ugh, I can’t wait to be room mom. And just like…<laugh>
Dan Meyer (01:55):
Just let it rip, you know?
Bethany Lockhart Johnson (01:57):
I have opinions on everything and just hope I don’t get kicked out of the class.
Bethany Lockhart Johnson (02:05):
It’s been an eventfully recharging summer and we are ready for this new season. And in fact, we’re so ready that we decided that we were gonna mix up this season. Just a, just a tiny bit. Shall I explain Dan?
Dan Meyer (02:21):
Yeah. Let’s do it.
Bethany Lockhart Johnson (02:22):
So we have loved all the different topics that we have explored in the Math Teacher Lounge world, but we kind of feel like we need to do some more deep dives. So for this season and the foreseeable seasons …
Dan Meyer (02:38):
We’ll see how it goes.
Bethany Lockhart Johnson (02:38):
Let’s stick with this season. For this season. We’re going to be exploring a singular theme.
Dan Meyer (02:46):
We’re not bouncing around. Yep. We’re not bouncing around from a guest to guest going on whatever shiny thing in the river bed catches our eye. We’re gonna take one theme and see where it goes. What we working with here this season?
Bethany Lockhart Johnson (02:57):
This season, we are going to be exploring the idea of joyful math, joyful math. And Dan, the question I have for you is, is the term joyful math one that you use on the regular?
Dan Meyer (03:10):
No, it definitely is not. I think that joy and math are very rarely, you know, connected in the popular mind. Number one, and number two, you know, I’m kind of an ornery fellow, so that’s not my natural kind of description of math. But we decided that it feels like an important one at the moment, because a lot of math teaching–a lot of teaching in general, math teaching in particular–math teaching is often not a joyful discipline for students, where, you know, I’ve done some research where you look at what people type into Google. And I looked at like, what they…why am I bad at X? And I looked at that for where X is math, where it’s science, where it’s reading, where it’s history. And it was just wild to see how many more hits there are out there on the Internet for “why am I bad at math?” People don’t really associate math with joy, but also we’re looking at joyful math in terms of joyful math teaching. Math teaching, teaching in general, is a tough field at the moment with a lot of teachers leaving teaching. And those who remain are having a lot of soul searching and thinking about, why am I here and how do I sustain this work? And in an environment that seems hostile to my interests or my talents, or work-life balance. And so that’ll be the theme that we’re gonna kind of uncover over the course of our season, talking to various interesting guests, including one today about, yeah, joyful math teaching and joyful math.
Dan Meyer (04:43):
And to help us think about what joyful math teaching looks like, we figured we’d first look at what UN-joyful math teaching looks like. It happens to be the case that we’ve been in a pandemic as you might be aware, and teaching has been challenging. And the NEA, our National Education Association, surveyed its member teachers and asked them the following question … Gave a list of issues that school employees have experienced and asked, for each one indicate how serious of a problem this is for you. This is a survey where more than half of members said they are more likely to leave or retire sooner than planned because of the pandemic. And this is almost double the numbers from July, 2020. It’s really hard to keep track of teacher departures and unfilled vacancies across states. So I don’t wanna like blow this up out of proportion, but it does indicate some real challenges in teaching. So Bethany, I was curious, what do you think like at the top of the list, like what kinds of factors, issues facing educators would you imagine there are?
Bethany Lockhart Johnson (05:48):
So if I’m to understand you correctly, these are reasons someone is not actively experiencing joy in the profession of teaching. Like why would they leave?
Dan Meyer (05:58):
Exactly.
Bethany Lockhart Johnson (05:59):
Well, the number one thing that came to mind for me, well, okay. Wait, wait, one other caveat I need to ask about, you said specifically pandemic-related or just in general, because if it’s pandemic-related, then I think, well, there’s health issues, right? That people are concerned about, but in general, the thing that came to mind was a lack of support from administration districts, lack of funding, and overcrowding in classrooms. Like, you know, I saw somebody had 40 students in their classroom. So those are the two things that I can imagine like top on someone’s list that would make them experience less than a joyful day.
Dan Meyer (06:44):
Yeah. There’s a bunch of you’re kind of identifying here. So number seven on the list is lack of respect from parents and the public, which is like 76% of teachers call that out as serious for them. Others that you kind of circled around in terms of resources go like, not enough planning or unstructured time in the job kind of ties into resources. Yeah. But there’s others that are on the list that I’m curious, you wanna take on the swing at it, given what I’ve said here,
Bethany Lockhart Johnson (07:15):
I feel like too much being asked of them, like being asked to wear too many hats, like they’re being asked to not only teach their class, but also cover all the vacancies and supervise recess and, you know, make a delicious, nutritious lunch. That’s what came to mind. Am am I close?
Dan Meyer (07:33):
Yeah. Number four on the list, unfilled job openings leading to more work for remaining staff. People covering, you know, not just the kind of external to teaching work like you’re describing, but also just taking on like losing your prep period, to take on a class that has been unfilled for all kinds of reasons. Yeah.
Bethany Lockhart Johnson (07:54):
Yeah. I’ve only gotten the fourth. Give me one clue, one clue about …
Dan Meyer (07:59):
So, I mean like, so number one is general stress from the coronavirus pandemic, you know, which I feel like …
Bethany Lockhart Johnson (08:06):
I mentioned that.
Dan Meyer (08:07):
I’ll give you that one. Yep, yep, sure. And then number two, close behind, is feeling burned out, which I think ties into what you’re describing as well. I’m giving Bethany credit on that one. The third one is very different from the ones you’ve been describing. I think I cannot in good faith give you even partial credit for this one. I’ll just say it. Student…
Bethany Lockhart Johnson (08:28):
Wait! Dan, this is not how you give clues.
Dan Meyer (08:31):
Here’s a clue. It’s student absences due to COVID19. It’s really hard to deal student absences. That’s your clue.
Bethany Lockhart Johnson (08:40):
That wasn’t a clue that you told me.
Dan Meyer (08:43):
Yeah, let’s see. I think that’s largely it. There’s also pay is too low, is on the list; student behavioral issues, on the list. And I think that about covers it. So all of that, that basket of items has led to more than half of teachers in this survey, saying that they’re more likely to leave or retire from education sooner than planned. And I don’t know. I think we all know teachers who have bailed.
Bethany Lockhart Johnson (09:08):
I’ve never played a board game with you, Dan, but if we ever play a board game, we’re gonna work on your clue giving, ’cause I want to keep guessing. And you just told me.
Dan Meyer (09:22):
Yeah. Yeah.
Bethany Lockhart Johnson (09:22):
In all seriousness, the <laugh>. In all seriousness, I think yes, the stress of the pandemic and students being absent, what some folks are calling unfinished learning, all of those pieces do play into it. But a lot of those things that you’re mentioning on the list are things that are not unique to the pandemic, right? Like those are things that I feel like there is some modicum of control that we could have over shifting the way the culture of the teaching profession is going so that we could create a more joyful experience for educators, administrators, and students.
Dan Meyer (10:03):
Yeah. Good call out. That’s exactly right. We could tax the people who are not in the classrooms more and increase the pay to classroom teachers. You know, there we go.
Bethany Lockhart Johnson (10:11):
Oh. Bingo. Why didn’t we ask you sooner Dan, for your wisdom.
Dan Meyer (10:15):
Yeah. I’m … solved by Dan. Yeah, good point though. So I read that and yeah, I think that there’s been some … people have critiqued the NEA for being very alarmist about teacher departures as the year has ramped up. It has not been quite the flood of departing teachers as was predicted and thank heavens for that, but we should still be very bummed if teachers are unhappy and wanting to leave and feel like they can’t leave. That is definitely not good. So we were really excited to bring to the table, someone who is just a very joyful teacher and one in a very intentional way. Someone who has a lot of discipline in how she approaches the job and the students in it and tries to create a joyful environment for herself, Kanchan Kant. Kanchan is a math and computer science teacher at Newton North High School in Newton, Massachusetts. She’s been sharing her love for math with her students for the past four years, while also being instrumental in setting the culture and ethos of the math department at her school in her role as the assistant department head. We welcome you on the show Kanchan to help us understand joy and math teaching. Thanks for being here.
Bethany Lockhart Johnson (11:29):
Welcome!
Kanchan Kant (11:30):
Thank you for having me. I really appreciate it.
Bethany Lockhart Johnson (11:33):
One of my friends, her son was asked as his first math homework assignment to write out his math bio. And I loved that idea because we got to hear a little bit about your bio from like a broader perspective. But if we were to ask about your math bio, I will speak for myself to say like, automatically certain images flash into my mind, right? To think about my relationship, my evolving relationship with math. But I’m so curious if I was to ask you, what’s your math bio? How did you become the person, mathematically speaking, that you are today? Would you mind sharing a bit about that?
Kanchan Kant (12:10):
Of course I would love to. So I was born and raised in India and I belong to a family which considers mathematics to be extremely important to succeed in life. My father used to have me add and subtract license plates since I was four years old, when we were out and about. I loved math in school, it just made like complete sense to me. It was logical and you know, it was my favorite subject. I loved it all through high school. I had a confidence speed breaker in undergrad. When in my second semester I almost failed the engineering math course that I took. That was the first time math felt like too much and not like my best friend, which it was supposed to be. So it was a while before I could summon the courage to take on another math course in college.
Kanchan Kant (12:56):
But once I did that, it was like old times. I realized I had to persevere through the challenging bits. And once I did that, it started to make sense again. And through my journey, as an educator speaking to people from various backgrounds and like coming to the United States, I realized that math is challenging for everyone at one time or another. For some people that is elementary school. And for some others, it is college or even later. Either way does not mean that you are not a math person. When I was in college, I felt I was not a math person. Whereas my sister, my very own sister said the same thing about math in middle school. Both of us use math every day. And we are definitely, definitely math people. So for me to be a math person is to persevere, to approach problem-solving in a logical manner, and to find the joy in the process ,as well as the answer.
Dan Meyer (13:47):
That’s wonderful. Yeah. A lot of people, have a moment where they feel like almost betrayed by what they thought was a close friend of theirs, with math, where it’s like, wait, I thought we were tight. You know, I thought we were cool. You and me. And there’s that moment. And I wonder if that’s been a useful moment for you to, you know, bring back now and then as a teacher with students who might feel that even, you know, in high school or in a secondary school as a kid.
Kanchan Kant (14:15):
Absolutely. Like when I talk to students and tell them, yes, I had difficulty in math too. It has not always been easy for men and there are still things I struggle with sometimes, then it’s like more modeling for them that you have to persevere, you should persevere. And once you do that, it makes sense and you can feel successful. So, almost every year I end up sharing the story with my students.
Bethany Lockhart Johnson (14:38):
There’s so much value in that, right? That you are sharing that vulnerability with students. And to say your relationship with mathematics has not been, you know, smooth sailing the whole way through. There were times when you had to work harder than others.
Dan Meyer (14:55):
Yeah. Really fun to hear about you and your father as well. I tried to ask my five-year-old to do some skip counting the other day, like, okay, cool, you’re hot stuff. You can count, you know, up by ones, but what about by twos? And the moment really fell flat. And I watched myself becoming the kind of parent who is whose enthusiasm for math is one day resented by his children. I feel a lot of, yeah, I felt your anxiety Kanchan, with math itself. And now I feel anxiety as like someone who loves math and loves to teach math and may one day alienate the people closest to him. <laugh>
Kanchan Kant (15:31):
I don’t like that future. I have a three-month-old. I do not like this future of mine. If I have to go through what you’re going through. Uh, oh, <laugh>
Dan Meyer (15:38):
You got this. So Kanchan, you’re going back to the classroom coming up here at the time of this recording. It’s a few weeks out. And we’re thinking about like the kind of ways that math teachers sustain a disposition that is joyful. How are you feeling right now, as far as going back to class after this summer? Are you feeling excited, anxious, some combo, tell us about it.
Kanchan Kant (16:01):
I would say combo, but more excited than anxious. I was on maternity leave, as I mentioned, before the school year ended, and I missed the students dearly. Like, my students are what gives me hope in the darkest times. They are thoughtful. They’re empathetic. They’re so eager to learn. And very soon into my teaching career, I realized that if I take the time to get to know my students and make them feel safe and seen in my class, teaching them math would be so much easier and so much more fun. So I’m a little worried about this being like fourth year into the pandemic, but let’s see. Last year I felt the students were finding it difficult to interact with and work with their classmates because they had not been doing it for so long. So I’m hoping this year would go a little better and I’m really looking forward to working with them and building community and see how it goes.
Dan Meyer (16:53):
So if I’m understanding you correctly, you are feeling very well recharged here. You had basically an extended summer with this maternity leave, basically just like a lot of rest and relaxation over the last, like several months. Um, if I get you here. So anyway, I’m glad for that for you. And, yeah. I also hear you on the difficulties of teaching post pandemic or mid pandemic. Anyway, thanks for sharing that.
Bethany Lockhart Johnson (17:19):
What I love is I hear you being so intentional, like thinking about those relationships and thinking about that community that you want to build, you know? How do you hope that you’re gonna cultivate joy in your teaching this year? I mean like, are there certain routines or disciplines that you specifically call forth or that you think other teachers should think about?
Kanchan Kant (17:41):
So at the start of every school year, I dedicate like about three to four weeks to set up the classroom culture, both social and academic. I call my classroom a learning community. We start with community circles, we do icebreaker activities, group building and all those kinds of things. But most importantly, we do a lot of collective problem solving. So I try to present students with problems, which can be solved using multiple strategies and have multiple entry points, basically they are low floor, high ceiling problems. These could be stretch problems that they have seen before, like concepts that they already know or logical puzzles, or just wrapping their heads around different problems. Then I have students share their strategies. The more strategies they have on the board, the more successful I think the problem was. Every year, inevitably, students come up with strategies that I’ve never ever seen before for the same problems that I do.
Kanchan Kant (18:35):
And so I have students come up to the board, they would share their strategies. If they’re not ready for that, they would walk me through their strategies. And I would write their name on the board with different colored markers and everything. Basically to give them choice and agency. It also shows them that the process of doing the problem is so much more important than just getting the right answer and that it is okay to make mistakes in our learning community. I use a lot of vertical whiteboards, some concepts and problems align so well with the vertical surfaces, especially when students can explore together, learn from each other. So I do a lot of that. As for routines, I would say consistency is the key. I consistently reinforce that I want to hear multiple strategies, that it is okay to make mistakes. I am willing to learn from you as much as you’re willing to learn from me. So all like that consistency in culture more than the routines, is I feel important to bring that joy.
Dan Meyer (19:29):
That’s super interesting. Thanks for that. So I’ve heard, I hear two common objections or two common concerns to using rich tasks or doing problem solving. And I think I heard like answers to those two common reservations within what you described there, but I wonder if we can kind of bring it to the surface. And so one of the reservations is around the time that those problems take and another is that teachers often feel like, well, I might be surprised, you know, I might not know what to do with what a student does. And I thought I was hearing like some very interesting answers to both of those kinds of reservations from you, but would you just surface those up if you have some.
Kanchan Kant (20:09):
So in terms of time, I feel if I spend the time at the beginning of the year, setting up that community and doing those problems, it makes learning the math and learning the concepts much more faster throughout the rest of the year. And even when I am trying, like, even throughout the year, if we are doing a warm up problem, as I call it, which has multiple strategies, that’s gonna clarify so many more concepts when we talk about those five, 10 strategies of doing the same problem, then going through multiple problems to clarify those concepts. So for me, it actually saves time instead of taking more time.
Dan Meyer (20:43):
Hmm. That’s super interesting. It’s an investment I’m hearing from you that, yeah, you might not be hitting the curriculum quite as hard early on, but that all of a sudden you’re in the spring and it’s like, oh wow, we’ve been moving so much faster through territory that has been more challenging. What would you say to you know, comfort concerned educators or to address the concern that I don’t know what I’ll do with these five, 10 different strategies. You say, I always see strategies that I’ve never anticipated. Like, it’s a good thing, you know, like you’re happy about that. I think that’s a very intimidating thing for lots of educators. What would you say to that?
Kanchan Kant (21:19):
I think like, for me, it’s a good kind of discomfort. That means like a student is teaching me something, which is actually doing two things. One modeling for them that I’m willing to learn and that I don’t know everything. And two, also telling them that they’re mathematicians. They know what they’re doing. They’re not just receivers of math, they’re actually creating it. So for me, that is very, very important.
Bethany Lockhart Johnson (21:43):
I love that so much. When you think about your students and you’re about to start this new school year, how do you hope your students will experience math in your classroom?
Kanchan Kant (21:53):
So I hope my students can see the beauty and joy of math. They can see that math is a way to see the world and not as something we have to do to get through school. So my hope for my classroom is that we can learn to problem-solve and persevere through problems and learn from each other and not just get through the curriculum. Because like, I think math is a wonderful way to learn these skills, which are so important when you get out of high school. Most importantly, I just wanna make sure that my students see themselves as mathematicians. And like one of the things that like I have to share with you that, because one of my highlights for the year has to be the Desmos art project. I do it every year for the past three years, I think since I’ve started teaching sophomores. And I do it as a unit assessment for functions and my students design something that is meaningful to them, using all the different kinds of functions and colors and shading and everything that you can think of in Desmos.
Kanchan Kant (22:49):
Thank you so much for that though. It is such a cool way for me to see them do that. Like I have seen such amazing creations. One of my students once made a scaled working model of a solar system wherein the planets were rotating at relative speed. The Saturn had rings and they were like asteroids and everything. And then it was beautifully done. Then there was another one who did a very, very detailed whale scenery, her reasoning. I wanna be a Marine biologist and I wanna study whales. So this is what is meaningful to me. So like that one project is just a culmination of everything that I want students to see in math and in my classroom. And like I do more of those kinds of things, but that is one thing that it’s one of the highlights of my year.
Dan Meyer (23:32):
That’s awesome. I love hearing that. Yeah. Shout out to the team at Desmos Studio for building and continuing to develop a tool list that so good for art and animation, even, in addition to some mathematics with a more computational kind. Yeah, that’s really exciting. What’s interesting to me is that you teach high school, and I think that like students at that age have a very well-defined sense of what math is and who they are as mathematicians. And then along you come, you know, and like offer this really interesting disruption, you know, in their sophomore year of high school that like, oh, this can be totally different, this relationship who I am. And that’s just really exciting. I imagine it’s a very surprising year. I would imagine that first month, I would imagine is a very surprising month for a lot of your sophomores.
Kanchan Kant (24:20):
Yeah, it is. I mean, that’s why I take that time to build that community because then that sets the tone and the relationship that we’re gonna have for the rest of the year. Students get to know how to work with each other. They get to know each other, that whole piece is like super important because of that.
Dan Meyer (24:35):
Yeah. That’s awesome. So here’s the thing, like we’re exploring these ideas about joyful math teaching and what it will take to cultivate restore, reclaim joy in math, teaching this next year. And you’ve offered us these really interesting ideas some, some very, you know, philosophical and some technical about how you spend time in ways that lead to joy in the spring for you and your students. Love that. We don’t want to as hosts, as researchers, investigators of this joyful math teaching idea, we don’t wanna say it’s all up to teachers to change their mindset, to do different technical practices, and that will lead to joy. We also wanna be really attentive to the environment that surrounds you, the people who are around to support you, the policy makers, the social structures that influence your joy in very significant ways. So what we would love to know from you is, how are you supported by the greater educational community in keeping your joy in your work? I’m thinking, especially about administrators, you know, front office, staff, parents, even, can you name a few ways for those sorts of people who listen to this podcast, how they can cultivate a math teacher’s joy this coming year?
Kanchan Kant (25:54):
I would say trust. I think more than anything, educators want administrators, parents, the greater educational community, to trust them to be professionals and experts in what they do. That does not mean that we don’t want to learn, that we don’t want feedback, that we don’t wanna get better. It just means that we keep the wellbeing of our students as our top priority. And we would like to be trusted to do just that. Also just keeping in mind that whether we like it or not, we are still adjusting to the new normal while recovering from the worst of the pandemic times. A lot of us are recovering from trauma, a lot of our students are recovering from trauma, and we need time and space for our social and emotional wellbeing.
Dan Meyer (26:35):
Yeah. I’m really curious, Kanchan, you’ve done a lot of work in your area with your grading team and in thinking about equitable and biased resistant instruction. I’m curious how you see those efforts lining up with creating joyful math learning conditions for all students, not just students from a dominant culture of math doing, let’s say.
Kanchan Kant (26:55):
For me, creating an equitable environment in a classroom is most important because once you have that, that’s when you have the relationships, that’s when you have the culture, that’s when all students actually thrive. So to that end, our school and our department has been doing a lot of work around grading practices. We actually assess how we grade students, where the bias is, what we can do to make them more bias resistant. Should we move to mastery based grading? Like that’s something I’ve been experimenting with for the past two years. Through the pandemic, I started doing mastery based grading so that my students can get more opportunities to show that they have learned the content. And so like just little things which help bridge the opportunity gap. I would say another project that our school undertakes is called the calculus project wherein we have students in Black, Latinx, and low income families sign up for that and are recommended for that. And then we do summer classes and yearlong support to preview the material for next year, not as a remedial class, but to actually set students up for success in AP classes for the coming year. So we have the community buildup. We have the courses we have like math support. It’s a very beautiful thing actually. And I’ve been working with that program for four years now. So yeah, so those are my ways of creating more equity in our school.
Bethany Lockhart Johnson (28:19):
That’s so beautiful and I deeply, deeply wish you had been my high school math teacher. And I have to say that the theme that I kind of keep hearing is this intentionality. How you are so intentional about your work, not just with what your students are learning, but how they’re learning it, how they are engaging with this subject and how they are building their own relationship. You talked a little bit about your relationship over the years with mathematics, but how are your students building that relationship? And so I’m just very appreciative of you sharing that with us and with our listeners. And we are so excited to have learned a little bit about, like, I feel like I got a little mini peek into your classroom.
Kanchan Kant (29:03):
Thank you.
Bethany Lockhart Johnson (29:04):
And can I say that if you are listening to this prior to October at NCTM Los Angeles, you will get to hear Kanchan Kant speak at Shadow Con. Can I give that away, Dan? Is that, is that …
Dan Meyer (29:23):
You can drop that. Yeah, It’s pretty top secret.
Bethany Lockhart Johnson (29:26):
Can I drop it?
Dan Meyer (29:27):
Yeah. Do it. Yeah.
Bethany Lockhart Johnson (29:28):
Dan and I will be in the audience cheering you on. It’s been a joy to learn with and from you, and we are so excited to just, you know, kind of keep marinating on some of these ideas about how we can continue to be intentional about creating joyful math spaces for our students. Thank you so much for joining us today.
Kanchan Kant (29:49):
Thank you so much. It was a real pleasure.
Dan Meyer (29:57):
So Bethany, I loved hearing Kanchan talk about both her, just her joyful personality, but how she cultivates joy through craft and technique through, you know, through the various ways she interacts with students in intentional ways, that those make the job more joyful for her. And I thought it was really interesting to hear her talk about how autonomy is the thing that she needs most in her job environment to feel like she can be joyful in her work. In that context, I saw … something on Twitter popped up for me in my, you know, my many Twitter wanderings. This is a segment we might call, Dan finds something on Twitter and shares it with Bethany. Which we’ll tighten that up a little bit, but I’m sending this over to you right now, and I’d love to know as you check this out, what you’re seeing and what you’re thinking and we’ll chat about how it relates to our interview here in a moment.
Bethany Lockhart Johnson (30:47):
All right. I’m ready, send it over. It’s opening. So this appears to be a document by the way, outlining, maybe it’s a district, maybe it’s administration, they’re outlining expectation type and expectation guidelines. Hmm. Okay. And these are lesson plan expectations. Expectation type. Timeliness. Plans are due no later than 6 p.m.. Friday prior to the week of instruction. Comprehensive, all activities for the week for all subjects taught should be included and complete by due date and time. Plans should have at minimum, the following, see template for detail. Okay. So then it goes through the things that the plans need to have, the topic title, target, the objective, the activities, the sequence, the display agendas to be displayed backward design. Okay. So basically <laugh>, we were just talking about, overwhelm. And when I see this document, listeners, have you ever received something from your administrator or anyone, let’s take it more broadly, that is requesting something of you that would take so much time to complete and be so out of touch with your lived reality that it really genuinely sucks the joy out of the experience.
Bethany Lockhart Johnson (32:25):
So the first thing that I see that this document, and again, the goal of whichever district’s plan this is, is that these expectations will lead–now, mind you, I am a fan of like, you know, looking ahead, I’m not a like, oh, hey, what am I gonna teach in five minutes? No, but the idea that then it lays out all of the things in such detail that you’re gonna be teaching feels like one of those pacing guides where, oh, move on to the next page, whether or not your students have any sort of sense making whatsoever. So my first thought is, oh, sad. I have to stay here. I’ll be there past 6 p.m. But I’m gonna be there trying to make the plans for the next week based on what I think my students have learned. Hmm it’s sounds like a little bit of a bummer. Dan, what did you think when you saw this and did I do a fair description of what it is?
Dan Meyer (33:25):
No, it’s, it’s a tough one to describe, ’cause it’s basically a wall of text and commands from an administrator who like, I just have to imagine has just like acres and acres of teachers trying to beat down their door to teach at this school, if this is how you’re gonna treat your teachers. I mean just, yeah. The idea of having a week… I’m with you, you don’t wanna just like, just jump in by the seat of your pants, but the idea of having a full week of lessons for every section you teach, every prep you teach, planned and submitted with every minute, basically morseled out to different goals. It says down here, you gotta like, for all of these, download a CSV of grades and whatnot and attach those. It’s the sort of thing, like you said, there are some edicts that you get from administration where you just have to laugh or just like, you have definitely missed like what I am willing to do here. It’s so far beyond. Yeah. I can’t imagine it. And it just felt like, yeah, it was a great way to get teachers like Kanchan to feel like a real lack of autonomy. Like it’s this would not work. I don’t think.
Bethany Lockhart Johnson (34:33):
And it’s not even like willing to do. Like, let’s say you’re even willing to produce it. Let’s say that me, the rule follower is like, okay. I’m gonna attempt to meet these demands. One, most teachers were just, you know, they probably would put baloney down there anyway. Not saying that I would, but I’m saying like, it’s clearly just a hoop that they’re having to jump through and two…
Dan Meyer (35:04):
Yeah. Compliance, right?
Bethany Lockhart Johnson (35:05):
Yeah. Compliance, compliance. There you go. And two, yeah, it feels like it’s about control and not trusting the teacher. And I love that. Kanchan said that trust is what she needs. Right? You’re hiring me. Yes. I still have lots to learn, but you’re trusting me and you’re creating an environment where I can continue to learn from and with my students. And if I was being asked to submit this tome every Friday before six, that is predicting, what does it say, anticipating the steps necessary for student mastery? You know, I kind of feel like maybe it’s like that one or two teachers where maybe they feel like, oh, I don’t trust that teacher or that teacher isn’t doing a good job, whatever. We better do this for all of the teachers, but then it’s not gonna change the practices of that one teacher and all the other teachers are gonna be resentful.
Dan Meyer (36:00):
Like if there was like feedback that came back to you on, you know, on lesson plans or there was some like something that was very constructive or productive, like maybe that would be different, but it really just feels like these are gonna go into a digital drawer somewhere and not be looked at, at all.
Bethany Lockhart Johnson (36:15):
Yes. The digital drawer. Like I’m gonna send you this report and then nothing is going to happen with it. Except that four hours of my time. Well, you wouldn’t do it, but <laugh>…
Dan Meyer (36:29):
You’ve worn me down. You’ve worn me down. I’m now putty in your hands and more compliant for the next thing. And I also just wanna shout out the administrator today, who I emailed asking about like a teacher participating in a project and this administrator said, I have a standing policy not to email teachers over summer break, which you know, as administrators out there doing just the good work, you know, trusting teachers, watching out for them, trying to be a force multiplier for teachers, making the road wider, the way easier for teachers. So shout out to y’all doing the out there. Really appreciate that.
Bethany Lockhart Johnson (37:04):
Okay. Wait, wait. About that email thing, quick question. Did you ever check your email over the summer?
Dan Meyer (37:11):
Uh, yeah. That’s one way in which I was the, you know, I just love email, you know? Oh. Someone wanted to reach out. Oh, oh, Banana Republic wants to tell me about new clothes that are on offer. <laugh> I mean like, it’s just, I love those personal emails. So yeah, I did check my email over the summer.
Bethany Lockhart Johnson (37:26):
Somebody emailed me recently and they emailed me at like two in the morning. And because I currently have a toddler, I received the email at four in the morning because you know, the best thing to help myself fall back asleep is to hop on my phone, right? Like I’m already up trying to get my toddler back to sleep. I might as well start scrolling. Anyway, so the person had this little thing at the bottom of their email and it said, I have, something to the effect of, I have really like wonky work hours. I may be sending this outside of the like more standard nine to five. But please don’t feel pressure in any way to respond outside of your time. Would you appreciate that, seeing that or does it make you feel like you should respond? ‘Cause I almost responded at four in the morning, and maybe that says something about …
Dan Meyer (38:15):
They’re telling you not to respond.
Bethany Lockhart Johnson (38:16):
I know it was helpful.
Dan Meyer (38:18):
It says don’t, but you’re like, what if they’re saying that because they really expect me to respond and this is one of many ways that you and I are different. I’m always happy to see that.
Bethany Lockhart Johnson (38:29):
Do you respond? I’ve texted you in the evening because you know I have some wonky hours. Do you respond to things, like where’s your boundary there? Or when you were in the classroom, where was your boundary there? Did parents have your phone number?
Dan Meyer (38:43):
No. I gave kids my cell phone number for a couple years and it was a wobbly experiment. But parents will email, you know, back and forth with you. And I think the best thing to like … I love just like adding some friction, some latency into the kind of the chain, you know, like I hate going like back and forth, like da, da, da, da, and then like respond and then da, da da respond. And it just like goes back and forth. So just like just sitting back for an hour or two hours, you know, not responding, just let someone cool down, calm down. Email just gets you more email. That’s like if you send an email, you are just making it more likely to get more email. It’s a, you know, it’s a problem.
Bethany Lockhart Johnson (39:20):
Are you one of the zero people?
Dan Meyer (39:23):
My inbox is at zero. Most days before work.
Bethany Lockhart Johnson (39:26):
You’re joking!
Dan Meyer (39:28):
I end work every day with inbox, at zero.
Bethany Lockhart Johnson (39:31):
You’re joking!
Dan Meyer (39:32):
That’s just, you know.
Bethany Lockhart Johnson (39:33):
Who are you?
Dan Meyer (39:34):
You know, you should take my life coaching, Bethany. I’ll give you a discount since we’re math teacher, lunch pals. But, um yeah. I can help.
Bethany Lockhart Johnson (39:44):
Thank you for qualifying where our pal-dom lives. I wouldn’t even tell you how many are in my inbox. Point is, if you are actively starting the school year, we celebrate you and we are here and over the next few months, we’re gonna be diving into joyful math and that definition’s gonna keep evolving. But I wanna say something that is making me feel a little joyful, Dan. You ready?
Dan Meyer (40:15):
Tell me.
Bethany Lockhart Johnson (40:16):
You and I, in person, at NCTM, the National Council for Teachers and Mathematics. It’s coming up and we are going to be recording Math Teacher Lounge, live. Live, in person! And I hear there’s gonna be like a t-shirt cannon and there’s gonna be, you know, like musicians marching through the aisles or something.
Dan Meyer (40:46):
A marching band?
Bethany Lockhart Johnson (40:46):
A marching band!
Dan Meyer (40:46):
Trained animals. Yeah.
Bethany Lockhart Johnson (40:48):
But the point is, I’m so excited, Dan. And you know, when I see you, I might just, it’s been so long since I’ve seen you, Dan. I’d love to give you a big old embrace.
Dan Meyer (41:04):
You might just, you might just cry. Yeah. Yeah. It’ll be great. Yeah. It’s gonna be awesome for you folks to see me and Bethany have a real awkward first hug since the pandemic. And, uh, but it’s gonna be a blast to hang with us in person. We’ll have some special guests, probably, some interesting segments. You folks should stop on by at NCTM, if you’re gonna be there. Highly recommended.
Bethany Lockhart Johnson (41:29):
Now, we will be broadcasting that episode. You’re gonna get to hear … we’re gonna record it live. It’s gonna happen. In the meantime, you can find us at MTLshow on Twitter, or you can find us in our Facebook group, Math Teacher Lounge. We can’t wait to hear from you. And we’d love to hear what makes math joyful for you? Where can we add a little bit more joy to you this, this season? So thrilled to be back. Thanks for listening.
Stay connected!
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We’ll also share new and exciting free resources for your classroom every month.
Meet the guest
As a math and computer science teacher at Newton North High School, Newton, MA, Kanchan has been sharing her love for math with her students for the past four years. Kanchan is instrumental in setting the culture and ethos of the mathematics department at her school in her role as the Assistant Department Head. Kanchan also leads the Math Department Grading Team and has been instrumental in making grading policies which are more equitable and bias resistant. In her new role as a Transformative Leaders of Massachusetts Fellow in collaboration with Springpoint and Barr Foundation, Kanchan looks forward to making equity and joy of learning the foundation of many more classrooms.
About Math Teacher Lounge: The podcast
Math Teacher Lounge is a biweekly podcast created specifically for K–12 math educators. In each episode co-hosts Bethany Lockhart Johnson (@lockhartedu) and Dan Meyer (@ddmeyer) chat with guests, taking a deep dive into the math and educational topics you care about.
Join the Math Teacher Lounge Facebook group to continue the conversation, view exclusive content, interact with fellow educators, participate in giveaways, and more!
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¡Prepárese para el nuevo año escolar con su estudiante!
Nos complace darle la bienvenida a usted y a su estudiante a Amplify este nuevo año escolar y brindarles oportunidades de aprendizaje excepcionales a través de nuestros programas. Hemos reunido los siguientes recursos y guías para que usted pueda consultarlos y garantizar que su estudiante tenga la experiencia más productiva con nuestra plataforma y plan de estudios durante todo el año. ¡Seleccione su programa Amplify a continuación para comenzar!
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Amplify Desmos Math for Baltimore County Public Schools
Welcome, Baltimore City community!
Amplify Desmos Math is a new, curiosity-driven program that supports teachers in building their students’ math proficiency for life. On this site, you’ll find a variety of resources to guide you in learning more about what Amplify Desmos Math has to offer.
About the program
Amplify Desmos Math makes it easy for both teachers and students to make the shift to a problem-based approach by providing captivating activities, powerful teacher-facilitation tools, and lots of support for differentiation and practice.
We’ve combined interactive problem-based lessons with explicit instruction, reinforcement, and practice to enable students to develop math proficiency that lasts. Lessons set a strong foundation in procedural and fact fluency, deepen understanding of concepts, and enable students to apply learning to real-world tasks.
Amplify Desmos Math will be available for 2025–26 school year implementation. Interested districts can pilot the Beta release starting fall 2024.
Structured approach to problem-based learning
- Differentiation and personalized practice
- Easy-to-follow instructional guidance
- Robust assessments and reports
- Spanish student materials
Math that motivates
- Powerful teacher-facilitation supports and tools
- Students talking and building from each other’s ideas
- Every lesson has fully compatible print and digital materials for a collaborative classroom
Student thinking is made evident
- Curiosity-driven lessons that motivate students with interesting problems they are eager to solve
- Explicit guidance for teachers on what to look for and how to respond
- Technology that provides Responsive Feedback and is designed to reveal mathematical thinking
Figuring out Problem-Based Learning
Figuring out how to implement a problem-based learning approach to mathematics can be fun and challenging. Rest assured that you will not be alone on this journey. Amplify will be by your side every step of the way.
In the short videos below, Fawn Nguyen (Math Teaching and Learning Team, Former Math Coach and Teacher) and John Hoogestraat (Math Product Specialist, Former Math Coach and Teacher) share their thoughts about the power of Amplify Desmos Math.
Scope and sequence
Click the links below to view the program scope and sequence for grades K–5 and for grade 6–Algebra 1.
Start your digital review
Amplify Desmos Math expands on Desmos Math 6–A1 (which received all-green ratings from EdReports) with beautiful print resources, and robust practice, differentiation supports, assessment and reporting. Read the review on EdReports.
To review Desmos Math 6–A1 lessons click the orange button below, then click “Sign In” and use the following login credentials:
Email: desmos-program+BCPS@amplify.com
Password: Desmos1
Preview lessons
Check out the links below to explore our interactive digital lessons, as well as preview pages from the Teacher Editions and Student Editions. Watch our quick walkthrough video for tips on navigating our lesson resources.
In addition to the sample lessons below, you can view a sampler of Amplify Desmos Math mini-lessons. Amplify Desmos Math mini-lessons are 15-minute lessons aligned to the most critical topics throughout a unit. Teacher-led mini-lessons are used to provide targeted intervention to small groups of students who need additional support or to re-engage students with content that they may need more time on.
Grade 1, Unit 3, Lesson 15: 10-frames and Towers
Grade 2, Unit 1, Lesson 3: Ways to Make 10
Grade 7, Unit 6, Lesson 14: Unbalanced Hangers
Grade 8, Unit 4, Lesson 4: More Balanced Moves
Algebra 1, Unit 2, Lesson 6: Shelley the Snail
Looking for help?
Support is always within reach. Our team is dedicated to supporting you throughout your review and can be reached at any time by emailing or calling us directly.
- Live chat: Click the orange icon while logged in to get immediate help.
- Phone: Call our toll-free number: (800) 823-1969.
- Email: Send an email to help@amplify.com. In the message body, please include your name and question. Provide as much detail as possible, so we can more quickly help you find a solution.
Ready to learn more?
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Amplify Desmos Math for Crane Elementary School District
Amplify Desmos Math taps into students’ natural curiosity from the start of every lesson, helping teachers cultivate a classroom of eager, collaborative learners.
Amplify Desmos Math is based on Illustrative Mathematics® IM K–12™ and expands on Desmos Math 6–8 (which received all-green ratings from EdReports) with beautiful print resources, and robust practice, differentiation supports, assessment and reporting. Read the review on EdReports.
About the program
Amplify Desmos Math makes it easy for both teachers and students to make the shift to a problem-based approach by providing captivating activities, powerful teacher-facilitation tools, and lots of support for differentiation and practice.
We’ve combined interactive problem-based lessons with explicit instruction, reinforcement, and practice to enable students to develop math proficiency that lasts. Lessons set a strong foundation in procedural and fact fluency, deepen understanding of concepts, and enable students to apply learning to real-world tasks.
Amplify Desmos Math will be available for 2025–26 school year implementation. Interested districts can pilot the Beta release starting fall 2024.
Comprehensive
- Curriculum based on Illustrative Mathematics® IM K–12™
- Differentiation and personalized practice
- Robust assessments and reports
- Student materials in Spanish
Collaborative
- Powerful teacher-facilitation supports and tools
- Students talking and building from each other’s ideas
- Every lesson has fully compatible print and digital materials for an inclusive classroom
Delightful
- Curiosity-driven lessons that drop students into a real-world problem they want to solve
- Desmos Classroom technology provides instant, interactive feedback to push students’ thinking
- Colorful, visual guidance for teachers and students
Scope and sequence
Click the links below to view the program scope and sequence for grades K–5 and for grade 6–Algebra 1.
Preview lessons
Check out the links below to explore our interactive digital lessons, as well as preview pages from the Teacher Editions and Student Editions. Watch our quick walkthrough video for tips on navigating our lesson resources.
Grade 1, Unit 3, Lesson 15: 10-frames and Towers
Grade 2, Unit 1, Lesson 3: Ways to Make 10
Grade 7, Unit 6, Lesson 14: Unbalanced Hangers
Grade 8, Unit 4, Lesson 4: More Balanced Moves
Algebra 1, Unit 2, Lesson 6: Shelley the Snail
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- Use technology or any automated system, such as scripts or bots, to collect user names, passwords, e-mail addresses or any other data from or through the Site, or to circumvent or modify any security technology or software that is part of the Site.
- Send or cause to send (directly or indirectly) unsolicited bulk messages or other unsolicited bulk communications of any kind through the Site. If you do so, you acknowledge you will have caused substantial harm to Company, and that the amount of such harm would be extremely difficult to measure. As a reasonable estimation of such harm, you agree to pay to Company $50.00 for each actual or intended recipient of such communication.
- Modify, adapt, translate, reverse engineer, decompile or disassemble the Site.
- Solicit, collect or request any information for commercial or unlawful purposes.
- Post, upload or otherwise transmit an image or video of another person without that person’s consent.
- Use the Site to advertise, promote or engage in any commercial activity (including engaging in sales, contests or sweepstakes) without Company’s prior written consent.
- Frame or mirror the Site without Company’s express prior written consent.
- Use the Site in a manner inconsistent with any applicable law, rule or regulation.
- Use any robot, spider, site search/retrieval application or other manual or automatic device to retrieve, index, “scrape,” “data mine,” or in any way gather content of the Site or reproduce or circumvent the navigational structure or presentation of the Site without Company’s express prior written consent. Notwithstanding the foregoing, Company grants to the operators of public search engines the permission to use spiders to copy material from the Site for the sole purpose of, and solely to the extent necessary for, creating publicly-available searchable indices of such material, but not caches or archives of such material. Company reserves the right to revoke these exceptions either generally or in specific cases.
- Attempt, facilitate or encourage others to do any of the foregoing.
Company reserves the right to investigate and take appropriate legal action against anyone who, in Company’s discretion, violates this Agreement or attempts to do so, including terminating or suspending a user’s Account or access to or use of the Site, or reporting any User Content or conduct to law enforcement authorities.
You (and not Company) are responsible for obtaining and maintaining all telecommunications, broadband and computer hardware, equipment and services needed to access and use the Site, and for paying all charges related thereto.
User disputes
You are solely responsible for your interactions with other users of the Site, providers of Third Party Services (as defined below) or any other third parties with whom you interact on, through or in connection with the Site.
Purchases
Company may make available products and services for purchase through the Site, and may use third-party suppliers and service providers to enable e-commerce functionality on the Site. You may only purchase products and services that appear on the Site and that are delivered to an address located in the United States. You may only purchase products and services for personal, non-commercial use by you, your educational institution or students of your educational institution. We may limit quantities or refuse any order for any reason or no reason, including if we have reasonable cause to believe an order is for onward sale or resale other than through distribution channels approved by us. We make no promise that products or services available on the Site are appropriate or available for use in locations outside the United States, and purchasing products or services for delivery to or use in territories where their contents are unlawful is prohibited. If you choose to purchase products or services from locations outside the United States, you do so at your own risk. It is your responsibility to ascertain and obey all applicable local, state, federal and international laws (including minimum age requirements) in regard to the possession, use and sale of any product or service made available through the Site.
If you wish to purchase any product or service made available through the Site, you may be asked to supply certain information relevant to your transaction, including your credit card number, the expiration date of your credit card, your billing address and your shipping information. YOU REPRESENT AND WARRANT THAT YOU HAVE THE LEGAL RIGHT TO USE ANY CREDIT CARD(S) USED IN CONNECTION WITH ANY TRANSACTION. By submitting such information, you grant to Company the right to provide such information to third parties for purposes of facilitating the completion of transactions initiated by you or on your behalf. Verification of information may be required prior to the acknowledgement or completion of any transaction. While it is our practice to confirm orders by e-mail, the receipt of an e-mail order confirmation does not constitute our acceptance of an order or our confirmation of an offer to sell a product or service.
Details of the products and services available for purchase are set forth on the Site. All prices are displayed exclusive of all taxes and shipping/freight charges. Available payment methods, methods of shipping and shipping charges (including charges for expedited shipping, if available) are detailed on the Site. Company may also collect and remit sales tax on your purchase as required by United States law. If you are a tax-exempt entity, please enter the appropriate information where requested on your order form and we will not collect sales tax on your purchase.
Generally, credit and debit cards are not charged until we either ship the product(s) or confirm store availability (at which time you will be charged only for the products we have actually shipped along with any applicable taxes and shipping charges). However, we may pre-authorize your order amount with your credit or debit card issuer at the time you place the order, which may have an effect on your available credit line. When paying for a preorder with a debit card, you will be charged at the time you place your preorder. Please contact your credit or debit card issuer for more information. If you ordered a special delivery product, you will be charged once a delivery time is confirmed. For digitally delivered orders, your credit or debit card will be charged at the time that you initiate the download of the product.
All purchases made through the Site are made pursuant to a shipment contract. As a result, risk of loss and title for products purchased through the Site pass to you upon delivery of the products to the carrier. You are responsible for filing any claims with carriers for damaged and/or lost shipments. Please note that all shipping addresses must be compliant with the shipping restrictions contained on the Site.
Products, services and specifications
All products and services described or depicted on the Site, and all related features, content, specifications and prices, are subject to change at any time without notice. Certain weights, measures and similar descriptions are approximate and are provided for convenience purposes only. Packaging may vary from that shown. We make reasonable efforts to accurately display the attributes of our products, including the applicable colors; however, the actual color you see will depend on your computer system, and we cannot guarantee that your computer will accurately display such colors. The inclusion of any product or service on the Site at a particular time does not imply or warrant that such product or service will be available at any time. Occasionally, the manufacture or distribution of a certain product or service may be delayed for a number of reasons. In such event, we will make reasonable efforts to notify you of the delay and keep you informed of the revised delivery schedule. By placing an order, you represent that the products and services ordered will be used only in a lawful manner. All DVDs and similar products are sold for private, non-commercial home use (where no admission fee is charged), non-public performance, or classroom or instructional use only, and may not be duplicated.
Return and exchange policy
Unless otherwise specified in the terms associated with a particular product, you may return or exchange any product purchased through the Site within fourteen (14) days of receipt, by calling our customer service hotline, 1–800–823–1969, in the event that the purchased product is defective or you received the wrong product. Except for the foregoing, you may not return, cancel or exchange any product or service. Certain jurisdictions may provide additional statutory rights. Nothing herein is meant to limit your return or cancellation rights under local law. In the event that a return or exchange is due to an incorrect order or faulty product, we will be responsible for the shipping costs associated with such return. We will ship a replacement product upon receiving your defective or incorrect product and verifying the reason for the return or exchange.
Accuracy of information
We attempt to ensure that information on the Site is complete, accurate and current. Despite our efforts, the information on the Site may occasionally be inaccurate, incomplete or out of date. We make no representation as to the completeness, accuracy or currency of any information on the Site. For example, products or services included on the Site may be unavailable, may have different attributes than those listed, or may carry a different price than that stated on the Site. If an item’s correct price is higher than our stated price, we will, at our discretion, either contact you for instructions before shipping or cancel your order and notify you of such cancellation. Items in your “Shopping Bag” reflect the current price displayed on the item’s product detail page. Please note that this price may differ from the price displayed when the item was first placed in your Shopping Bag. In addition, we may make changes in information about price and availability without notice.
Chemicals, agricultural materials, and other hazardous materials
Certain products made available through the Site may include chemicals, agricultural materials or other material that may be subject to regulations or restrictions with respect to import or export, or to whom we may sell such material or where or how such material may be used. It is your responsibility to read and abide by all warning notices that accompany any products that you purchase. In addition, we reserve the right to request additional information from you, verify your identity, limit sales to certified educational or research institutions, or cancel or delay your order if required by law or if we believe it is necessary or advisable. Due to special shipping and handling requirements, freight companies routinely impose a surcharge on each package of hazardous material shipped. In such event, we will add such surcharge to your order.
Registration and account security
You may have the ability to create an account on or through the Site (an “Account”). If you submit registration information to create an Account, you represent and warrant that all information submitted to Company in connection with such registration is complete and accurate, and that you will update such information if it changes. If you create an Account, you are responsible for all use of your Account, and for maintaining the confidentiality of the information used to access your Account (including user name and password). You agree not to share your user name or password with anyone, or use anyone else’s Account at any time. You agree to notify Company immediately if you suspect any unauthorized use of, or access to, your Account (including your user name and password). You acknowledge that the reuse of your password in connection with accounts on other websites increases the risk that the security of your Account may be compromised.
Third party links and services
The Site may make available, or third parties may provide, links to other websites, applications, resources, advertisements, Content or other products or services created, hosted or made available by third parties (“Third Party Services”), and such third party may use other third parties to provide portions of the Third Party Service to you, such as technology, development or payment services. When you access or use a Third Party Service, you are interacting with the applicable third party, not with Company, and you do so at your own risk. Company is not responsible for and makes no warranties, express or implied, as to the Third Party Services or the providers of such Third Party Services (including the accuracy or completeness of the information provided by such Third Party Service or the privacy practices of any third party). Inclusion of any Third Party Service or a link thereto on the Site does not imply approval or endorsement of such Third Party Service. Company is not responsible or liable for the content or practices of any Third Party Service or third party, even if such Third Party Service links to or is linked by the Site, and even if such Third Party Service is operated by an affiliate of Company or a company otherwise connected with us or the Site
Feedback
Unless we expressly agree otherwise in writing, if you provide us with any ideas, proposals, suggestions or materials (“Feedback”), whether related to the Site or otherwise, you hereby acknowledge and agree that (a) your provision of any Input is gratuitous, unsolicited and without restriction and does not place Company under any fiduciary or other obligation; and (b) any Feedback is not confidential and Company has no confidentiality obligations with respect to such Feedback.. You hereby grant to us a world-wide, royalty-free, fully paid-up, exclusive, perpetual, irrevocable, transferable and fully sublicensable (through multiple tiers) license, without additional consideration to you or any third party, to reproduce, distribute, perform and display (publicly or otherwise), adapt, modify and otherwise use and exploit such Feedback, in any format or media now known or hereafter developed, and you hereby represent and warrant that you have all necessary rights to grant the foregoing license. We may use Feedback for any purpose whatsoever without permission or notice, compensation or attribution to you or any third party. You are and remain responsible and liable for the content of any Feedback.
Privacy
Please review the Privacy Policy for the Site, available at http://www.amplify.com/privacy, to learn about our information collection, usage and disclosures practices with respect to information collected by us through the Site. Please note that certain products or services made available by us, other than the Site, may be subject to different privacy policies. In addition, the Site’s Privacy Policy does not address, and we are not responsible or liable for, the information collection, usage and disclosures practices of any third party or Third Party Service.
Disclaimers
THE SITE, USER CONTENT, THIRD PARTY SERVICES, AND ALL PRODUCTS AND SERVICES SOLD THROUGH THE SITE (COLLECTIVELY, THE “SITE PRODUCTS”) ARE MADE AVAILABLE “AS-IS” AND “AS AVAILABLE” AND COMPANY DOES NOT GUARANTEE OR PROMISE ANY SPECIFIC RESULTS FROM USE OF THE SITE PRODUCTS. COMPANY AND ITS AFFILIATES EXPRESSLY DISCLAIM ANY WARRANTIES AND CONDITIONS OF ANY KIND, WHETHER EXPRESS OR IMPLIED, INCLUDING THE IMPLIED WARRANTIES OF MERCHANTABILITY, FITNESS FOR A PARTICULAR PURPOSE AND NON-INFRINGEMENT. IN PARTICULAR, COMPANY AND ITS AFFILIATES MAKE NO WARRANTY THAT THE SITE OR USER CONTENT OR THIRD PARTY SERVICES, OR YOUR ACCESS TO OR USE THEREOF, WILL BE UNINTERRUPTED, TIMELY, SECURE, ERROR-FREE, ACCURATE OR RELIABLE. UNDER NO CIRCUMSTANCES SHALL WE BE LIABLE FOR ANY CONSEQUENCES OF ANY UNAUTHORIZED USE OF THE SITE PRODUCTS THAT VIOLATES ANY APPLICABLE LAW OR REGULATION. CERTAIN STATE LAWS DO NOT ALLOW LIMITATIONS ON IMPLIED WARRANTIES OR THE EXCLUSION OR LIMITATION OF CERTAIN DAMAGES. IF THESE LAWS APPLY TO YOU, SOME OR ALL OF THE ABOVE DISCLAIMERS, EXCLUSIONS, OR LIMITATIONS MAY NOT APPLY TO YOU, AND YOU MIGHT HAVE ADDITIONAL RIGHTS.
Under no circumstances will Company or its affiliates be responsible for any loss or damage, including property damage, personal injury or death, resulting from use of the Site, Products, problems or technical malfunction in connection with use of the Site, Products, attendance at any Company event or the conduct of any Site users, whether online or offline. Your use of the Site, Products is solely your responsibility and at your own risk. The User Content and Third Party Services do not necessarily reflect the opinions or policies of Company or its affiliates.
Limitations on liability
IN NO EVENT WILL COMPANY OR ITS AFFILIATES BE LIABLE TO YOU OR ANY THIRD PARTY FOR ANY INDIRECT, CONSEQUENTIAL, EXEMPLARY, INCIDENTAL, SPECIAL OR PUNITIVE DAMAGES, INCLUDING LOST PROFIT DAMAGES, ARISING FROM YOUR USE OF THE SITE PRODUCTS, EVEN IF COMPANY OR ONE OF ITS AFFILIATES HAS BEEN ADVISED OF THE POSSIBILITY OF SUCH DAMAGES. NOTWITHSTANDING ANYTHING TO THE CONTRARY CONTAINED HEREIN, THE TOTAL LIABILITY OF COMPANY AND ITS AFFILIATES TO YOU FOR ANY CAUSE WHATSOEVER AND REGARDLESS OF THE FORM OF THE ACTION, WILL AT ALL TIMES BE LIMITED TO THE AMOUNT PAID, IF ANY, BY YOU TO COMPANY FOR THE SITE PRODUCTS.
Indemnity
You agree to indemnify and hold harmless Company, its affiliates, subcontractors and other partners, and each of their respective officers, agents, partners and employees, from any losses, costs, expenses (including reasonable attorneys’ fees), liabilities, claims or demands, due to or arising out of your use of the Site, your breach or alleged breach of this Agreement, your violation or alleged violation of any rights of another, or any Content that you post or otherwise submit on, through or in connection with the Site.
Termination
This Agreement remains in full force and effect while you access or use the Site. If you create an Account, you may terminate your Account at any time, for any reason, by contacting us at general@amplify.com. Company may terminate or suspend your Account and/or your access to or use of the Site at any time, for any or no reason, with or without prior notice or explanation, and without liability. Upon any such suspension or termination, your right to access and use the Site will immediately cease, and Company may immediately deactivate or delete your Account and all files and other information associated with it, and/or bar any further access to such files and other information. Company shall not be liable to you or any third party for any suspension or termination of your Account or of access to or use of the Site or any such files or other information, and shall not be required to make such files and other information available to you after any such suspension or termination. Sections 2, 5, 13, 17, 18, 19, 22, and 26 shall survive any expiration or termination of this Agreement.
U.S. export controls
All software made available in connection with the Site (“Software”) may be subject to United States export controls. No Software may be downloaded from or through the Site or otherwise exported or re-exported in violation of U.S. export laws.
Governing law
The terms of this Agreement are governed by the laws of the State of New York, U.S.A., without regard to its conflicts of law provisions, and regardless of your location.
Arbitration
EXCEPT FOR DISPUTES THAT QUALIFY FOR SMALL CLAIMS COURT, ALL DISPUTES ARISING OUT OF OR RELATED TO THIS AGREEMENT, WHETHER BASED IN CONTRACT, TORT, STATUTE, FRAUD, MISREPRESENTATION OR ANY OTHER LEGAL THEORY, WILL BE RESOLVED THROUGH FINAL AND BINDING ARBITRATION BEFORE A NEUTRAL ARBITRATOR INSTEAD OF IN A COURT BY A JUDGE OR JURY, AND YOU AGREE THAT COMPANY AND YOU ARE EACH WAIVING THE RIGHT TO TRIAL BY A JURY. YOU AGREE THAT ANY ARBITRATION UNDER THIS AGREEMENT WILL TAKE PLACE ON AN INDIVIDUAL BASIS; CLASS ARBITRATIONS AND CLASS ACTIONS ARE NOT PERMITTED AND YOU ARE AGREEING TO GIVE UP THE ABILITY TO PARTICIPATE IN A CLASS ACTION.
Arbitration procedure
Any arbitration under Section 23 above will be administered by the American Arbitration Association under its Commercial Arbitration Rules and Supplementary Procedures for Consumer-Related Disputes (“Supplementary Procedures”), as amended by this Agreement. The Supplementary Procedures are available online at http://www.adr.org/aaa/ShowPDF?doc=ADRSTG_015820. The arbitrator will conduct hearings, if any, by teleconference or videoconference, rather than by personal appearances, unless the arbitrator determines upon request by you or by us that an in-person hearing is appropriate. Any in-person appearances will be held at a location which is reasonably convenient to both parties with due consideration of their ability to travel and other pertinent circumstances. If the parties are unable to agree on a location, such determination should be made by the AAA or by the arbitrator. The arbitrator’s decision will follow the terms of this Agreement and will be final and binding. The arbitrator will have authority to award temporary, interim or permanent injunctive relief or relief providing for specific performance of this Agreement, but only to the extent necessary to provide relief warranted by the individual claim before the arbitrator. The award rendered by the arbitrator may be confirmed and enforced in any court having jurisdiction thereof. Notwithstanding any of the foregoing, nothing in this Agreement will preclude you from bringing issues to the attention of federal, state, or local agencies, and, if the law allows, they can seek relief against us for you.
Employment opportunities
Company may, from time to time, post Company employment opportunities on the Site and/or invite users to submit resumes to Company. If you choose to submit your name, contact information, resume and/or other personal information to Company in response to such employment listings, you are authorizing Company to use this information for all lawful and legitimate hiring, employment and other business purposes. Company also reserves the right, at its discretion, to forward such information to Company’s affiliates for their legitimate business purposes. Nothing in this Agreement or contained on the Site will constitute a promise by Company to review any such information, or to contact, interview, hire or employ any individual who submits such information.
Digital Millennium Copyright Act
The Digital Millennium Copyright Act of 1998 (“DMCA”) provides recourse for copyright owners who believe that material appearing on the Internet infringes their rights under U.S. copyright law. If you believe that any material residing on or linked to from the Site infringes your copyright, please send (or have your agent send) to Company’s Copyright Agent a notification of claimed infringement with all of the following information: (a) identification of the copyrighted work claimed to have been infringed, or, if multiple copyrighted works are covered by a single notification, a representative list of such works; (b) identification of the claimed infringing material and information reasonably sufficient to permit us to locate the material on the Site (such as the URL(s) of the claimed infringing material); (c) information reasonably sufficient to permit us to contact you, such as an address, telephone number, and, if available, an e-mail address; (d) a statement by you that you have a good-faith belief that the disputed use is not authorized by the copyright owner, the copyright owner’s agent or the law; (e) a statement by you that the above information in your notification is accurate and a statement by you, made under penalty of perjury, that you are the owner of an exclusive right that is allegedly infringed or are authorized to act on such owner’s behalf; and (f) your physical or electronic signature. Company’s Copyright Agent for notification of claimed infringement can be reached as follows: Copyright Agent, Amplify Education, Inc., 55 Washington Street, Brooklyn, NY 11201; Facsimile: 212-796-2311; Attn: Legal. Company’s Copyright Agent for notification of claimed infringement can also be reached electronically at: legal@amplify.com. Company reserves the right to terminate infringers’ and suspected infringers’ Accounts or their access to or use of the Site.
Notice for California residents
Under California Civil Code Section 1789.3, California users are entitled to the following consumer rights notice: If you have a question or complaint regarding the Site, please contact us by writing to Amplify Education, Inc., 55 Washington Street, Brooklyn, NY 11201 or by calling us at 212–213–8177 or sending a fax to 212–796–2311. California residents may reach the Complaint Assistance Unit of the Division of Consumer Services of the California Department of Consumer Affairs by mail at 1625 North Market Blvd., Sacramento, CA 95834, or by telephone at (916) 445–1254 or (800) 952–5210.
Other terms
This Agreement does not, and shall not be construed to, create any partnership, joint venture, employer-employee, agency or franchisor-franchisee relationship between you and Company. You may not assign, transfer or sublicense any or all of your rights or obligations under this Agreement without our express prior written consent. We may assign, transfer or sublicense any or all of our rights or obligations under this Agreement without restriction. The failure of Company to exercise or enforce any right or provision of this Agreement will not operate as a waiver of such right or provision. The Section titles in this Agreement are for convenience only and have no legal or contractual effect. References to and mentions of the word “include,” “includes,” “including,” or “e.g.” will mean “including, without limitation.” References to “discretion” will mean “sole discretion.” This Agreement operates to the fullest extent permissible by law. If any provision of this Agreement is unlawful, void or unenforceable, that provision is deemed severable from this Agreement and does not affect the validity or enforceability of any remaining provisions. Without limitation, you agree that a printed version of this Agreement and of any notice given in electronic form shall be admissible in judicial or administrative proceedings based upon or relating to this Agreement to the same extent and subject to the same conditions as other business documents and records originally generated and maintained in printed form. Company will not be responsible for failures to fulfill any obligations due to causes beyond its control.
Please contact us at legal@amplify.com with any questions regarding this Agreement.
Your comprehension questions answered, with Nathaniel Swain, Ph.D.
Second Mockup Episode 14: Your comprehension questions answered, with Nathaniel Swain, Ph.D.
Your comprehension questions answered, with Nathaniel Swain, Ph.D.
Mockup Episode 14: Your comprehension questions answered, with Nathaniel Swain, Ph.D.
Teaching for life, starring Eric Jones
Meet Our Guest(s):
Eric Jones
Eric Jones, born in 1941 during World War II, was determined to become a teacher. A chance encounter with a teaching college lecturer inspired him to follow his passion, leading him to qualify as a teacher in 1969 and earning a Bachelor of Education (Hons) in 1977. Eric dedicated over 30 years to teaching, holding positions such as head of school, head of department, and deputy head at a large inner-city school in London. He briefly retired in 1993 but continued to volunteer with teenagers in drama activities and tutoring for acting exams. In 2020, Eric wrote his first novel, Finding a Sovereign.
During an impending teaching shortage in 2022, Eric volunteered when the government asked for retired teachers to help keep schools running. Since then, he’s been teaching 1–2 days per week in local high schools. Over the years, Eric has contributed significantly to anti-bullying initiatives, co-authoring guides and speaking at conferences and media outlets. He’s won numerous awards and nominations, including a nomination by the Wychavon District Council for an arts recognition award, as well as a nomination for Best Musical in the West Midlands for a theater production he directed.
Meet our host, Ana Torres.
Ana has been an educator for 30 years, working in both the K–8 and higher education sectors. She served as an administrator and instructor at various public and private colleges and universities and as a bilingual and dual language teacher, dual language math and reading interventionist, dual language instructional coach, assistant principal, and principal in K–8 schools. Ana is currently the Senior Biliteracy and Multilingual Product Specialist on Amplify’s Product Specialist team, and delivers literacy and biliteracy presentations across the nation. Ana’s passion and advocacy for biliteracy and multiculturalism has led her to educate leaders, teachers, and parents about the positive impact of bilingualism and biliteracy in our world.
Meet our Classroom Insider, Eric Cross.
Eric Cross is a middle school science teacher who hopes to someday be a lifelong educator, like the guests on Beyond My Years! In each episode, Eric connects with host Ana Torres to discuss her guests’ best insights gleaned from their long and rewarding careers in the classroom. Then, Eric talks about bringing some of their wisdom into his current classroom and busy life.
Transcripts and additional resources:
Quotes
“He said to me, ‘You want to be a teacher, don’t you?’…I said, ‘Well, yeah, I’d love to, but I didn’t get enough qualifications when I left school. So I don’t think I’d ever really be qualified.’ And he said the magic words, ‘What are you waiting for?’”
“What I would say to young teachers is this: ‘Don’t teach science. Don’t teach maths. Don’t teach French. Don’t teach geography. Teach children.’”
“You’ve got to love teaching; you’ve got to love the kids; and you’ve really got to want to do it. Almost, dare I say, in your blood.”
“At the end of my 10 or 12 years of touring around and nattering on about bullying and trying to sort of quantify it in some way so that we could teach specifics…there is now a law in Britain that says every school must have an anti-bullying policy.”
“I like teaching kids things they didn’t know before and now they’re excited about. I love the idea that they will then move on into realms of industry and economics success that I would never dream of.”
“I’m in the education business. I’m not in the vengeance business. And if a boy doesn’t know how to use a knife and fork, I’ll teach him. If an infant doesn’t know how to tie shoelaces, I’ll teach him. If a child doesn’t know how to behave in society, I’ll teach him. Pleasantly, and productively, and creatively, and positively, I will teach him if that’s what he needs to learn.”
Amplify partners with Core Knowledge; acquires rights to new language arts program
Known for its scientifically based content and approach, Core Knowledge’s influential work anticipated the Common Core State Standards, so its practices and philosophy are true to the rigorous spirit of the standards and exemplify the manner in which they ought to be implemented.
Through this partnership with Core Knowledge, Amplify Learning will develop and market to schools nationwide a unique, effective reading and language arts program for grades K–3 that will expand to include grades 4 and 5. Amplify Learning is one of three divisions within Amplify, a company committed to re-imagining the way teachers teach and students learn.
The Core Knowledge approach teaches students about the world with engaging fiction and nonfiction content from the sciences, history, and the arts. As students acquire skills in reading and writing, they also develop the broad vocabulary and background knowledge that will allow them to read with comprehension and think critically. From Aztecs to fables to the solar system, from basic sound and spelling patterns to essays based on close reading, Core Knowledge Language Arts® has everything students need to get on the path to college and career readiness—and everything teachers need to meet the Common Core standards.
The rigorous and engaging Core Knowledge Language Arts® program will initially be offered as a print product, to be supplemented with digital enhancements as early as by the next school year. Through its ongoing digital strategy to build dynamic, interactive and academically rigorous curriculum, Amplify Learning will evolve the Core Knowledge Language Arts® program to a full digital format over time.
Amplify Learning is building a fully integrated, adaptive, digital curriculum that will enable educators to meet the rigorous goals set by the Common Core standards and strive to narrow the achievement gap. Its products are designed for tomorrow’s promise and today’s realities. The company is creating exciting new approaches to teaching and learning that are: as immersive as the best films; as compelling as the best video games; as social as the best networking applications; as personal as the best tutors; and as analytically sophisticated as the best search engines.
Together, Amplify and the Core Knowledge Foundation are looking forward to ensuring that students across the country meet the Common Core standards and graduate from high school college and career ready.
Using its long-term rights to the Core Knowledge Language Arts® program, Amplify will continue its work as a leading education innovator and bring additional fresh, technologically advanced products to the marketplace that are founded upon this highly regarded and academically robust material.
Said Josh Reibel, Chief Executive of Amplify Learning and Amplify Insight, “With its deep academic experience, Core Knowledge has spent years addressing the same set of educational issues that today drive the Common Core. We’re excited to now have the exclusive opportunity to market these resources more widely and to use them over time to offer even more transformative educational products that are all Common Core aligned.”
Added Reibel, “What’s more, the Core Knowledge Sequence, and its esteemed, knowledge-building language arts program, are an especially good fit with our groundbreaking development of an all new digital curriculum that is academically rigorous and engaging for kids.”
The path to college, or a rewarding career, begins in early childhood. Core Knowledge puts all students on that path. Combining well-established findings from cognitive science with classroom-based feedback from hundreds of teachers, Core Knowledge has created a successful academic model for preschool through eighth grade. Researchers established decades ago that reading comprehension and critical thinking are only possible with relevant prior knowledge. Over the past 25 years, the organization has identified the essential, foundational knowledge, vocabulary and skills children need to learn and organized them for efficient and effective teaching in a grade-by-grade, age-appropriate sequence.
Said Linda Bevilacqua, president of the Core Knowledge Foundation. “As we surveyed the landscape of education innovators to work with us on expanding Core Knowledge and incorporating our philosophy into new digital tools, we determined that Amplify had extraordinary capacity to enhance and deepen the Core Knowledge learning experience. Unlike its competitors, Amplify understands that in order to improve teaching and learning, technology must be a means to an end, not an end in itself—a means to enhancing effective educational practice, as they have demonstrated with their successful assessment and intervention tools for teachers, such as mClass.” Bevilacqua said, “Amplify’s approach will give teachers and students an even more efficient and effective platform for building essential knowledge. Their digital expertise with the Foundation’s expertise in curriculum development will provide the basis for extraordinary collaboration.”
About Amplify
Amplify is working to transform the way teachers teach and students learn. We are changing the realities of today’s classroom experience by leading the way in data-driven instruction, breaking new ground in mobile learning and paving the way for the next generation of digital curriculum and assessment. We’ve helped over 200,000 educators and three million students in all 50 states begin their digital transition through mobile assessment solutions, adaptive curricula, and tools that harness the power of data for classroom teachers. Headquartered in New York City with more than 1,000 employees across the country, Amplify is led by a team of digital education experts and has provided industry-leading instructional tools, data analytics and assessment solutions to the K–12 market for more than a decade as Wireless Generation, now a part of Amplify. Learn more at www.Amplify.com.
About Core Knowledge
Educational excellence and equity demand a strong foundation of knowledge for all children—and a coherent plan for teaching what every child needs to know. The Core Knowledge Foundation publishes and distributes a wide variety of education books and materials for educators and parents. At the heart of all of our products is the Core Knowledge Sequence, a detailed outline of recommended curricular content to be taught in language arts, history and geography, mathematics, science, music, and the visual arts from preschool through grade eight. We also support a nationwide network of Core Knowledge schools with instructional materials and professional development workshops. Learn more at www.coreknowledge.org.