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What’s included in our Spanish language arts curriculum

Amplify Core Knowledge Language Arts® (CKLA) is available in both English and Spanish. Amplify Caminos al Conocimiento Esencial, our robust Spanish language arts companion for grades K–5, supports multiple teaching models, including dual language immersion and transitional classrooms.

A laptop screen displays a kindergarten instructional webpage in Spanish, showing lesson categories with illustrated thumbnails and navigation options.

Year at a glance

The program’s intentional Knowledge Sequence from K–5 connects knowledge and vocabulary within a grade level and across grade levels, for deeper reading comprehension and preparation for college, career, and life. Instead of “activating prior knowledge,” Amplify Caminos helps you build it in the classroom from day one, for every child, expanding each student’s knowledge base long before they transition to reading to learn.

Curriculum flowchart showing reading themes and activities from Kindergarten to Grade 5, organized by grade level and literary theme, with interconnected boxes for each topic.

Units & domains at a glance

Each Knowledge Domain in grades K–2 and Unit in grades 3–5 varies in the number of days based on instructional purpose. Just as with our top-rated Amplify CKLA program, the Amplify Caminos materials engage and delight young learners with resources that are both appealing and original.

Una mujer rubia con un vestido azul cuida ovejas blancas y negras, sosteniendo un bastón de pastor. Un cerdo vestido de azul corre y un hombre de negro toca el violín en una valla. Al fondo hay una casa.

Domain

Nursery Rhymes and Fables/Rimas y fábulas infantiles

Start learning about literature with these classic Mother Goose rhymes.

Ilustración de tres personas en un paisaje cubierto de hierba, una tratando de atrapar mariposas con una red, otra escondiéndose detrás de una escultura alta y frondosa de una mano y otra con binoculares.

Domain

The Five Senses/Los cinco sentidos

Learning about the body starts with learning about how we experience the world.

Una ilustración que representa a un gran lobo con sombrero de copa liderando un desfile de animales y personas con instrumentos musicales a través de un paisaje montañoso.

Domain

Stories/Cuentos

Learn about the parts of a book and some of the stories that go in one.

Una ilustración vibrante de una escena rural con colinas, una granja, una mariposa, un sol brillante, varias verduras como tomates y lechugas, y un gusano en el suelo.

Domain

Plants/Plantas

Discover the lifecycle of plants and the history of George Washington Carver.

Ilustración de una escena de granja que muestra un camión rojo que transporta verduras, campos de cultivo, vacas pastando en una colina, un granero y un molino de viento contra un cielo azul.

Domain

Farms/Granjas

Now we know how plants make their food… but what about animals?

Ilustración de un nativo remando en una canoa en un río con búfalos pastando en un campo, tipis al fondo y pájaros volando en el cielo bajo un sol brillante.

Domain

Native Americans/Los nativos americanos

Who were the first people in America? A look at the Lenape, Wampanoag, and Lakota Sioux.

Una ilustración muestra un rey y una reina en tronos, un castillo en un acantilado y una mujer con enanos cerca de un árbol. Cortinas rojas enmarcan la escena.

Domain

Kings and Queens/Reyes y reinas

To understand fairy tales, it’s best to first understand royalty.

Ilustración que muestra las cuatro estaciones: primavera con flores, verano con árboles verdes, otoño con hojas que caen e invierno con nieve y gente en trineo. Un niño lee debajo de un árbol.

Domain

Seasons and Weather/Las estaciones y el tiempo

The study of natural cycles continues with the weather and why it happens.

Un velero de madera con símbolos de cruz roja en sus velas navega cerca de una isla tropical con exuberante vegetación y palmeras. A lo lejos se ven otros dos barcos en el agua.

Domain

Columbus and the Pilgrims/Colón y los peregrinos

A look at the first contact between Europe and the Americas, and some of its results.

Una escena histórica muestra gente afuera de una gran mansión de estilo colonial con dos chimeneas. En primer plano se ve un carruaje tirado por caballos y a la izquierda se ve una casa más pequeña.

Domain

Colonial Towns and Townspeople/Las colonias y sus habitantes

Before the War for Independence, how did the town and country depend on one another?

Ilustración de personas clasificando materiales reciclables en un parque cerca de un río contaminado. Las fábricas emiten humo al fondo, mientras que las mariposas, las flores y los árboles están presentes en el primer plano.

Domain

Taking Care of the Earth/Cuidar el planeta Tierra

We only have one Earth—here are some ways to help care for it.

Ilustración del Monte Rushmore con los rostros tallados de cuatro presidentes de Estados Unidos. Un águila vuela en primer plano.

Domain

Presidents and American Symbols/Presidentes y símbolos de los Estados Unidos

Start learning about government through the lives of five presidents.

Una ilustración caprichosa que muestra animales de granja alrededor de una casa en un árbol junto a un río. Un zorro, un conejo y una oveja interactúan mientras la gente acampa junto a una fogata al fondo. Una araña cuelga del árbol.

Domain

Fables and Stories/Fábulas y cuentos

Learn some of the key elements of a story through classic fables.

Ilustración que presenta anatomía humana, actividades de estilo de vida saludable, profesionales médicos, símbolos dietéticos, una ambulancia y microorganismos, destacando la conexión entre salud, nutrición y ejercicio.

Domain

The Human Body/El cuerpo humano

What are germs? What are the organs? And what does it all have to do with health?

Una ilustración que presenta varias escenas de cuentos de hadas y folclore, incluida una calabaza grande, un tigre, Caperucita Roja, personas con atuendos tradicionales y una pagoda roja con una montaña de fondo.

Domain

Different Lands, Similar Stories/Tierras diferentes, cuentos similares

A world tour of storytelling, and the stories that stay the same across the world.

Ilustración que muestra el antiguo Egipto con pirámides, la Esfinge, agricultores arando un campo con bueyes y ganado pastando bajo un cielo soleado.

Domain

Early World Civilizations/Antiguas civilizaciones del mundo

Rivers, farming, writing, and laws: just what does it take to build a civilization?

Escena ilustrada de la antigua Mesoamérica con maíz, un río, agricultores y pirámides al fondo. En primer plano se ve a una persona con traje tradicional.

Domain

Early American Civilizations/Antiguas civilizaciones de América

What will we find in the great temples of the Aztec, Maya, and Inca civilizations?

Ilustración de la exploración espacial: se lanza un cohete, un astronauta se para cerca de un módulo de aterrizaje, una persona usa un telescopio y aparece un planeta distante con anillos sobre un fondo estrellado.

Domain

Astronomy/Astronomía

How the Earth relates to the moon, the sun, and the rest of the planets.

Dos paleontólogos en un paisaje volcánico examinan fósiles en primer plano, mientras un volcán emite humo y lava al fondo.

Domain

The History of the Earth/La historia de la Tierra

Just what lies beneath the Earth’s surface, and what can it teach us about the past?

Una escena de vida silvestre diversa que presenta un cactus del desierto con un pájaro, un conejo, elefantes, un león, un oso polar sobre el hielo y montañas distantes bajo un cielo nublado.

Domain

Animals and Habitats/Los animales y sus hábitats

A look at the connection between how animals live and where they make their homes.

Una princesa con un vestido rosa sostiene una rana junto a un arroyo con un castillo, árboles y gente al fondo. En primer plano camina un zorro con un sombrero con una pluma roja.

Domain

Fairy Tales/Cuentos de hadas

What do fairy tales have to teach us about how stories are told?

Ilustración que muestra una escena histórica con soldados, veleros y hombres con atuendo colonial discutiendo en el interior.

Domain

A New Nation: American Independence/Una nueva nación: la independencia de los Estados Unidos

The story of the birth of the United States out of the 13 Colonies.

Los pioneros con carros cubiertos y caballos señalan hacia un valle con tipis nativos, fogatas y humo elevándose. Un oso se encuentra sobre una roca y se ven montañas al fondo.

Domain

Frontier Explorers/Exploradores de la Frontera

The story of the journey west from the newborn U.S.A. to find the Pacific Ocean.

Un hombre con un hacha se encuentra entre paisajes exagerados con un castillo, un tren con humo, un buey azul y una persona con un mono observando la escena.

Domain

Fairy Tales and Tall Tales/Cuentos de hadas y cuentos exagerados

Learn about exaggeration and characterization on the frontier.

Ilustración de un paisaje vibrante que presenta diversos monumentos culturales, incluidos templos, palacios, pirámides, una escena de elefantes, montañas distantes y fuegos artificiales en el cielo.

Domain

Early Asian Civilizations/Antiguas civilizaciones de Asia

Tour the world of classical civilization, starting with India and China.

Ilustración que muestra la antigua Grecia con un anfiteatro, estatuas, soldados con armadura, un barco y un templo en una colina rodeada de vegetación.

Domain

Ancient Greek Civilization/La civilización griega antigua

The tour continues with the philosophy and politics of Greece.

Illustration of various mythological scenes including greek gods, a flying horse, and roman architecture under a sunny sky.

Domain

Greek Myths/Mitos griegos

Dive deep into the characters and storytelling of classic myths.

Ilustración de una batalla entre barcos británicos y estadounidenses cerca de un fuerte. El barco británico está a la izquierda con soldados, mientras que el barco estadounidense está a la derecha. La gente porta una gran bandera estadounidense en primer plano.

Domain

The War of 1812/La guerra de 1812

Learn about America’s “Second War for Independence.”

Un paisaje nevado con un zorro durmiendo en una madriguera, gente corriendo y andando en bicicleta por un sendero y árboles que muestran los cambios estacionales.

Domain

Cycles in Nature/Los ciclos de la naturaleza

Introducing the natural cycles that make our lives possible.

Ilustración de carros cubiertos tirados por caballos a lo largo de un sendero en el desierto, con un coyote aullando sobre una alta formación rocosa y un tren de vapor al fondo.

Domain

Westward Expansion/La expansión hacia el oeste

Why did pioneers go west? What happened to the people who were there?

Ilustración de un jardín vibrante con flores, abejas, mariposas, una oruga en una hoja, una crisálida y un apicultor que maneja una colmena junto a un estanque.

Domain

Insects/Los insectos

Lay the grounds for animal classification by looking at solitary and social insects.

Ilustración de una escena histórica con gente escuchando el discurso de un hombre en una plataforma. Al fondo se ve un río y una procesión de personas. En primer plano hay un documento de proclamación.

Domain

The U.S. Civil War/La Guerra Civil de los Estados Unidos

Begin to grapple with U.S. history’s central crisis over slavery.

Una escena en la que aparece una persona explicando un diagrama anatómico humano, otra persona haciendo ejercicio, una cadena de ADN, campos y un microscopio de fondo.

Domain

Human Body: Building Blocks and Nutrition/El cuerpo humano: componentes básicos y nutrición

A deeper dive into the digestive system and the nutrition process.

Un grupo diverso de personas se encuentra en un muelle con vistas a un bullicioso puerto con barcos y un gran barco, un avión volando por encima y la Estatua de la Libertad al fondo.

Domain

Immigration/La inmigración

Why did people immigrate to the United States, and what did they find here?

Women in early 20th-century clothing march with signs for voting rights and justice in front of a yellow bus labeled "Cleveland Ave.," making history that can inspire lessons in a K–2 language arts curriculum.

Domain

Fighting for a Cause/Luchar por una causa

How people can do extraordinary things to make the world better for everyone.

Dos ratones antropomórficos en un bote de remos, uno de ellos remando, navegan por un río tranquilo rodeado de exuberante vegetación y árboles. El ratón que rema lleva una chaqueta azul y el otro ratón parece conversar.

Unit 1

Classic Tales: The Wind in the Willows/Cuentos Clásicos: El viento en los sauces

A deep dive into character, theme, and POV in classic stories from around the world.

Ilustración de un jaguar, una garza, una rana roja, una tortuga y un pez en un paisaje vibrante con montañas y vegetación bajo un cielo soleado.

Unit 2

Animal Classification/La clasificación de los animales

How do we classify different animals by their appearance and behavior?

Ilustración de una figura humana que muestra la anatomía interna, incluidos el cerebro, los pulmones, el corazón, el sistema digestivo y una articulación de la cadera resaltada sobre un fondo degradado.

Unit 3

The Human Body: Systems and Senses/El cuerpo humano: sistemas y sentidos

Let’s take a closer look at how the skeleton, muscles, and nervous system all work.

Un ángel se arrodilla ante una mujer sentada en un sofá dorado encima de un templo en una noche estrellada. Unas escaleras conducen al templo en un paisaje montañoso.

Unit 4

The Ancient Roman Civilization/La civilización romana antigua

What is Rome’s greatest cultural contribution? In this unit, your students decide.

Ilustración de un perro saltando bajo un árbol, persiguiendo una abeja, con una mesa en primer plano sosteniendo una jarra y vasos de limonada. El sol brilla intensamente en el cielo.

Unit 5

Light and Sound/La luz y el sonido

The science behind all the ways we see and hear the world.

Un barco vikingo con una proa en forma de dragón navega en el océano bajo un cielo azul con nubes. El barco tiene una sola vela grande y varios escudos recubren sus costados.

Unit 6

The Viking Age/La era vikinga

An immersive narrative experience about what life was like in Viking communities.

Ilustración de una escena espacial con varios planetas y anillos sobre un fondo de estrellas. Dos planetas grandes dominan el primer plano y se ven planetas más pequeños al fondo.

Unit 7

Astronomy: Our Solar System and Beyond/Astronomía: nuestro sistema solar y más allá

More about our universe, including a writing project about daily life on a space station.

Una persona sentada en el borde de un acantilado con vistas a un vasto paisaje desértico con nubes arremolinadas en el cielo.

Unit 8

Native Americans: Regions and Cultures/Los nativos americanos: regiones y culturas

How did Native American nations change their way of life in different parts of the world?

Ilustración de un velero en el océano con la costa este de América del Norte visible a la izquierda.

Unit 9

Early Explorations of North America/La exploración europea de América del Norte

What was it like to sail to North America with the early European explorers?

Una pintura representa una escena del siglo XVII con colonos, un velero al fondo y un hombre conduciendo un carro tirado por caballos cargado de mercancías. Se ve a otras personas descargando y trabajando cerca.

Unit 10

Colonial America/La época colonial en los Estados Unidos

A study of the very different ways of life in the different pre-U.S. colonies.

Ilustración que muestra el ciclo de la vida: un esqueleto en el suelo, un pájaro posado en una cerca, otro pájaro en una planta y un ave rapaz más grande arriba, todos conectados por flechas circulares.

Unit 11

Ecology/Ecología

Students keep ecologist’s journals to learn about our world and how best to protect it.

Una mano alcanza una manzana verde en una rama. Cerca hay una brújula, un termómetro, un lápiz, notas musicales y un granero rojo sobre un paisaje cubierto de hierba.

Unit 1

Personal Narratives/Narrativas personales

Read stories of personal experience… and learn to reflect on your own.

Ilustración medieval que representa un grupo de figuras con armadura a la entrada de un alto castillo gris con puente levadizo, adornado con banderas y rodeado por un paisaje decorado y fondos ornamentados.

Unit 2

Empires in the Middle Ages/Los imperios en la Edad Media, parte 1 & Los imperios en la Edad Media, parte 2

Explore the medieval history of Europe and the Middle East.

Ilustración dorada de un dragón con alas sobre fondo beige, rodeado de diversos elementos decorativos como estrellas, hojas y estampados abstractos.

Unit 3

Poetry/Poesía

Study the poetry of many nations using licensed text anthologies, and begin to write your own.

Vintage styled illustrations of a microscope, an old telephone, and a clock on textured background with geometric patterns.

Unit 4

Eureka! Student Inventor/¡Eureka! Estudiante inventor

Transform the class into a lab for students to build and present inventions.

Formaciones rocosas en un paisaje desértico con capas vibrantes y arremolinadas de arenisca roja, naranja y amarilla bajo un cielo parcialmente nublado.

Unit 5

Geology/Geología

Plate tectonics, volcanoes, erosion: all the forces that shape the Earth.

Una imagen abstracta y colorida que representa varias formas geométricas de edificios sobre un fondo azul estampado.

Unit 6

Contemporary Fiction with excerpts from The House on Mango Street/Ficción Contemporánea con Fragmentos de La Casa en Mango Street

Explore The House on Mango Street… and write a book while doing it.

Cuadro que representa a un hombre y un niño tocando una gran campana en una torre, con espectadores al fondo y un cartel de "LIBERTAD" visible.

Unit 7

American Revolution/La Revolución estadounidense

Why did America seek independence? Let’s investigate the causes and effects.

Un pequeño bote de remos con tres personas navega por mares agitados mientras dos grandes barcos luchan al fondo, con humo y fuego visibles.

Unit 8

Treasure Island/La Isla del Tesoro

How dSeek the treasure of plot in this detailed study of a classic fiction adventure.

Unit 1

Personal Narratives/Narrativas personales

Through writing and sharing their writing, students begin to identify themselves as writers.

Unit 2

Early American Civilizations/Las primeras civilizaciones americanas

Students craft a codex to explain the rise and fall of the Maya, Aztec, and Inca people.

Dos jinetes medievales a caballo, uno de ellos con la espada en alto, avanzan por un terreno rocoso. El fondo presenta un paisaje brumoso bajo un tono violeta.

Unit 3

Poetry/Poesía

Students close read many forms of poetry… and learn to write them.

Collage ilustrado con un paraguas, un cuervo, un sextante náutico, estrellas, una luna creciente y una brújula sobre un fondo beige texturizado.

Unit 4

Adventures of Don Quixote/Las Aventuras de Don Quijote

Was Don Quixote right to fight the windmill? In this full-length novel study, students decide.

Unit 5

The Renaissance/El Renacimiento

Exploring the art and literature of the Renaissance through the works of its masters.

Tres hombres vestidos con ropa de época examinan una gran hoja de papel dentro de una imprenta. Un hombre parece llevar un delantal, mientras que otro señala el papel y el tercero observa de cerca.

Unit 6

The Reformation/La Reforma

How did the printing press transform the religion and society of Europe?

Patrón botánico morado y lila con hojas, plantas y formas abstractas, incluida una luna creciente y estrellas, sobre un fondo violeta oscuro.

Unit 7

William Shakespeare’s A Midsummer Night’s Dream/Sueño de Una Noche de Verano de William Shakespeare

Students enter the world of Shakespeare by reading, designing, and acting out his work.

Retrato en tonos sepia de una joven de pelo largo, con un collar de pedrería y un chal drapeado.

Unit 8

Native Americans/Los nativos americanos

How did the policies of the U.S. government impact Native American culture and lives?

Una lupa sobre documentos que contienen una pintura de paisaje de montañas, un dibujo con la etiqueta "Raptor Claw" y una nota adhesiva con la "Pista n.° 2". También se ven un sobre y una insignia exterior.

Unit 9

Chemical Matter/Química

Students use knowledge of chemistry to solve a mystery.

Print & digital components

The program includes instructional guidance and student materials for a year of instruction, with lessons and activities that keep students engaged every day.

Component

FORMAT

Knowledge (Conocimientos) Teacher Guides (K–2)

Knowledge Strand Teacher Guides contain Amplify CKLA’s cross-curricular read-alouds and application activities, all of which are standards-based to build mastery of content knowledge and literacy skills. There is one Teacher Guide per Knowledge Domain.

Print and digital

Knowledge Image Cards (K–2)

Amplify Caminos includes Image Cards for each Knowledge Domain to bring each topic to life through vivid visuals.

Print and digital

Knowledge Flip Books (K–2)

Projectable Flip Books are provided to accompany the read-alouds in each Knowledge Domain.

Digital

Teacher Guides (3–5)

Teacher Guides for grades 3–5 units are based on content-rich topics and incorporate reading, writing, speaking, and listening skills in the context of background knowledge. There is one Teacher Guide per unit.

Print or digital

Teacher Resource Site (K–5)

The program includes a one-stop-shop website for lesson projections, digital versions of all Amplify Caminos materials, lesson planning resources, multimedia (such as eBooks), and more.

Digital

Professional Learning Site (K–5)

The Professional Learning site includes training materials, best practices, and other resources to develop program expertise. Access professional development anywhere, anytime.

Digital

Component

FORMAT

Knowledge (Conocimiento) Activity Books (K–2)

Activity Books provide students with the opportunity to deepen world and word knowledge by responding to text in a diversity of ways.

Print

Student Readers (3–5)

Student Readers serve as content-rich anchor texts for each unit. Units such as Poetry and Contemporary Fiction feature authentic texts originally written in Spanish.

Activity Books (3–5)

Activity Books in grades 3–5 provide daily opportunities for students to hone reading and writing skills within the context of each unit.

Print and digital

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What’s included in our Spanish language arts curriculum

Amplify Core Knowledge Language Arts® (CKLA) is available in both English and Spanish. Amplify Caminos al Conocimiento Esencial, our robust Spanish language arts companion for grades K–5, supports multiple teaching models, including dual language immersion and transitional classrooms.

A laptop screen displays a kindergarten instructional webpage in Spanish, showing lesson categories with illustrated thumbnails and navigation options.

Year at a glance

The program’s intentional Knowledge Sequence from K–5 connects knowledge and vocabulary within a grade level and across grade levels, for deeper reading comprehension and preparation for college, career, and life. Instead of “activating prior knowledge,” Amplify Caminos helps you build it in the classroom from day one, for every child, expanding each student’s knowledge base long before they transition to reading to learn.

Curriculum flowchart showing reading themes and activities from Kindergarten to Grade 5, organized by grade level and literary theme, with interconnected boxes for each topic.

Units & domains at a glance

Each Knowledge Domain in grades K–2 and Unit in grades 3–5 varies in the number of days based on instructional purpose. Just as with our top-rated Amplify CKLA program, the Amplify Caminos materials engage and delight young learners with resources that are both appealing and original.

Una mujer rubia con un vestido azul cuida ovejas blancas y negras, sosteniendo un bastón de pastor. Un cerdo vestido de azul corre y un hombre de negro toca el violín en una valla. Al fondo hay una casa.

Domain

Nursery Rhymes and Fables/Rimas y fábulas infantiles

Start learning about literature with these classic Mother Goose rhymes.

Ilustración de tres personas en un paisaje cubierto de hierba, una tratando de atrapar mariposas con una red, otra escondiéndose detrás de una escultura alta y frondosa de una mano y otra con binoculares.

Domain

The Five Senses/Los cinco sentidos

Learning about the body starts with learning about how we experience the world.

Una ilustración que representa a un gran lobo con sombrero de copa liderando un desfile de animales y personas con instrumentos musicales a través de un paisaje montañoso.

Domain

Stories/Cuentos

Learn about the parts of a book and some of the stories that go in one.

Una ilustración vibrante de una escena rural con colinas, una granja, una mariposa, un sol brillante, varias verduras como tomates y lechugas, y un gusano en el suelo.

Domain

Plants/Plantas

Discover the lifecycle of plants and the history of George Washington Carver.

Ilustración de una escena de granja que muestra un camión rojo que transporta verduras, campos de cultivo, vacas pastando en una colina, un granero y un molino de viento contra un cielo azul.

Domain

Farms/Granjas

Now we know how plants make their food… but what about animals?

Ilustración de un nativo remando en una canoa en un río con búfalos pastando en un campo, tipis al fondo y pájaros volando en el cielo bajo un sol brillante.

Domain

Native Americans/Los nativos americanos

Who were the first people in America? A look at the Lenape, Wampanoag, and Lakota Sioux.

Una ilustración muestra un rey y una reina en tronos, un castillo en un acantilado y una mujer con enanos cerca de un árbol. Cortinas rojas enmarcan la escena.

Domain

Kings and Queens/Reyes y reinas

To understand fairy tales, it’s best to first understand royalty.

Ilustración que muestra las cuatro estaciones: primavera con flores, verano con árboles verdes, otoño con hojas que caen e invierno con nieve y gente en trineo. Un niño lee debajo de un árbol.

Domain

Seasons and Weather/Las estaciones y el tiempo

The study of natural cycles continues with the weather and why it happens.

Un velero de madera con símbolos de cruz roja en sus velas navega cerca de una isla tropical con exuberante vegetación y palmeras. A lo lejos se ven otros dos barcos en el agua.

Domain

Columbus and the Pilgrims/Colón y los peregrinos

A look at the first contact between Europe and the Americas, and some of its results.

Una escena histórica muestra gente afuera de una gran mansión de estilo colonial con dos chimeneas. En primer plano se ve un carruaje tirado por caballos y a la izquierda se ve una casa más pequeña.

Domain

Colonial Towns and Townspeople/Las colonias y sus habitantes

Before the War for Independence, how did the town and country depend on one another?

Ilustración de personas clasificando materiales reciclables en un parque cerca de un río contaminado. Las fábricas emiten humo al fondo, mientras que las mariposas, las flores y los árboles están presentes en el primer plano.

Domain

Taking Care of the Earth/Cuidar el planeta Tierra

We only have one Earth—here are some ways to help care for it.

Ilustración del Monte Rushmore con los rostros tallados de cuatro presidentes de Estados Unidos. Un águila vuela en primer plano.

Domain

Presidents and American Symbols/Presidentes y símbolos de los Estados Unidos

Start learning about government through the lives of five presidents.

Una ilustración caprichosa que muestra animales de granja alrededor de una casa en un árbol junto a un río. Un zorro, un conejo y una oveja interactúan mientras la gente acampa junto a una fogata al fondo. Una araña cuelga del árbol.

Domain

Fables and Stories/Fábulas y cuentos

Learn some of the key elements of a story through classic fables.

Ilustración que presenta anatomía humana, actividades de estilo de vida saludable, profesionales médicos, símbolos dietéticos, una ambulancia y microorganismos, destacando la conexión entre salud, nutrición y ejercicio.

Domain

The Human Body/El cuerpo humano

What are germs? What are the organs? And what does it all have to do with health?

Una ilustración que presenta varias escenas de cuentos de hadas y folclore, incluida una calabaza grande, un tigre, Caperucita Roja, personas con atuendos tradicionales y una pagoda roja con una montaña de fondo.

Domain

Different Lands, Similar Stories/Tierras diferentes, cuentos similares

A world tour of storytelling, and the stories that stay the same across the world.

Ilustración que muestra el antiguo Egipto con pirámides, la Esfinge, agricultores arando un campo con bueyes y ganado pastando bajo un cielo soleado.

Domain

Early World Civilizations/Antiguas civilizaciones del mundo

Rivers, farming, writing, and laws: just what does it take to build a civilization?

Escena ilustrada de la antigua Mesoamérica con maíz, un río, agricultores y pirámides al fondo. En primer plano se ve a una persona con traje tradicional.

Domain

Early American Civilizations/Antiguas civilizaciones de América

What will we find in the great temples of the Aztec, Maya, and Inca civilizations?

Ilustración de la exploración espacial: se lanza un cohete, un astronauta se para cerca de un módulo de aterrizaje, una persona usa un telescopio y aparece un planeta distante con anillos sobre un fondo estrellado.

Domain

Astronomy/Astronomía

How the Earth relates to the moon, the sun, and the rest of the planets.

Dos paleontólogos en un paisaje volcánico examinan fósiles en primer plano, mientras un volcán emite humo y lava al fondo.

Domain

The History of the Earth/La historia de la Tierra

Just what lies beneath the Earth’s surface, and what can it teach us about the past?

Una escena de vida silvestre diversa que presenta un cactus del desierto con un pájaro, un conejo, elefantes, un león, un oso polar sobre el hielo y montañas distantes bajo un cielo nublado.

Domain

Animals and Habitats/Los animales y sus hábitats

A look at the connection between how animals live and where they make their homes.

Una princesa con un vestido rosa sostiene una rana junto a un arroyo con un castillo, árboles y gente al fondo. En primer plano camina un zorro con un sombrero con una pluma roja.

Domain

Fairy Tales/Cuentos de hadas

What do fairy tales have to teach us about how stories are told?

Ilustración que muestra una escena histórica con soldados, veleros y hombres con atuendo colonial discutiendo en el interior.

Domain

A New Nation: American Independence/Una nueva nación: la independencia de los Estados Unidos

The story of the birth of the United States out of the 13 Colonies.

Los pioneros con carros cubiertos y caballos señalan hacia un valle con tipis nativos, fogatas y humo elevándose. Un oso se encuentra sobre una roca y se ven montañas al fondo.

Domain

Frontier Explorers/Exploradores de la Frontera

The story of the journey west from the newborn U.S.A. to find the Pacific Ocean.

Un hombre con un hacha se encuentra entre paisajes exagerados con un castillo, un tren con humo, un buey azul y una persona con un mono observando la escena.

Domain

Fairy Tales and Tall Tales/Cuentos de hadas y cuentos exagerados

Learn about exaggeration and characterization on the frontier.

Ilustración de un paisaje vibrante que presenta diversos monumentos culturales, incluidos templos, palacios, pirámides, una escena de elefantes, montañas distantes y fuegos artificiales en el cielo.

Domain

Early Asian Civilizations/Antiguas civilizaciones de Asia

Tour the world of classical civilization, starting with India and China.

Ilustración que muestra la antigua Grecia con un anfiteatro, estatuas, soldados con armadura, un barco y un templo en una colina rodeada de vegetación.

Domain

Ancient Greek Civilization/La civilización griega antigua

The tour continues with the philosophy and politics of Greece.

Illustration of various mythological scenes including greek gods, a flying horse, and roman architecture under a sunny sky.

Domain

Greek Myths/Mitos griegos

Dive deep into the characters and storytelling of classic myths.

Ilustración de una batalla entre barcos británicos y estadounidenses cerca de un fuerte. El barco británico está a la izquierda con soldados, mientras que el barco estadounidense está a la derecha. La gente porta una gran bandera estadounidense en primer plano.

Domain

The War of 1812/La guerra de 1812

Learn about America’s “Second War for Independence.”

Un paisaje nevado con un zorro durmiendo en una madriguera, gente corriendo y andando en bicicleta por un sendero y árboles que muestran los cambios estacionales.

Domain

Cycles in Nature/Los ciclos de la naturaleza

Introducing the natural cycles that make our lives possible.

Ilustración de carros cubiertos tirados por caballos a lo largo de un sendero en el desierto, con un coyote aullando sobre una alta formación rocosa y un tren de vapor al fondo.

Domain

Westward Expansion/La expansión hacia el oeste

Why did pioneers go west? What happened to the people who were there?

Ilustración de un jardín vibrante con flores, abejas, mariposas, una oruga en una hoja, una crisálida y un apicultor que maneja una colmena junto a un estanque.

Domain

Insects/Los insectos

Lay the grounds for animal classification by looking at solitary and social insects.

Ilustración de una escena histórica con gente escuchando el discurso de un hombre en una plataforma. Al fondo se ve un río y una procesión de personas. En primer plano hay un documento de proclamación.

Domain

The U.S. Civil War/La Guerra Civil de los Estados Unidos

Begin to grapple with U.S. history’s central crisis over slavery.

Una escena en la que aparece una persona explicando un diagrama anatómico humano, otra persona haciendo ejercicio, una cadena de ADN, campos y un microscopio de fondo.

Domain

Human Body: Building Blocks and Nutrition/El cuerpo humano: componentes básicos y nutrición

A deeper dive into the digestive system and the nutrition process.

Un grupo diverso de personas se encuentra en un muelle con vistas a un bullicioso puerto con barcos y un gran barco, un avión volando por encima y la Estatua de la Libertad al fondo.

Domain

Immigration/La inmigración

Why did people immigrate to the United States, and what did they find here?

Women in early 20th-century clothing march with signs for voting rights and justice in front of a yellow bus labeled "Cleveland Ave.," making history that can inspire lessons in a K–2 language arts curriculum.

Domain

Fighting for a Cause/Luchar por una causa

How people can do extraordinary things to make the world better for everyone.

Dos ratones antropomórficos en un bote de remos, uno de ellos remando, navegan por un río tranquilo rodeado de exuberante vegetación y árboles. El ratón que rema lleva una chaqueta azul y el otro ratón parece conversar.

Unit 1

Classic Tales: The Wind in the Willows/Cuentos Clásicos: El viento en los sauces

A deep dive into character, theme, and POV in classic stories from around the world.

Ilustración de un jaguar, una garza, una rana roja, una tortuga y un pez en un paisaje vibrante con montañas y vegetación bajo un cielo soleado.

Unit 2

Animal Classification/La clasificación de los animales

How do we classify different animals by their appearance and behavior?

Ilustración de una figura humana que muestra la anatomía interna, incluidos el cerebro, los pulmones, el corazón, el sistema digestivo y una articulación de la cadera resaltada sobre un fondo degradado.

Unit 3

The Human Body: Systems and Senses/El cuerpo humano: sistemas y sentidos

Let’s take a closer look at how the skeleton, muscles, and nervous system all work.

Un ángel se arrodilla ante una mujer sentada en un sofá dorado encima de un templo en una noche estrellada. Unas escaleras conducen al templo en un paisaje montañoso.

Unit 4

The Ancient Roman Civilization/La civilización romana antigua

What is Rome’s greatest cultural contribution? In this unit, your students decide.

Ilustración de un perro saltando bajo un árbol, persiguiendo una abeja, con una mesa en primer plano sosteniendo una jarra y vasos de limonada. El sol brilla intensamente en el cielo.

Unit 5

Light and Sound/La luz y el sonido

The science behind all the ways we see and hear the world.

Un barco vikingo con una proa en forma de dragón navega en el océano bajo un cielo azul con nubes. El barco tiene una sola vela grande y varios escudos recubren sus costados.

Unit 6

The Viking Age/La era vikinga

An immersive narrative experience about what life was like in Viking communities.

Ilustración de una escena espacial con varios planetas y anillos sobre un fondo de estrellas. Dos planetas grandes dominan el primer plano y se ven planetas más pequeños al fondo.

Unit 7

Astronomy: Our Solar System and Beyond/Astronomía: nuestro sistema solar y más allá

More about our universe, including a writing project about daily life on a space station.

Una persona sentada en el borde de un acantilado con vistas a un vasto paisaje desértico con nubes arremolinadas en el cielo.

Unit 8

Native Americans: Regions and Cultures/Los nativos americanos: regiones y culturas

How did Native American nations change their way of life in different parts of the world?

Ilustración de un velero en el océano con la costa este de América del Norte visible a la izquierda.

Unit 9

Early Explorations of North America/La exploración europea de América del Norte

What was it like to sail to North America with the early European explorers?

Una pintura representa una escena del siglo XVII con colonos, un velero al fondo y un hombre conduciendo un carro tirado por caballos cargado de mercancías. Se ve a otras personas descargando y trabajando cerca.

Unit 10

Colonial America/La época colonial en los Estados Unidos

A study of the very different ways of life in the different pre-U.S. colonies.

Ilustración que muestra el ciclo de la vida: un esqueleto en el suelo, un pájaro posado en una cerca, otro pájaro en una planta y un ave rapaz más grande arriba, todos conectados por flechas circulares.

Unit 11

Ecology/Ecología

Students keep ecologist’s journals to learn about our world and how best to protect it.

Una mano alcanza una manzana verde en una rama. Cerca hay una brújula, un termómetro, un lápiz, notas musicales y un granero rojo sobre un paisaje cubierto de hierba.

Unit 1

Personal Narratives/Narrativas personales

Read stories of personal experience… and learn to reflect on your own.

Ilustración medieval que representa un grupo de figuras con armadura a la entrada de un alto castillo gris con puente levadizo, adornado con banderas y rodeado por un paisaje decorado y fondos ornamentados.

Unit 2

Empires in the Middle Ages/Los imperios en la Edad Media, parte 1 & Los imperios en la Edad Media, parte 2

Explore the medieval history of Europe and the Middle East.

Ilustración dorada de un dragón con alas sobre fondo beige, rodeado de diversos elementos decorativos como estrellas, hojas y estampados abstractos.

Unit 3

Poetry/Poesía

Study the poetry of many nations using licensed text anthologies, and begin to write your own.

Vintage styled illustrations of a microscope, an old telephone, and a clock on textured background with geometric patterns.

Unit 4

Eureka! Student Inventor/¡Eureka! Estudiante inventor

Transform the class into a lab for students to build and present inventions.

Formaciones rocosas en un paisaje desértico con capas vibrantes y arremolinadas de arenisca roja, naranja y amarilla bajo un cielo parcialmente nublado.

Unit 5

Geology/Geología

Plate tectonics, volcanoes, erosion: all the forces that shape the Earth.

Una imagen abstracta y colorida que representa varias formas geométricas de edificios sobre un fondo azul estampado.

Unit 6

Contemporary Fiction with excerpts from The House on Mango Street/Ficción Contemporánea con Fragmentos de La Casa en Mango Street

Explore The House on Mango Street… and write a book while doing it.

Cuadro que representa a un hombre y un niño tocando una gran campana en una torre, con espectadores al fondo y un cartel de "LIBERTAD" visible.

Unit 7

American Revolution/La Revolución estadounidense

Why did America seek independence? Let’s investigate the causes and effects.

Un pequeño bote de remos con tres personas navega por mares agitados mientras dos grandes barcos luchan al fondo, con humo y fuego visibles.

Unit 8

Treasure Island/La Isla del Tesoro

How dSeek the treasure of plot in this detailed study of a classic fiction adventure.

Unit 1

Personal Narratives/Narrativas personales

Through writing and sharing their writing, students begin to identify themselves as writers.

Unit 2

Early American Civilizations/Las primeras civilizaciones americanas

Students craft a codex to explain the rise and fall of the Maya, Aztec, and Inca people.

Dos jinetes medievales a caballo, uno de ellos con la espada en alto, avanzan por un terreno rocoso. El fondo presenta un paisaje brumoso bajo un tono violeta.

Unit 3

Poetry/Poesía

Students close read many forms of poetry… and learn to write them.

Collage ilustrado con un paraguas, un cuervo, un sextante náutico, estrellas, una luna creciente y una brújula sobre un fondo beige texturizado.

Unit 4

Adventures of Don Quixote/Las Aventuras de Don Quijote

Was Don Quixote right to fight the windmill? In this full-length novel study, students decide.

Unit 5

The Renaissance/El Renacimiento

Exploring the art and literature of the Renaissance through the works of its masters.

Tres hombres vestidos con ropa de época examinan una gran hoja de papel dentro de una imprenta. Un hombre parece llevar un delantal, mientras que otro señala el papel y el tercero observa de cerca.

Unit 6

The Reformation/La Reforma

How did the printing press transform the religion and society of Europe?

Patrón botánico morado y lila con hojas, plantas y formas abstractas, incluida una luna creciente y estrellas, sobre un fondo violeta oscuro.

Unit 7

William Shakespeare’s A Midsummer Night’s Dream/Sueño de Una Noche de Verano de William Shakespeare

Students enter the world of Shakespeare by reading, designing, and acting out his work.

Retrato en tonos sepia de una joven de pelo largo, con un collar de pedrería y un chal drapeado.

Unit 8

Native Americans/Los nativos americanos

How did the policies of the U.S. government impact Native American culture and lives?

Una lupa sobre documentos que contienen una pintura de paisaje de montañas, un dibujo con la etiqueta "Raptor Claw" y una nota adhesiva con la "Pista n.° 2". También se ven un sobre y una insignia exterior.

Unit 9

Chemical Matter/Química

Students use knowledge of chemistry to solve a mystery.

Print & digital components

The program includes instructional guidance and student materials for a year of instruction, with lessons and activities that keep students engaged every day.

Component

FORMAT

Knowledge (Conocimientos) Teacher Guides (K–2)

Knowledge Strand Teacher Guides contain Amplify CKLA’s cross-curricular read-alouds and application activities, all of which are standards-based to build mastery of content knowledge and literacy skills. There is one Teacher Guide per Knowledge Domain.

Print and digital

Knowledge Image Cards (K–2)

Amplify Caminos includes Image Cards for each Knowledge Domain to bring each topic to life through vivid visuals.

Print and digital

Knowledge Flip Books (K–2)

Projectable Flip Books are provided to accompany the read-alouds in each Knowledge Domain.

Digital

Teacher Guides (3–5)

Teacher Guides for grades 3–5 units are based on content-rich topics and incorporate reading, writing, speaking, and listening skills in the context of background knowledge. There is one Teacher Guide per unit.

Print or digital

Teacher Resource Site (K–5)

The program includes a one-stop-shop website for lesson projections, digital versions of all Amplify Caminos materials, lesson planning resources, multimedia (such as eBooks), and more.

Digital

Professional Learning Site (K–5)

The Professional Learning site includes training materials, best practices, and other resources to develop program expertise. Access professional development anywhere, anytime.

Digital

Component

FORMAT

Knowledge (Conocimiento) Activity Books (K–2)

Activity Books provide students with the opportunity to deepen world and word knowledge by responding to text in a diversity of ways.

Print

Student Readers (3–5)

Student Readers serve as content-rich anchor texts for each unit. Units such as Poetry and Contemporary Fiction feature authentic texts originally written in Spanish.

Activity Books (3–5)

Activity Books in grades 3–5 provide daily opportunities for students to hone reading and writing skills within the context of each unit.

Print and digital

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What’s included

Boost Close Reading for 6–8 uses captivating storylines to engage students in powerful personalized reading instruction and practice. Whether students are learning to read fluently or sharpening close reading skills, Boost Close Reading accelerates their growth while freeing educators up to work with small groups or individual students. Explore more of the program here.

Boost Close Reading is a recipient of Digital Promise’s Research-Based Design and Learner Variability certifications.

Program at a glance

Boost Close Reading is a research-based, standards aligned program that supports students along an adaptive path of increasingly complicated texts and literary concepts. Students find these games embedded in an engaging narrative world that grows as they do, whether they are learning foundational skills or mastering close reading.

A grid with four columns labeled Imagination, Mystery, Adventure, and Rebellion, showing stages: Foundations, Learning to Read, Reading to Learn, and Reading to Understand Deeply.

Books at a glance

At the middle school level, Boost Close Reading sets students in a dystopian future world run by Machines, where people are told what to read and what to think. Students are recruited into the rebellion and trained in the powerful ways authors convey meaning and affect their audience. This interactive graphic novel is divided into three books with each chapter focusing on a different skill or concept.

Ilustración de personas sentadas usando computadoras portátiles, dispuestas en un patrón repetitivo con líneas de fondo similares a circuitos que las conectan.
Chapter 1: Arguments and their structure

Students learn to build arguments using claims, evidence, and reasons.

Una persona que lleva una sudadera con capucha roja sostiene un libro mientras está parada contra una pared en una ciudad futurista con edificios altos y ventanas iluminadas.
Chapter 2: Setting and Mood

Students learn to analyze how descriptions of setting evoke mood for the reader.

Un grupo personas, vestidas con atuendos futuristas, se encuentran en un entorno urbano moderno mientras usan tabletas. Un cartel al fondo dice "ÓPTIMO.
Chapter 3: Pathos

Students learn to evaluate methods of persuasion in pathos arguments.

Una persona con una chaqueta roja se encuentra frente a un gran robot con brazos mecánicos, rodeado de montones de escombros y piezas de maquinaria, bajo rayos de luz enfocados.
Chapter 4: Word choice and tone

Students learn to analyze word choices to determine tone.

Dibujo de una figura encapuchada trepando a un edificio con drones persiguiéndolos. Un letrero de neón en el edificio dice "OBEDEZCA Y SEA LIBRE". Otra figura encapuchada observa desde un lado. Entorno urbano con edificios altos.
Chapter 5: Logos

Students learn to identify, analyze, and create logos arguments.

Una figura futurista con una capa con capucha, un brazo mecánico brillante y cabello rosa brillante extiende una mano que emite una energía azul. El fondo presenta un paisaje urbano digital con edificios en forma de cuadrícula.
Chapter 6: Figurative language

Students learn to analyze and use figurative language.

Una persona con cabello morado se reclina en una silla futurista dentro de una habitación con poca luz, con más sillas y monitores visibles al fondo.
Chapter 7: Ethos

Students learn to identify, analyze, and create ethos arguments.

Tres personajes animados, al frente y al centro, se paran con confianza frente a edificios altos y futuristas. La figura central viste una sudadera con capucha roja, flanqueada por un individuo sonriente con un bastón y otro con cabello rubio.
Chapter 8: Review and Synthesis

Students review what they’ve learned in the past seven lessons and apply their knowledge to create an original protest text.

Una caricatura de un dinosaurio verde parlante y una criatura reptil azul, ambos con armadura futurista, sobre un fondo de tablas de madera.
Chapter 1: Narrative Arguments

Students learn to analyze the use of narrative in arguments.

Una ilustración de un robot con brazos en forma de garra y varias caras y formas de robot flotante en el fondo, lo que sugiere un entorno digital o virtual.
Chapter 2: Characterization

Students learn to identify different types of characterization and make inferences from indirect characterization.

Dos personajes animados, uno con cabello negro y rosa con armadura oscura, el otro con piel verde azulado y cabello texturizado, están uno frente al otro en una cueva. El personaje con armadura está sentado mientras que el personaje verde azulado está de pie.
Chapter 3: Description in arguments

Students learn to identify sensory language and analyze its use in arguments.

Siluetas de un grupo de nueve personas y un animal caminando por un desierto con montañas al fondo, proyectando largas sombras sobre la arena.
Chapter 4: Conflict and character change

Students learn to identify different types of conflict and analyze how characters change in response to conflict.

Ilustración de animales antropomórficos con extremidades robóticas y armas, liderando una ofensiva en un contexto de fábricas y humo.
Chapter 5: Causal reasoning

Students learn to analyze, evaluate, and create causal arguments.

Un personaje con armadura roja se enfrenta a figuras humanoides que emergen de las olas del agua, empuñando lanzas. Otras figuras con armadura y una pequeña criatura están a su lado, contra un cielo rosa y un fondo rocoso.
Chapter 6: Themes

Students learn to use analysis of character change to determine and express the theme of a literary work.

Una persona con cabello morado se encuentra en un acantilado durante una tormenta, sosteniendo un bastón que emite rayos al cielo.
Chapter 7: Evaluating arguments and fallacies

Students learn to evaluate pathos, logos, and ethos arguments by checking for completeness and coherence and identifying common fallacies.

Un grupo de personas se sienta en aguas poco profundas, frente a un barco de aspecto antiguo cubierto de musgo con una proa en forma de cabeza de dragón, bajo un cielo tormentoso con lluvia a cántaros.
Chapter 8: Review and synthesis

Students review what they’ve learned in the past seven chapters and apply their knowledge to putting the finishing touches on an original text.

Una persona con sombrero y ropa informal se arrastra en una habitación roja con poca luz, iluminada por un solo foco. En primer plano aparecen varios objetos geométricos de gran tamaño.
Chapter 1: Complex arguments

Students learn to map out and analyze complex argument structures.

Una persona sostiene una computadora portátil mientras una criatura grande parecida a un insecto la levanta a través de un paisaje urbano oscuro.
Chapter 2: Narrative voice

Students learn to identify the narrative point of view and analyze the purpose and effects of narrative voice.

Dos personajes animados, un hombre con traje verde y abrigo marrón con bastón, y una mujer con capucha y gafas protectoras, mantienen una tensa conversación en una sala oscura y vacía.
Chapter 3: Arguments by analogy

Students learn to analyze and evaluate arguments by analogy.

Una obra de arte digital que presenta símbolos de codificación verdes y formas geométricas abstractas. La escena incluye personajes que interactúan con un entorno escalonado y un gran emblema estilizado destaca en primer plano.
Chapter 4: Style

Students learn to identify the elements of style and analyze how they are used to achieve an author’s purpose.

Una fila de cascos metálicos yace sobre una cinta transportadora en una instalación industrial iluminada en rojo, con un gran incendio ardiendo al fondo.
Chapter 5: Dialectic

Students learn to participate in dialectics by using logos arguments and crafting appropriate counterpoints.

Un grupo personajes parecidos a superhéroes, incluida una persona con una chaqueta con capucha roja, parecen estar en acción y se dirigen hacia el espectador. El fondo es una estructura circular en forma de túnel.
Chapter 6: Review and synthesis

Students review the literary and argumentative tools they’ve learned throughout the three books and apply them to creating an effective rhetorical message.

Digital components

The program includes resources that give students chances to apply skills they’ve learned and teachers the ability to track student progress across multiple data points.

Component

Format

Teacher dashboard

The teacher dashboard requires zero set-up time and uses detailed data to provide insights into student progress. Teachers can drill down into student profiles to see specific areas of focus and where they are struggling.

Digital

Component

Format

Practice mode

In addition to the books, speeches, and articles weaved into the narrative arc of the game, students may also access hundreds of texts in practice mode. Here, they can continue to hone their mastery of close reading skills on a wide range of authentic texts.

digital

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¡El programa de Amplify ELA da la bienvenida a las familias!

Nos complace dar la bienvenida a usted y a su estudiante al programa Amplify ELA en el nuevo año escolar y brindar a su estudiante excelentes oportunidades educativas a través de nuestro programa. A continuación incluimos una serie de recursos y guías útiles para ayudar a que su estudiante aproveche al máximo nuestra plataforma a lo largo del año. For English version, please click here.

¿Qué es Amplify ELA?

El programa Amplify ELA ayuda a los estudiantes de los grados 6 a 8 a leer y entender textos complejos, animándoles a profundizar en ideas interesantes y reflexionar de forma independiente sobre su relevancia. Amplify ELA es un programa mixto que incluye materiales digitales e impresos, así como una versión únicamente impresa. Los estudiantes que usan Amplify ELA leen pasajes de texto detalladamente, interpretan lo que van descubriendo, conversan con sus compañeros acerca de sus puntos de vista y desarrollan sus ideas por escrito. La estructura de las lecciones es fácil de entender y tiene suficiente flexibilidad como para permitir una variedad de experiencias de aprendizaje que fomenten el interés de los estudiantes.

Entre las características del programa, puede encontrar:

  • Funcionalidad que permite a cada estudiante trabajar en su propio nivel, a la vez que se le estimula adecuadamente con retos de aprendizaje.
  • Herramientas integradas que permiten al maestro/la maestra saber cómo progresan los estudiantes en sus trabajos y responder oportunamente.
  • La Biblioteca Amplify digital, con más de 700 libros descargables de ficción y no ficción.
  • La aplicación de vocabulario, que usa actividades similares a juegos para ayudar a los estudiantes a dominar las palabras clave de los textos del programa. (Si su estudiante usa materiales impresos, verá las palabras resaltadas).
  • Tareas de escritura independiente llamadas Solos, disponibles en dispositivos móviles.
  • Proyectos interactivos conocidos como Quests que acompañan a determinadas unidades para ofrecer oportunidades de práctica adicionales en lectura, escritura, expresión oral y comprensión auditiva con un enfoque analítico.

Para comenzar

Cómo apoyar a su estudiante

  • Si es posible, lea con su estudiante a diario. Aun 15 minutos de lectura compartida todos los días pueden producir grandes resultados. Pueden leer secciones del texto en voz alta y de forma conjunta. Es posible que, a nivel intermedio, su estudiante disfrute de representar secciones de diálogos asumiendo el papel de alguno de los personajes de una obra o dándole un estilo dramático a algún poema que hayan estado estudiando. Si su estudiante tiene dificultad para leer en voz alta, intente leerle el texto con expresividad y pídale que se lo lea a usted después. Para practicar más, hay una gama de actividades de fluidez en los Días Flex del programa. Pida a su estudiante que le ayude a encontrar estas actividades.
  • Busque oportunidades para conversar con su estudiante sobre lo que lee y descubre. Ejemplos de preguntas que usted podría plantear: ¿Qué te llamó más la atención en lo que leíste hoy? ¿Hubo alguna oración o palabra que te resultó confusa? ¿Qué fue lo que más te sorprendió? ¿Qué crees que el autor estaba tratando de comunicar? ¿Estás de acuerdo con las ideas o descripciones del autor? ¿Qué conexiones puedes hacer entre lo que estás leyendo y tu propia vida u otros temas?
  • Escuche a su estudiante leer sus respuestas escritas o pídale que las comparta con un amigo o amiga por teléfono o mediante una aplicación de videollamada.
  • Visite con su estudiante la Biblioteca Amplify para encontrar libros de su interés que pueda leer con fluidez.
  • Recomendamos que lea el artículo Proteja a los niños en internet de la Comisión Federal de Comercio sobre seguridad digital.

Descargar textos de la Biblioteca Amplify

Si no tiene acceso continuo a internet en su casa, le sugerimos que descargue los textos esenciales de la biblioteca de Amplify por adelantado. Siga estos pasos para descargar un texto:

  1. Navegue hasta el menú “Program & Apps» en la parte superior de su pantalla y desplácese hasta encontrar el icono «Library». Cuando lo seleccione, la biblioteca Amplify se abrirá en una nueva pestaña.

2. Si se le solicita, siga las instrucciones para configurar un pin para la biblioteca Amplify; de lo contrario, continúe con el siguiente paso.

3. En la esquina superior derecha de su pantalla, busque el libro que desea descargar. Por ejemplo: “The Secret of the Yellow Death: A True Story of Medical Sleuthing”.

4. Ahora ubique el botón de “Download” (descargar).

5. Una vez descargado, podrá acceder a este libro incluso cuando no tenga acceso a Internet.
Para acceder a los textos descargados:

  1. En la aplicación de la biblioteca de Amplify, abra el menú desplegable «My Library» (mi biblioteca) en la esquina superior izquierda.
  2. Seleccione “Downloaded” (descargados).
  3. Elija el texto que desea leer de entre todos los textos predescargados.

Vistazo general a los materiales

No todas las escuelas funcionan de la misma manera, pero es probable que los estudiantes que asisten a escuelas que cuentan con las versiones impresa y digital del programa, tengan los siguientes materiales impresos en casa: 

  • Libro del estudiante: Incluye todas las lecturas y actividades necesarias para la enseñanza a lo largo del año. Los estudiantes pueden leer las selecciones tanto en el formato digital como en la versión impresa y hacer apuntes en cualquiera de los dos. Las lecciones de la versión impresa del Libro del estudiante reflejan las lecciones digitales, pero han sido modificadas para que resulten tan eficaces como las digitales.
  • Cuadernos de escritura: En estos cuadernos, los estudiantes responden a las consignas de escritura y realizan otras tareas escritas.

En caso de que los estudiantes no tengan acceso a los dispositivos o a internet, pueden continuar llevando a cabo tareas clave de lectura y escritura empleando la versión impresa del Libro del estudiante y los Cuadernos de escritura.
El maestrotambién puede acceder a las Guías de novelas para los estudiantes e imprimir y enviar por correo hasta doce novelas que comúnmente forman parte del programa de enseñanza. Seis de estas novelas están disponibles en la Biblioteca Amplify y la mayoría de ellas se pueden encontrar en las bibliotecas públicas.

Un vistazo a las unidades

A continuación encontrará resúmenes de cada unidad en las que su estudiante trabajará en su grado durante el año. Junto a cada unidad hay una guía descargable que permite conocer más a detalle cuál es el contenido abarcado y cómo puede ayudar a su estudiante a comprender mejor los temas.

Unidad 6A

La narrativa de Dahl

Cada estudiante comienza con escritura narrativa para aumentar rápidamente su producción de escritura, aprender la destreza básica de enfoque y familiarizarse con los hábitos y rutinas clave del salón de clases que utilizarán todo el año. Luego, aplica su nueva capacidad de observación a entretenidas lecturas de la biografía de Roald Dahl, Boy, y aprende a trabajar de cerca con evidencias del texto.

Unidad 6B

Misterios e investigaciones

Cada estudiante lee con la atención propia de un investigador, embarcándose en un estudio del cautivante mundo del trabajo de detective en distintos géneros literarios. Al final de la unidad, el niño o la niña escribe una composición para explicar cuál es el rasgo más útil de un investigador en la resolución de problemas.

Unidad 6C

Colección acerca del chocolate

Los aztecas lo usaban como moneda, Robert Falcon Scott lo llevó a la Antártida, los nazis diseñaron con él una bomba para matar a Churchill. La historia del chocolate se remonta a 3,700 años en el pasado y está repleta de vicisitudes que la vuelven un tema de investigación gratificante. En esta unidad los y las estudiantes analizan documentos de primera fuente y conducen investigaciones independientes para entender mejor la extraña y maravillosa gama de roles que el chocolate ha desempeñado en el mundo a lo largo de los siglos.

Unidad 6D

Los griegos

Los mitos griegos nos ayudan a entender no solo la cultura griega antigua, sino también el mundo que nos rodea y la función que cumplimos en él. Partiendo de las rutinas y destrezas establecidas en las unidades anteriores, estas lecciones motivan a cada estudiante a dejar atrás el enfoque en una sola persona —él mismo o ella misma o un personaje— para contemplar cuestiones más amplias sobre el papel que las personas desempeñan en el mundo y en las comunidades donde residen.

Unidad 6E

El verano de las mariposas

Las tierras fronterizas de Estados Unidos y México son lugares poblados de leyendas, tanto verdaderas como ficticias. El verano de las mariposas, de Guadalupe García McCall, implanta una versión de la Odisea en este entorno, embarcando a cinco hermanas en una aventura que transcurre en un mundo de héroes y malhechores inspirado en mitos aztecas y leyendas latinoamericanas. La experiencia ayuda a las hermanas a aceptar la disolución del matrimonio de sus padres y a encontrar fortaleza renovada en su identidad de hermanas y en su conexión a un linaje azteca. En esta unidad, cada estudiante analiza el uso que McCall da a la estructura de una epopeya para crear una narración emocionante de aventuras, y cómo la autora hace uso de la narración para celebrar el poder femenino, su herencia latina y una definición más amplia de lo que es una familia. Cada estudiante también tiene oportunidad de comparar el viaje ficticio de las jóvenes a México con la descripción del viaje real de un jovencito a Estados Unidos.

Unidad 6F

Colección acerca del Titanic

Para aprender a diferenciar las fuentes primarias, secundarias y terciarias, determinar si una fuente dada es fiable y entender los usos éticos de la información, cada estudiante formula sus propias preguntas de investigación y busca las respuestas en internet. Asumirá así el papel de uno de los pasajeros o pasajeras de la lista de embarque del Titanic y considerará cuestiones de clase y género, a medida que investiga y escribe relatos desde el punto de vista de los viajeros.

Unidad 6F y unidad 6G

Comenzar a escribir un cuento

En esta unidad cada estudiante puede poner en práctica sus destrezas de escritura creativa, para aprender elementos de narración y desarrollo de personajes, y la importancia del lenguaje vívido. Cada estudiante consigue una noción de propiedad sobre su propia escritura a medida que experimenta los diferentes impactos de sus decisiones autorales en oraciones, lenguaje, rasgos de personajes y giros de la trama.

Unidad 6F

Gramática

En esta unidad cada estudiante completa instrucciones para seguir un aprendizaje autoguiado y practica lo que el maestro y la maestra le asignará durante el año.

Unidad 7A

La narrativa y La joven del pañuelo rojo

En esta unidad se presenta la autobiografía sumamente cautivante de una joven cuya vida transcurre en China durante la Revolución Cultural. Cada estudiante aprende la historia y el contexto político de este periodo, enfocándose en el relato de alguien que vivió en la época de la revolución. A medida que cada estudiante recorre el camino de la protagonista en ese mundo convulsionado, puede apreciar los cambios que se produjeron en los sentimientos y motivaciones de la joven a lo largo del tiempo.

Unidad 7B

Carácter y conflicto

Leyendo Una pasa al sol y Inocentón, cada estudiante explora el tema de las personas que, al enfrentar adversidades, pueden infligir daño en quienes los rodean sin intención de hacerlo. Las dos narrativas se complementan para brindar a cada estudiante oportunidades de analizar las respuestas de los personajes al conflicto y el desarrollo de ideas del autor o la autora en una obra de ficción.

Unidad 7C

La ciencia del cerebro
¿Podrías sobrevivir después de que una vara de hierro te atravesara el cráneo? Phineas Gage lo hizo y su historia, escalofriante pero real, permite desarrollar la información de contexto y analizar otros textos informativos, incluyendo los contemporáneos El hombre que confundió a su mujer con un sombrero y el obviamente relevante La desmitificación del cerebro adolescente.

Unidad 7D

La poesía y Poe

Los textos de Poe siempre tienen mucho para observar, descifrar, comentar y… crisparnos los nervios. Dado que las cosas no siempre son lo que aparentan, cada estudiante usa las destrezas de lectura atenta para cuestionar si debería creer lo que el narrador de Poe les está contando.

Unidad 7E

Colección acerca de Frida y Diego

Los artistas más famosos y provocativos de México, Diego Rivera y Frida Kahlo, formaron una pareja extraordinaria que vivió en tiempos extraordinarios. Eran almas gemelas con personalidades totalmente opuestas. Las obras de Diego Rivera y Frida Kahlo y sus vidas multifacéticas ofrecen a cada estudiante un tema fértil y fascinante para examinar documentos de fuente primaria y conducir investigaciones independientes.

Unidad 7F

Colección acerca de La fiebre del oro

Cada estudiante elige entre una extensa colección de fuentes primarias y secundarias para aprender acerca de la amplia diversidad de personas que participaron en La fiebre del oro de California.

Unidad 7G

Escribir un cuento: nivel intermedio

En esta unidad cada estudiante puede poner en práctica sus destrezas de escritura creativa para aprender elementos de narración y desarrollo de personajes, y la importancia del lenguaje vívido.

Unidad 7

Gramática

En esta unidad cada estudiante completa instrucciones para seguir un aprendizaje autoguiado que el maestro o la maestra le asignará durante el año. Las sub unidades están organizadas por temas clave de gramática, de manera de que el maestro o la maestra pueda asignar el contenido que mejor se acomoda a las necesidades de sus estudiantes mientras se asegura de que trabajen con temas clave de gramática apropiados para su grado.

Unidad 8A

Perspectivas y narrativa
Esta unidad procura enseñar a cada estudiante a leer como un escritor o una escritora. Así, pone en práctica la destreza de prestar atención al oficio de la escritura: las decisiones que toma un buen escritor o escritora para darle forma a nuestra percepción de una escena o a nuestros sentimientos hacia un personaje, y para despertar nuestras emociones, sorprendernos o dejarnos pensando en lo que podría suceder después. Cada estudiante lee atentamente ejemplos de narrativas de no ficción, analiza las técnicas que usa cada autor para que sus textos evoquen emociones y practica la aplicación de estas técnicas en sus propios textos narrativos.

Unidad 8B

Libertad e igualdad
Analizamos las palabras de varios creadores —desde el poeta Walt Whitman hasta el abolicionista Frederick Douglass y el presidente Abraham Lincoln— para descubrir cómo sus escritos y obras contribuyeron a los cambios extremos de la organización social: un concepto totalmente nuevo de lo que significaba considerar a las personas “iguales”.

Unidad 8C

Ciencias y ciencia ficción
Cada estudiante leerá la obra Frankenstein de Gris Grimly, una novela gráfica que integra ilustraciones cautivantes en una versión abreviada de la edición de 1818 del libro de Mary Shelley. Combinadas con el texto de Shelley, las inquietantes —y a veces espeluznantes— representaciones de la criatura de Frankenstein diseñadas por Grimly impulsan a cada estudiante a contemplar algunos de los temas centrales del texto: el origen de la humanidad y la raíz del mal. Luego escribe un ensayo, en el cual, después de argumentar a favor de ambos lados de la cuestión, determina si en última instancia la criatura de Frankenstein debería considerarse humana.

Unidad 8D

Romeo y Julieta, de Shakespeare
Romeo y Julieta combina romance y acción, ofreciendo una amplia gama de temas y escenas que cada estudiante puede leer y representar actuando. Cada estudiante de nivel intermedio tiene la edad adecuada para identificarse con los sentimientos intensos de los amantes, y ha alcanzado la madurez suficiente como para analizar de forma crítica las decisiones que toman Romeo y Julieta.

Unidad 8E

El Holocausto: memoria y significado
Esta unidad usa una variedad de artículos, imágenes y videos de primera fuente, así como textos de no ficción literaria y no ficción gráfica, para estudiar los sucesos que hicieron posibles las atrocidades del Holocausto. Cada estudiante investiga cómo se generó y se empleó la propaganda para crear un ambiente político que llegó a corromper a toda una sociedad. Las Olimpiadas se observan a través de la lente de una campaña de propaganda internacional, al amparo de la cual los nazis comenzaron a eliminar de su cultura a las personas que no eran de lo que consideraban «raza aria». La sub unidad final examina los resultados de la doctrina nazi y su impacto en las víctimas y sobrevivientes judíos.

Unidad 8F

Colección acerca de La carrera espacial
Cada estudiante usa internet para poner a prueba sus destrezas de investigación y lectura atenta, y distingue entre fuentes fiables y fuentes no fiables.

En esta colección los estudiantes exploran documentos primarios y llevan a cabo investigación independiente para comprender mejor esta carrera espacial entre los dos superpoderes del planeta. La dramática historia de la carrera espacial ofrece a cada estudiante un generoso tema de investigación para explorar, mientras desarrollan destrezas de lectoescritura informativa, y aprenden cómo elaborar sus propias preguntas de investigación y exploran Internet en busca de respuestas.

Unidad 8

Gramática

En esta unidad cada estudiante completan instrucciones para seguir un aprendizaje autoguiado que el maestro o la maestra le asignará durante el año. Las sub unidades están organizadas por temas clave de gramática, de manera de que el maestro o la maestra pueda asignar el contenido que mejor se acomoda a las necesidades de sus estudiantes mientras se aseguran de que trabajen con temas clave de gramática apropiados para su grado.

Unidad 8G

Escribir un cuento: nivel avanzado

En esta unidad cada estudiante pueden poner en práctica sus destrezas de escritura creativa, para aprender elementos de narración y desarrollo de personajes. También aprende la importancia del lenguaje vívido para enganchar a sus lectores y atraerles al cuento.

Actividades adicionales

Quests:

Es posible que observe que su estudiante trabaja con sus compañeros en el mismo proyecto interactivo durante varios días, tratando de resolver un misterio o explicar un evento histórico. Eso es lo que sucede cuando un maestro asigna una misión: una exploración en profundidad de una semana de duración que requiere colaboración y profundiza el compromiso con textos y temas.

Aplicación de vocabulario:

La aplicación Vocab ayuda a los estudiantes a dominar el vocabulario a través de actividades similares a juegos que los desafían a pensar en morfología, analogías y sinónimos/antónimos, y a descifrar el significado a través del contexto.

Contacte con nosotros

¡Estamos aquí para ayudarle!

¿Tiene alguna pregunta sobre Amplify ELA?

Visite nuestra biblioteca de ayuda (en inglés) para buscar artículos con respuestas a sus preguntas sobre el programa.

Para obtener apoyo curricular adicional, comuníquese con el maestro de su estudiante.

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¡Les damos la bienvenida, familias de Amplify ELA!

Nos complace darles la bienvenida a usted y a su estudiante al programa Amplify ELA para el nuevo año escolar y brindarles oportunidades de aprendizaje excepcionales a través de ELA. Hemos reunido una serie de recursos y guías que ayudarán a que su estudiante aproveche al máximo nuestra plataforma. Ponemos a su disposición estos materiales para que también usted pueda brindar apoyo a su estudiante a lo largo de todo el año.

Para la versión en inglés, haga clic aquí.

Illustrated collage with people playing sports, riding bikes, and a thoughtful person’s portrait, framed by natural elements and a rocket launching, next to an "EdReports Review Year 2020" badge.

¿Qué es Amplify ELA?

Amplify ELA ayuda a los estudiantes de los grados 6 a 8 a leer y comprender textos complejos que los alientan a abordar ideas interesantes y a descubrir, por sí mismos, la relevancia de estos textos. Amplify ELA es un programa mixto que incluye materiales digitales e impresos, pero también se puede utilizar solo de manera impresa. Los estudiantes que usan Amplify ELA leen textos con atención, interpretan lo que encuentran, comparten sus ideas con sus compañeros y desarrollan sus ideas por escrito. La estructura de la lección es fácil de seguir, pero lo suficientemente flexible para permitir diversas experiencias de aprendizaje y lo suficientemente variada para mantener a los estudiantes interesados.

Las características incluyen:

  • Funcionalidad que permite a cada estudiante trabajar en su propio nivel y enfrentar, al mismo tiempo, desafíos adecuados.
  • Herramientas integradas que permiten a los maestros realizar un seguimiento y responder al trabajo de los estudiantes.
  • La biblioteca digital (Amplify Library), que contiene más de 700 libros completos de ficción y no ficción descargables.
  • La aplicación de vocabulario (Vocab App), que utiliza actividades lúdicas para ayudar a que los estudiantes dominen las palabras clave de los textos del programa. (Los estudiantes que utilicen materiales impresos verán las palabras clave resaltadas.)
  • Tareas de escritura independientes llamadas Solos, disponibles en dispositivos móviles.
  • Proyectos interactivos llamados Quests que acompañan a ciertas unidades para proporcionar práctica adicional en las habilidades analíticas de lectura, escritura, habla y escucha.

Primeros pasos

Cómo apoyar a su estudiante en casa:

  • Si es posible, lea con su estudiante a diario; incluso 15 minutos de lectura juntos al día pueden tener un gran impacto. Pueden leer juntos en voz alta secciones del texto; a muchos estudiantes de secundaria les gusta adoptar el papel de un personaje de una obra de teatro e interpretar parte de sus diálogos o añadir un toque dramático a un poema en el que estén trabajando. Si su estudiante tiene dificultad para leer en voz alta, intente leerle el texto con expresividad y después pida a su estudiante que haga lo mismo. Los días flexibles del programa (Flex Days) tienen una variedad de actividades de fluidez en la lectura que sirven como práctica adicional. Pídale a su estudiante que le ayude a encontrar estas actividades.
  • Busquen momentos para conversar sobre lo que están leyendo y descubriendo. Por ejemplo, usted podría preguntarle:¿Qué te llamó la atención de lo que leíste hoy? ¿Alguna frase o palabra te resultó confusa? ¿Qué te sorprendió más? ¿Qué crees que intentaba comunicar el autor? ¿Estás de acuerdo con sus ideas o descripciones? ¿Qué conexiones puedes establecer entre lo que lees y tu propia vida u otros temas que hayas escuchado?
  • Escuche a su estudiante leer sus respuestas escritas o pídale que las comparta con un amigo por teléfono o en una videollamada.
  • Explore Amplify Library para encontrar libros que su estudiante pueda disfrutar y leer con fluidez por su cuenta.
  • Consulte el artículo Proteja a los niños en internet de la Comisión Federal de Comercio, cuyo tema es la seguridad digital.

Cómo acceder a textos en Amplify Library.

¡Invitamos a que los estudiantes utilicen los textos básicos de Amplify Library en casa! Por favor, siga los siguientes pasos para poder descargar un texto y poder leerlo sin contar con acceso a internet:

1. Diríjase al menú Programs & Apps (Programas y aplicaciones) ubicado en la parte superior de la pantalla y desplácese hacia abajo hasta encontrar el icono de Amplify Library. Cuando lo seleccione, Amplify Library se abrirá en una nueva pestaña.

A digital menu displays various educational tools and resources, with "Amplify ELA" highlighted at the top and the "Library" option outlined in orange.

2.  Si se le solicita, siga las instrucciones para configurar un pin para Amplify Library; de lo contrario, continúe con el siguiente paso.

A pop-up window prompts the user to create a four-character PIN of lowercase letters and/or numbers for offline reading, with Cancel and Submit buttons.

3. En la esquina superior derecha de la pantalla, busque el libro que desea descargar. Por ejemplo: The Secret of the Yellow Death: A True Story of Medical Sleuthing.

A digital library search page displays "yellow death" in the search bar with no results found for title, authors, or genre. Book covers are visible in the left sidebar.

4. Seleccione el botón Download (Descargar).

A digital library interface displays the book "The Secret of the Yellow Death" by Suzanne Jurmain, showing its cover, synopsis, and options to read or download.

5. Si pierde el acceso a internet mientras está en Amplify Library, podrá seguir accediendo y leyendo los libros descargados. Si la página se actualiza sin tener conexión a internet o usted intenta iniciar sesión en otro dispositivo sin tener conexión, perderá el acceso a los libros descargados hasta que se restablezca la conexión.

A dropdown menu under "My Library" shows options: Recently Read, Favorites, Downloaded (highlighted), and All Books. Below, a Recently Read section displays three book covers.

Para recuperar los textos descargados:

  1. Desde la aplicación de Amplify Library, abra el menú desplegable My Library (Mi biblioteca) ubicado en la esquina superior izquierda.
  2. Seleccione Downloaded (Descargados).
  3. Elija el texto que desea leer de entre todos los textos previamente descargados.

Vistazo general a los materiales

No todas las escuelas funcionan de la misma manera, pero los estudiantes que asisten a escuelas que tienen las ediciones impresas y digitales del programa probablemente tienen los siguientes materiales impresos en casa:

  • Edición para estudiantes (Student Edition): Incluye todas las lecturas y actividades necesarias para la instrucción a lo largo del año. Los estudiantes pueden leer las selecciones tanto en formato digital como impreso y anotar en ambos formatos. Las lecciones de la Edición para estudiantes impresa reflejan cada lección digital, pero se han modificado para que funcionen eficazmente en formato impreso.
  • Diarios de escritura (Writing Journals): Este espacio proporciona a los estudiantes la posibilidad de responder a indicaciones de escritura (Writing Prompts) y completar otras tareas escritas.

En el caso de que los estudiantes no tengan acceso a dispositivos o Internet, pueden continuar completando tareas clave de lectura y escritura utilizando las Ediciones para estudiantes impresas y los Diarios de escritura para estudiantes.

Los maestros también pueden acceder a, imprimir y enviar por correo las guías de novelas (Novel Guides) para estudiantes. Las guías abarcan hasta 12 novelas que suelen enseñarse en las escuelas. Seis de estas novelas están disponibles en Amplify Library y la mayoría debería estar disponible en una biblioteca pública.

Reseñas de unidades

A continuación, se presentan breves descripciones generales de cada unidad que su estudiante estudiará en su grado a lo largo del año. Con cada unidad se incluye una guía descargable que ofrece un repaso más detallado del contenido cubierto y de cómo puede ayudar a su estudiante a profundizar en la comprensión de los temas.

Unidad 6A

La narrativa de Dahl

Cada estudiante comienza con escritura narrativa para aumentar rápidamente su producción de escritura, aprender la destreza básica de enfoque y familiarizarse con los hábitos y rutinas clave del salón de clases que utilizarán todo el año. Luego, aplica su nueva capacidad de observación a entretenidas lecturas de la biografía de Roald Dahl, Boy, y aprende a trabajar de cerca con evidencias del texto.

Unidad 6B

Misterios e investigaciones

Cada estudiante lee con la atención propia de un investigador, embarcándose en un estudio del cautivante mundo del trabajo de detective en distintos géneros literarios. Al final de la unidad, el niño o la niña escribe una composición para explicar cuál es el rasgo más útil de un investigador en la resolución de problemas.

Unidad 6C

Colección acerca del chocolate

Los aztecas lo usaban como moneda, Robert Falcon Scott lo llevó a la Antártida, los nazis diseñaron con él una bomba para matar a Churchill. La historia del chocolate se remonta a 3,700 años en el pasado y está repleta de vicisitudes que la vuelven un tema de investigación gratificante. En esta unidad los y las estudiantes analizan documentos de primera fuente y conducen investigaciones independientes para entender mejor la extraña y maravillosa gama de roles que el chocolate ha desempeñado en el mundo a lo largo de los siglos.

Unidad 6D

Los griegos

Los mitos griegos nos ayudan a entender no solo la cultura griega antigua, sino también el mundo que nos rodea y la función que cumplimos en él. Partiendo de las rutinas y destrezas establecidas en las unidades anteriores, estas lecciones motivan a cada estudiante a dejar atrás el enfoque en una sola persona —él mismo o ella misma o un personaje— para contemplar cuestiones más amplias sobre el papel que las personas desempeñan en el mundo y en las comunidades donde residen.

Unidad 6E

El verano de las mariposas

Las tierras fronterizas de Estados Unidos y México son lugares poblados de leyendas, tanto verdaderas como ficticias. El verano de las mariposas, de Guadalupe García McCall, implanta una versión de la Odisea en este entorno, embarcando a cinco hermanas en una aventura que transcurre en un mundo de héroes y malhechores inspirado en mitos aztecas y leyendas latinoamericanas. La experiencia ayuda a las hermanas a aceptar la disolución del matrimonio de sus padres y a encontrar fortaleza renovada en su identidad de hermanas y en su conexión a un linaje azteca. En esta unidad, cada estudiante analiza el uso que McCall da a la estructura de una epopeya para crear una narración emocionante de aventuras, y cómo la autora hace uso de la narración para celebrar el poder femenino, su herencia latina y una definición más amplia de lo que es una familia. Cada estudiante también tiene oportunidad de comparar el viaje ficticio de las jóvenes a México con la descripción del viaje real de un jovencito a Estados Unidos.

Unidad 6F

Colección acerca del Titanic

Para aprender a diferenciar las fuentes primarias, secundarias y terciarias, determinar si una fuente dada es fiable y entender los usos éticos de la información, cada estudiante formula sus propias preguntas de investigación y busca las respuestas en internet. Asumirá así el papel de uno de los pasajeros o pasajeras de la lista de embarque del Titanic y considerará cuestiones de clase y género, a medida que investiga y escribe relatos desde el punto de vista de los viajeros.

Unidad 6F y unidad 6G

Comenzar a escribir un cuento

En esta unidad cada estudiante puede poner en práctica sus destrezas de escritura creativa, para aprender elementos de narración y desarrollo de personajes, y la importancia del lenguaje vívido. Cada estudiante consigue una noción de propiedad sobre su propia escritura a medida que experimenta los diferentes impactos de sus decisiones autorales en oraciones, lenguaje, rasgos de personajes y giros de la trama.

Unidad 6F

Gramática

En esta unidad cada estudiante completa instrucciones para seguir un aprendizaje autoguiado y practica lo que el maestro y la maestra le asignará durante el año.

Unidad 7A

La narrativa y La joven del pañuelo rojo

En esta unidad se presenta la autobiografía sumamente cautivante de una joven cuya vida transcurre en China durante la Revolución Cultural. Cada estudiante aprende la historia y el contexto político de este periodo, enfocándose en el relato de alguien que vivió en la época de la revolución. A medida que cada estudiante recorre el camino de la protagonista en ese mundo convulsionado, puede apreciar los cambios que se produjeron en los sentimientos y motivaciones de la joven a lo largo del tiempo.

Unidad 7B

Carácter y conflicto

Leyendo Una pasa al sol y Inocentón, cada estudiante explora el tema de las personas que, al enfrentar adversidades, pueden infligir daño en quienes los rodean sin intención de hacerlo. Las dos narrativas se complementan para brindar a cada estudiante oportunidades de analizar las respuestas de los personajes al conflicto y el desarrollo de ideas del autor o la autora en una obra de ficción.

Unidad 7C

La ciencia del cerebro
¿Podrías sobrevivir después de que una vara de hierro te atravesara el cráneo? Phineas Gage lo hizo y su historia, escalofriante pero real, permite desarrollar la información de contexto y analizar otros textos informativos, incluyendo los contemporáneos El hombre que confundió a su mujer con un sombrero y el obviamente relevante La desmitificación del cerebro adolescente.

Unidad 7D

La poesía y Poe

Los textos de Poe siempre tienen mucho para observar, descifrar, comentar y… crisparnos los nervios. Dado que las cosas no siempre son lo que aparentan, cada estudiante usa las destrezas de lectura atenta para cuestionar si debería creer lo que el narrador de Poe les está contando.

Unidad 7E

Colección acerca de Frida y Diego

Los artistas más famosos y provocativos de México, Diego Rivera y Frida Kahlo, formaron una pareja extraordinaria que vivió en tiempos extraordinarios. Eran almas gemelas con personalidades totalmente opuestas. Las obras de Diego Rivera y Frida Kahlo y sus vidas multifacéticas ofrecen a cada estudiante un tema fértil y fascinante para examinar documentos de fuente primaria y conducir investigaciones independientes.

Unidad 7F

Colección acerca de La fiebre del oro

Cada estudiante elige entre una extensa colección de fuentes primarias y secundarias para aprender acerca de la amplia diversidad de personas que participaron en La fiebre del oro de California.

Unidad 7G

Escribir un cuento: nivel intermedio

En esta unidad cada estudiante puede poner en práctica sus destrezas de escritura creativa para aprender elementos de narración y desarrollo de personajes, y la importancia del lenguaje vívido.

Unidad 7

Gramática

En esta unidad cada estudiante completa instrucciones para seguir un aprendizaje autoguiado que el maestro o la maestra le asignará durante el año. Las sub unidades están organizadas por temas clave de gramática, de manera de que el maestro o la maestra pueda asignar el contenido que mejor se acomoda a las necesidades de sus estudiantes mientras se asegura de que trabajen con temas clave de gramática apropiados para su grado.

Unidad 8A

Perspectivas y narrativa
Esta unidad procura enseñar a cada estudiante a leer como un escritor o una escritora. Así, pone en práctica la destreza de prestar atención al oficio de la escritura: las decisiones que toma un buen escritor o escritora para darle forma a nuestra percepción de una escena o a nuestros sentimientos hacia un personaje, y para despertar nuestras emociones, sorprendernos o dejarnos pensando en lo que podría suceder después. Cada estudiante lee atentamente ejemplos de narrativas de no ficción, analiza las técnicas que usa cada autor para que sus textos evoquen emociones y practica la aplicación de estas técnicas en sus propios textos narrativos.

Unidad 8B

Libertad e igualdad
Analizamos las palabras de varios creadores —desde el poeta Walt Whitman hasta el abolicionista Frederick Douglass y el presidente Abraham Lincoln— para descubrir cómo sus escritos y obras contribuyeron a los cambios extremos de la organización social: un concepto totalmente nuevo de lo que significaba considerar a las personas “iguales”.

Unidad 8C

Ciencias y ciencia ficción
Cada estudiante leerá la obra Frankenstein de Gris Grimly, una novela gráfica que integra ilustraciones cautivantes en una versión abreviada de la edición de 1818 del libro de Mary Shelley. Combinadas con el texto de Shelley, las inquietantes —y a veces espeluznantes— representaciones de la criatura de Frankenstein diseñadas por Grimly impulsan a cada estudiante a contemplar algunos de los temas centrales del texto: el origen de la humanidad y la raíz del mal. Luego escribe un ensayo, en el cual, después de argumentar a favor de ambos lados de la cuestión, determina si en última instancia la criatura de Frankenstein debería considerarse humana.

Unidad 8D

Romeo y Julieta, de Shakespeare
Romeo y Julieta combina romance y acción, ofreciendo una amplia gama de temas y escenas que cada estudiante puede leer y representar actuando. Cada estudiante de nivel intermedio tiene la edad adecuada para identificarse con los sentimientos intensos de los amantes, y ha alcanzado la madurez suficiente como para analizar de forma crítica las decisiones que toman Romeo y Julieta.

Unidad 8E

El Holocausto: memoria y significado
Esta unidad usa una variedad de artículos, imágenes y videos de primera fuente, así como textos de no ficción literaria y no ficción gráfica, para estudiar los sucesos que hicieron posibles las atrocidades del Holocausto. Cada estudiante investiga cómo se generó y se empleó la propaganda para crear un ambiente político que llegó a corromper a toda una sociedad. Las Olimpiadas se observan a través de la lente de una campaña de propaganda internacional, al amparo de la cual los nazis comenzaron a eliminar de su cultura a las personas que no eran de lo que consideraban “raza aria”. La sub unidad final examina los resultados de la doctrina nazi y su impacto en las víctimas y sobrevivientes judíos.

Unidad 8F

Colección acerca de La carrera espacial
Cada estudiante usa internet para poner a prueba sus destrezas de investigación y lectura atenta, y distingue entre fuentes fiables y fuentes no fiables.

En esta colección los estudiantes exploran documentos primarios y llevan a cabo investigación independiente para comprender mejor esta carrera espacial entre los dos superpoderes del planeta. La dramática historia de la carrera espacial ofrece a cada estudiante un generoso tema de investigación para explorar, mientras desarrollan destrezas de lectoescritura informativa, y aprenden cómo elaborar sus propias preguntas de investigación y exploran Internet en busca de respuestas.

Unidad 8

Gramática

En esta unidad cada estudiante completan instrucciones para seguir un aprendizaje autoguiado que el maestro o la maestra le asignará durante el año. Las sub unidades están organizadas por temas clave de gramática, de manera de que el maestro o la maestra pueda asignar el contenido que mejor se acomoda a las necesidades de sus estudiantes mientras se aseguran de que trabajen con temas clave de gramática apropiados para su grado.

Unidad 8G

Escribir un cuento: nivel avanzado

En esta unidad cada estudiante pueden poner en práctica sus destrezas de escritura creativa, para aprender elementos de narración y desarrollo de personajes. También aprende la importancia del lenguaje vívido para enganchar a sus lectores y atraerles al cuento.

Actividades adicionales

Quests:

Quizás observe que su estudiante trabaja con sus compañeros en el mismo proyecto interactivo durante varios días, intentando resolver un misterio o explicar un acontecimiento histórico. Eso es lo que sucede cuando un maestro asigna una misión (Quest): una exploración minuciosa de una semana que requiere colaboración y ayuda a profundizar la interacción con los textos y con los temas tratados.

Vocab App:

La aplicación de vocabulario (Vocab App) ayuda a los estudiantes a dominar las palabras del vocabulario a través de actividades lúdicas que los hacen pensar en la morfología, la analogía y los sinónimos y antónimos, y a descifrar el significado a través del contexto.

¿Tiene alguna pregunta sobre Amplify ELA?

Visite nuestra biblioteca de ayuda (en inglés) y busque respuestas a sus preguntas sobre el programa en nuestros artículos de ayuda.

Para obtener apoyo curricular adicional, comuníquese con su maestro.

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.

 

Three children's book covers displayed: "The Green Fern Zoo" with illustrated animals, "The Job Hunt" featuring a woman and child, and "Fables" showing a fox reading to forest animals.

All-green on EdReports
Una chica con una camisa azul se sienta en una mesa con un libro abierto. Las características del fondo incluyen un oso, una pagoda, plantas, gemas y un pájaro, todo en un estilo ilustrado.

Program effectiveness
Circular badge with "READ THE REPORT" at the top, "REVIEW YEAR 2021" at the bottom, and the EdReports logo in the center.

Also all-green: CKLA Skills

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.
How it works
Illustration of ancient civilizations featuring pyramids, a Sphinx statue, a step pyramid, farmers with oxen, and people in traditional clothing.

CKLA Program Guide
Illustration featuring diverse characters and elements such as frida kahlo with flowers, children on planets, maya pyramid, a bee, and a cricket on nature-themed background.

Caminos Program Guide
Una ilustración que representa a un gran lobo con sombrero de copa liderando un desfile de animales y personas con instrumentos musicales a través de un paisaje montañoso.

Grade K Teacher Planner
Illustration of a space scene with an astronaut in the foreground, a rocket launching, people with a telescope, and a distant planet with rings.

Grade 1 Teacher Planner
Ilustración que muestra la antigua Grecia con un anfiteatro, estatuas, soldados con armadura, un barco y un templo en una colina rodeada de vegetación.

Grade 2 Teacher Planner
An illustration from Amplify CKLA's The Viking Age (with Core Quest)

Grade 3 Teacher Planner
Un pequeño bote de remos con tres personas navega por mares agitados mientras dos grandes barcos luchan al fondo, con humo y fuego visibles.

Grade 4 Teacher Planner
Dos jinetes medievales a caballo, uno de ellos con la espada en alto, avanzan por un terreno rocoso. El fondo presenta un paisaje brumoso bajo un tono violeta.

Grade 5 Teacher Planner

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 explore
Illustrative circles depicting educational stages from prek to grade 5, each showing children engaged in age-appropriate activities or learning themes.

Units by grade
Ilustración de una galleta con leche, un primer plano de la boca de una persona, un texto que dice "¡Digámoslo juntos!" en un bocadillo y dos círculos azules uno al lado del otro sobre un fondo verde.

Skills by grade

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.

What students read
A boy sits at a table drawing while smiling at a large blue elephant floating outside the window in a bright, colorful room.

Grade K Text List
A boy sits on brownstone steps as a pink ice cream truck labeled "Yummy" emits colorful, wavy streams on a residential street with three row houses.

Grade 1 Text List
A rocket launches from a pad, releasing smoke, while a peregrine falcon perches on a branch in the foreground, watching the scene.

Grade 2 Text List
Three people are at a playground, with two children singing while sitting and standing on playground equipment, and an adult directing or encouraging them. Musical notes are illustrated around them.

Grade 3 Text List
Cartoon people of varied ages and backgrounds enjoy a city park; some play music, others relax or interact, with buildings and trees in the background.

Grade 4 Text List
A girl writes at her desk, imagining herself graduating in cap and gown, with a thought bubble showing her smiling and holding a diploma.

Grade 5 Text List

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.

Un grupo de jóvenes estudiantes se sientan muy juntos y miran atentamente hacia arriba. Algunos de los niños visten atuendos coloridos, incluida una niña con un hijab azul. Parecen estar en un salón de clases.

The four pillars of equity

Two boys sit at desks with open books, talking to each other. A paper cutout of a lightbulb stands upright between them.

Equity and diversity overview
Una mujer adulta está ayudando a un niño con sus tareas escolares en un escritorio en un salón de clases.

Grades K–2: Supporting all learners
Four students work together at a desk in a classroom, with one writing in a notebook. A projector screen and whiteboards with notes are visible in the background.

Grades 3–5: Supporting all learners

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.

Built on the Science of Reading
Cover image of the book Science of Reading: A Primer, Part One by Amplify, showing a person flying a kite with multicolored ribbons in a green landscape with trees and clouds.

Science of Reading Primer: Part 1
Cover of Science of Reading: The Primer Part Two by Amplify, featuring an illustration of a person standing atop a large stair pyramid holding a staff with a glowing symbol, with trees and clouds in the background.

Science of Reading Primer: Part 2
Three children read books together on the floor with a small table and a stack of books in the background.

Science of Reading: Look Fors
Orange outline of headphones with a sound wave symbol in the center, set against a black background.

Science of Reading podcast

Gain insights from researchers and practitioners in early 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
Diagram showing parallel strands labeled with reading skills and knowledge merging together into a single twisted line labeled "Integration.

CKLA Skills sequence for K–2
Diagram showing parallel strands labeled with reading skills and knowledge merging together into a single twisted line labeled "Integration.

CKLA Skills sequence for 3–5

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.

 

CKLA_Caminos

CKLA and Caminos

Amplify Caminos delivers equitable ELA instruction in Spanish.
male student smiling with books at desk

CKLA and Caminos Lectoescritura

Amplify Caminos authentically builds foundational skills for Spanish-speakers.
A diverse group of young students and a teacher laughing together around a laptop in a colorful classroom, engaged with an online language arts curriculum.

CKLA and Language Studio

CKLA aligns with Language Studio–our ELD companion program for grades K–2.
Un niño con la cabeza rapada está sentado en un escritorio, escribiendo en un cuaderno con un bolígrafo blanco.

CKLA and Writing Studio

CKLA aligns with Writing Studio–our writing companion program for grades K–5.
Un adulto y un niño se sientan en una mesa y usan juntos una tableta. El adulto viste un top floral amarillo y el niño, vestido con un traje azul marino y blanco, señala la pantalla.

CKLA and mCLASS

CKLA connects to our comprehensive diagnostic universal screener called mCLASS.
Two young girls, one with braided hair and the other with blonde hair, smiling and looking at a laptop screen in a classroom.

CKLA and Amplify Reading

CKLA connects to our adaptive reading practice program called Amplify Reading.

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
Access CKLA Teacher Resource Site

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

pmomsen@amplify.com

Featured blog post

What my wedding taught me about choosing curriculum

The right curriculum choice isn’t only about the product—it’s about who’s by your side from start to finish. Here’s how one district found that with Amplify CKLA.

By Kelly Pruitt, Instructional Facilitator, Peninsula School District | May 28, 2026

Read post
A teacher leans over a group of elementary students who are working together at a classroom table under a "CKLA Skills" sign, guiding them through successful CKLA implementation.

Explore more posts.

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Familias y cuidadores, ¡bienvenidos a Amplify Desmos Math California
K–5!

Bienvenidos al Caregiver Hub de Amplify Desmos Math California K–5. Esperamos que su estudiante disfrute explorando las matemáticas, trabajando con amigos para resolver problemas y aprendiendo conceptos nuevos e interesantes. ¡Y esperamos que ustedes disfruten de la experiencia matemática junto con ellos! A continuación, encontrarán algunas sugerencias y recursos para apoyar su aprendizaje en casa.

Obtenga más información sobre Amplify Desmos Math California.

For the English version, please click here.

Tres niños participan en una actividad práctica de matemáticas con tarjetas numéricas y fichas sobre una cuadrícula. El fondo está decorado con peces y símbolos matemáticos.

Recursos de la unidad para cuidadores

Para cada unidad del programa, hemos creado un Recurso para cuidadores (Caregiver Resource), el cual ofrece un resumen de los conceptos clave, además de un problema del conjunto de práctica de la lección que usted puede resolver con su estudiante. Encontrará un Recurso para cuidadores en cada unidad, disponible tanto en inglés como en español.

Ingrese a Amplify Desmos Math California en casa.

Además del cuaderno de ejercicios impreso de la Edición del estudiante (Student Edition), su estudiante tendrá acceso digital a todos los materiales de aprendizaje, práctica y evaluación a través de la plataforma de Amplify. Es posible acceder al currículo digital desde la escuela o desde casa siguiendo estas instrucciones:

  • Haga clic en el botón Amplify Desmos Math California.
  • Seleccione Log in with Amplify.
  • Ingrese el nombre de usuario y la contraseña de su estudiante que el maestro les haya proporcionado.
  • Seleccione el nivel escolar deseado.

Una vez iniciada la sesión, los cuidadores pueden ver el trabajo de los estudiantes abriendo tareas anteriores.

Aprenda a navegar por la página de inicio de los estudiantes (student home page).

Amplify Desmos Math California

Vistazo general a los materiales

Amplify Desmos Math California promueve el aprendizaje mixto por medio de materiales impresos de apoyo y una experiencia digital única. Todas las lecciones en los grados K a 5 están disponibles en un cuaderno de trabajo de la Edición del estudiante. Muchas de las lecciones incluyen actividades prácticas con materiales manipulables, herramientas que ayudan a que los estudiantes hagan tangibles conceptos abstractos para poder comprenderlos. Su estudiante también trabajará con dispositivos digitales durante un número de lecciones que es apropiado para su edad.

Cuando los estudiantes usan dispositivos, los maestros pueden supervisar su trabajo en tiempo real, asegurándose de que reciban el apoyo exacto que necesitan en cada parte de la lección, dentro y fuera del salón de clase.

Una interfaz digital que muestra los nombres anónimos de los estudiantes y su estado de participación en diversas actividades. La interfaz incluye opciones para realizar resúmenes, capturas de pantalla y vistas individuales de los estudiantes.

Componentes de una lección

A los estudiantes en un aula de Amplify Desmos Math California se les ve (¡y se les escucha!) haciendo preguntas, debatiendo respuestas, justificando su razonamiento, enfrentándose a problemas y trabajando juntos o de forma individual.

Una lección típica de Amplify Desmos Math California incluye:

  • Calentamiento: Un problema breve e interesante para que los estudiantes se sientan atraídos a la lección.
  • Actividades: Una o dos actividades cortas que desafíen las destrezas de los estudiantes para resolver problemas.
  • Síntesis: Una discusión para revisar y consolidar los conceptos importantes de la lección.
  • Demuestra lo que sabes (Show What You Know) y Reflexión (Reflection): Preguntas para que los estudiantes demuestren lo que aprendieron en la lección. (Nota: La evaluación de la lección “Demuestra lo que sabes” es opcional en kindergarten y primer grado).
  • Centros (Centers): Estaciones de actividades dirigidas por los estudiantes que refuerzan los conceptos matemáticos que aprendieron durante las actividades de la lección usando formatos interactivos y, a menudo, lúdicos. En kindergarten y primer grado, el tiempo destinado a los Centros se incorpora en los últimos 15 minutos de cada lección.

Para apoyar, fortalecer y ampliar el aprendizaje de los estudiantes después de la lección, Amplify Desmos Math California ofrece opciones de:

  • Diferenciación: Minilecciones (Mini-Lessons), Centros, Extensiones, Boost Personalized Learning y Fluency Practice (Práctica de la fluidez).
  • Práctica: Problemas adicionales que el maestro puede asignar para trabajar en clase o como tarea.

Apoye el aprendizaje de las matemáticas en casa.

Usted puede apoyar el aprendizaje de las matemáticas de su estudiante fuera de la escuela de muchas maneras:

El maestro puede asignar problemas de práctica al final de cada lección como trabajo en clase o como tarea. Si su estudiante ya ha completado los problemas de práctica de la lección, pídale que le explique cómo resolvió cada problema o que comente las partes que le resultaron difíciles. Haga preguntas de seguimiento para fomentar el uso del lenguaje matemático mientras explica su razonamiento, por ejemplo: “¿Cómo lo sabes?”, “¿Cómo puedes demostrar tu razonamiento?” o “¿Cómo describirías eso?”. Si su estudiante no consigue avanzar, hágale preguntas de apoyo, por ejemplo: “¿Qué información de aquí conoces?” o “¿Cómo podrías representar este problema?”.

Los juegos de Centro (Center game) se alinean con las matemáticas de la unidad y se pueden jugar con los estudiantes fuera de clase. Es posible que el maestro les explique a los estudiantes cómo jugar un juego de Centro durante o después de una lección. Si no es así, usted puede enseñarle a jugar usando instrucciones fáciles de seguir. Regístrese para obtener una cuenta gratuita y explorar los Centros y el contenido adicional para grados K a 5 en nuestras Colecciones destacadas.

Relacione las matemáticas con actividades cotidianas en casa, ya sea ir de compras, preparar la comida o planear una visita a la tienda. Su estudiante puede ayudarle a calcular cuántas manzanas más hay en el carrito que naranjas, dividir un sándwich en cuatro partes o calcular cuánto cambio recibirá si paga con un billete de diez dólares. Anímelo a señalar las maneras en que ustedes usan las matemáticas en sus quehaceres diarios.

Recuerde al estudiante que bloquearse es una parte necesaria (incluso benéfica) del proceso de aprendizaje. Muchos estudiantes (al igual que personas adultas) temen equivocarse, pero las investigaciones demuestran que cometer errores ayuda a que nuestro cerebro se desarrolle. Cuando su estudiante no consiga avanzar en un problema, anímelo a seguir intentando diferentes estrategias, aunque no esté seguro de si son correctas.

Obtenga más información.

¿Tiene alguna pregunta sobre Amplify Desmos Math California? Visite nuestra biblioteca de ayuda (en inglés) para buscar artículos con respuestas a sus preguntas sobre el programa. Para obtener más ayuda, por favor comuníquese con su maestro.

Familias y cuidadores, ¡bienvenidos a Amplify Desmos Math California
6–12!

Bienvenidos al Caregiver Hub de Amplify Desmos Math California 6–12. Diseñamos este espacio para apoyar a su estudiante en su proceso de aprendizaje de las matemáticas.

En clase, su estudiante trabaja con lecciones digitales usando dispositivos, así como cuadernos de trabajo de la Edición del estudiante (Student Edition). También se le pueden asignar prácticas digitales o impresas fuera de clase. A continuación, encontrará algunas sugerencias y recursos para apoyar el aprendizaje de su estudiante en casa.

Obtenga más información sobre Amplify Desmos Math California.

For the English version, please click here.

Ilustración de una persona en silla de ruedas con un casco que dirige la colocación de una pieza triangular, rodeada de símbolos matemáticos.

Recursos de la unidad para cuidadores

Para cada unidad del programa, hemos creado un Recurso para cuidadores (Caregiver Resource), el cual ofrece un resumen de la lección, además de un problema que usted puede resolver con su estudiante (y una clave de respuestas). Estos recursos están disponibles tanto en inglés como en español, junto con un glosario de términos clave en ambos idiomas.

Unidad 1: Área y área de superficie

Unidad 2: Introducción a las razones

Unidad 3: Tasas y porcentajes

Unidad 4: División de fracciones

Unidad 5: Aritmética decimal

Unidad 6: Expresiones y ecuaciones

Unidad 7: Números positivos y negativos

Unidad 8: Descripción de datos – ¡Próximamente!

Unidad 1: Dibujos a escala

Unidad 2: Introducción a las relaciones proporcionales

Unidad 3: Medidas de círculos

Unidad 4: Relaciones proporcionales y porcentajes

Unidad 5: Operaciones con números positivos y negativos

Unidad 6: Expresiones, ecuaciones y desigualdades

Unidad 7: Ángulos, triángulos y prismas

Unidad 8: Probabilidad y muestreo

Unidad 1: Transformaciones rígidas y congruencia

Unidad 2: Dilataciones, semejanza y pendiente

Unidad 3: Relaciones proporcionales y lineales

Unidad 4: Ecuaciones lineales y sistemas lineales

Unidad 5: Funciones y volumen

Unidad 6: Asociación de datos

Unidad 7: Exponentes y notación científica

Unidad 8: Teorema de Pitágoras y números irracionales

Unidad 1: Patrones y secuencias

Unidad 2: Ecuaciones lineales y desigualdades

Unidad 3: Descripción de datos

Unidad 4: Descripción de funciones

Unidad 5: Sistemas de ecuaciones lineales y desigualdades

Unidad 6: Funciones exponenciales

Unidad 7: Funciones cuadráticas

Unidad 8: Ecuaciones cuadráticas

Ingrese a Amplify Desmos Math California en casa.

Su estudiante tendrá acceso digital a todos los materiales de aprendizaje, práctica y evaluación a través de la plataforma de Amplify. Es posible acceder al currículo digital desde la escuela o desde casa siguiendo estas instrucciones:

  • Haga clic en el botón Amplify Desmos Math California.
  • Seleccione Log in with Amplify.
  • Ingrese el nombre de usuario y la contraseña que el maestro de su estudiante les haya proporcionado.
  • Seleccione el nivel escolar deseado.

Una vez iniciada la sesión, usted y su estudiante podrán ver los trabajos abriendo tareas anteriores.

Aprenda a navegar por la página de inicio de los estudiantes (student home page).

Amplify Desmos Math California

Apoye el aprendizaje de las matemáticas en casa.

Usted puede apoyar el aprendizaje de las matemáticas de su estudiante fuera de la escuela de muchas maneras:

Relacione las matemáticas con las actividades cotidianas del hogar, ya sea hornear, ir de compras o planear un viaje. Su estudiante puede ayudarle a determinar el precio de un artículo con un cupón, reducir una receta a la mitad o calcular cuánto combustible necesitan para llegar a su destino.

Invite al estudiante a que le explique paso a paso cómo resolvió cada problema o le platique qué partes le resultaron difíciles de resolver. Para fomentar el uso del lenguaje matemático, considere hacer las siguientes preguntas al estudiante: “¿Cómo lo sabes?”, “¿Cómo puedes mostrar tu razonamiento?” o “¿Cómo describirías eso?”. Si el estudiante no consigue avanzar, hágale preguntas de apoyo, por ejemplo: “¿Qué información de aquí conoces?” o “¿Cómo podrías representar este problema?”.

Recuerde al estudiante que bloquearse es una parte natural y necesaria (incluso benéfica) del proceso de aprendizaje. Muchos estudiantes (al igual que personas adultas) temen equivocarse, pero las investigaciones demuestran que equivocarse ayuda a que nuestro cerebro se desarrolle. Cuando su estudiante no consiga avanzar en un problema, anímelo a seguir intentando diferentes estrategias, aunque no esté seguro de si son correctas.

Esperamos que su estudiante disfrute explorando las matemáticas, trabajando con amigos para resolver problemas y aprendiendo conceptos nuevos e interesantes. ¡Y esperamos que ambos disfruten de esta emocionante aventura matemática!

Obtenga más información.

¿Tiene alguna pregunta sobre Amplify Desmos Math California? Visite nuestra biblioteca de ayuda (en inglés) para buscar artículos con respuestas a sus preguntas sobre el programa. Para obtener más ayuda, por favor comuníquese con su maestro.

Familias y cuidadores, ¡bienvenidos a Amplify Desmos Math 6–12!

Bienvenidos al Caregiver Hub de Amplify Desmos Math 6–12. Diseñamos este espacio para apoyar a su estudiante en su proceso de aprendizaje de las matemáticas.

En clase, su estudiante trabaja con lecciones digitales usando dispositivos, así como cuadernos de trabajo de la Edición del estudiante (Student Edition). También se le pueden asignar prácticas digitales o impresas fuera de clase. A continuación, encontrará algunas sugerencias y recursos para apoyar el aprendizaje de su estudiante en casa.

Obtenga más información sobre Amplify Desmos Math.

For the English version, please click here.

Ilustración de una persona en silla de ruedas con un casco que dirige la colocación de una pieza triangular, rodeada de símbolos matemáticos.

Recursos de la unidad para cuidadores

Para cada unidad del programa, hemos creado un Recurso para cuidadores (Caregiver Resource), el cual ofrece un resumen de la lección, además de un problema que usted puede resolver con su estudiante (y una clave de respuestas). Estos recursos están disponibles tanto en inglés como en español, junto con un glosario de términos clave en ambos idiomas.

Unidad 1: Área y área de superficie

Unidad 2: Introducción a las razones

Unidad 3: Tasas y porcentajes

Unidad 4: División de fracciones

Unidad 5: Aritmética decimal

Unidad 6: Expresiones y ecuaciones

Unidad 7: Números positivos y negativos

Unidad 8: Descripción de datos – ¡Próximamente!

Unidad 1: Dibujos a escala

Unidad 2: Introducción a las relaciones proporcionales

Unidad 3: Medidas de círculos

Unidad 4: Relaciones proporcionales y porcentajes

Unidad 5: Operaciones con números positivos y negativos

Unidad 6: Expresiones, ecuaciones y desigualdades

Unidad 7: Ángulos, triángulos y prismas

Unidad 8: Probabilidad y muestreo

Unidad 1: Transformaciones rígidas y congruencia

Unidad 2: Dilataciones, semejanza y pendiente

Unidad 3: Relaciones proporcionales y lineales

Unidad 4: Ecuaciones lineales y sistemas lineales

Unidad 5: Funciones y volumen

Unidad 6: Asociación de datos

Unidad 7: Exponentes y notación científica

Unidad 8: Teorema de Pitágoras y números irracionales

Unidad 1: Patrones y secuencias

Unidad 2: Ecuaciones lineales y desigualdades

Unidad 3: Descripción de datos

Unidad 4: Descripción de funciones

Unidad 5: Sistemas de ecuaciones lineales y desigualdades

Unidad 6: Funciones exponenciales

Unidad 7: Funciones cuadráticas

Unidad 8: Ecuaciones cuadráticas

Unidad 1: Área y área de superficie

Unidad 2: Introducción a las razones y tasas

Unidad 3: Fracciones y decimales

Unidad 4: Expresiones y ecuaciones

Unidad 5: Relaciones proporcionales y no proporcionale

Unidad 6: Porcentajes y más relaciones proporcionales

Unidad 7: Números positivos y negativos

Unidad 8: Conjuntos de datos y distribuciones

Unidad 1: Transformaciones rígidas y congruencia

Unidad 2: Dibujos a escala, dilataciones y semejanza

Unidad 3: Ecuaciones y desigualdades

Unidad 4: Relaciones lineales y sistemas de ecuaciones lineales

Unidad 5: Funciones y volumen

Unidad 6: Asociación de datos

Unidad 7: Volumen y área de superficie

Unidad 8: Exponentes y notación científica

Unidad 9: Teorema de Pitágoras y números irracionales

Ingrese a Amplify Desmos Math en casa.

Su estudiante tendrá acceso digital a todos los materiales de aprendizaje, práctica y evaluación a través de la plataforma de Amplify. Es posible acceder al currículo digital desde la escuela o desde casa siguiendo estas instrucciones:

  • Haga clic en el botón Amplify Desmos Math.
  • Seleccione Log in with Amplify.
  • Ingrese el nombre de usuario y la contraseña que el maestro de su estudiante les haya proporcionado.
  • Seleccione el nivel escolar deseado.

Una vez iniciada la sesión, usted y su estudiante podrán ver los trabajos abriendo tareas anteriores.

Aprenda a navegar por la página de inicio de los estudiantes (student home page).

Amplify Desmos Math

Apoye el aprendizaje de las matemáticas en casa.

Usted puede apoyar el aprendizaje de las matemáticas de su estudiante fuera de la escuela de muchas maneras:

Relacione las matemáticas con las actividades cotidianas del hogar, ya sea hornear, ir de compras o planear un viaje. Su estudiante puede ayudarle a determinar el precio de un artículo con un cupón, reducir una receta a la mitad o calcular cuánto combustible necesitan para llegar a su destino.

Invite al estudiante a que le explique paso a paso cómo resolvió cada problema o le platique qué partes le resultaron difíciles de resolver. Para fomentar el uso del lenguaje matemático, considere hacer las siguientes preguntas al estudiante: “¿Cómo lo sabes?”, “¿Cómo puedes mostrar tu razonamiento?” o “¿Cómo describirías eso?”. Si el estudiante no consigue avanzar, hágale preguntas de apoyo, por ejemplo: “¿Qué información de aquí conoces?” o “¿Cómo podrías representar este problema?”.

Recuerde al estudiante que bloquearse es una parte natural y necesaria (incluso benéfica) del proceso de aprendizaje. Muchos estudiantes (al igual que personas adultas) temen equivocarse, pero las investigaciones demuestran que equivocarse ayuda a que nuestro cerebro se desarrolle. Cuando su estudiante no consiga avanzar en un problema, anímelo a seguir intentando diferentes estrategias, aunque no esté seguro de si son correctas.

Esperamos que su estudiante disfrute explorando las matemáticas, trabajando con amigos para resolver problemas y aprendiendo conceptos nuevos e interesantes. ¡Y esperamos que ambos disfruten de esta emocionante aventura matemática!

Obtenga más información.

¿Tiene alguna pregunta sobre Amplify Desmos Math? Visite nuestra biblioteca de ayuda (en inglés) para buscar artículos con respuestas a sus preguntas sobre el programa. Para obtener más ayuda, por favor comuníquese con su maestro.

South Carolina Literacy State Review Site (Public)

To view this protected page, enter the password below:



Oregon Enhanced ELA State Review for K–5

To view this protected page, enter the password below:



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.

 

Three children's book covers displayed: "The Green Fern Zoo" with illustrated animals, "The Job Hunt" featuring a woman and child, and "Fables" showing a fox reading to forest animals.

All-green on EdReports
Una chica con una camisa azul se sienta en una mesa con un libro abierto. Las características del fondo incluyen un oso, una pagoda, plantas, gemas y un pájaro, todo en un estilo ilustrado.

Program effectiveness
A circular badge reads "Read the Report, edreports, Review Year 2020" with a blue background and geometric logo.

Also all-green: CKLA Skills

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.

How it works
Illustration of ancient civilizations featuring pyramids, a Sphinx statue, a step pyramid, farmers with oxen, and people in traditional clothing.

CKLA Program Guide
Illustration featuring diverse characters and elements such as frida kahlo with flowers, children on planets, maya pyramid, a bee, and a cricket on nature-themed background.

Caminos Program Guide

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 explore
Illustrative circles depicting educational stages from prek to grade 5, each showing children engaged in age-appropriate activities or learning themes.

Units by grade
Ilustración de una galleta con leche, un primer plano de la boca de una persona, un texto que dice "¡Digámoslo juntos!" en un bocadillo y dos círculos azules uno al lado del otro sobre un fondo verde.

Skills by grade

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.

What students read
A boy sits at a table drawing while smiling at a large blue elephant floating outside the window in a bright, colorful room.

Grade K Text List
A boy sits on brownstone steps as a pink ice cream truck labeled "Yummy" emits colorful, wavy streams on a residential street with three row houses.

Grade 1 Text List
A rocket launches from a pad, releasing smoke, while a peregrine falcon perches on a branch in the foreground, watching the scene.

Grade 2 Text List
Three people are at a playground, with two children singing while sitting and standing on playground equipment, and an adult directing or encouraging them. Musical notes are illustrated around them.

Grade 3 Text List
Cartoon people of varied ages and backgrounds enjoy a city park; some play music, others relax or interact, with buildings and trees in the background.

Grade 4 Text List
A girl writes at her desk, imagining herself graduating in cap and gown, with a thought bubble showing her smiling and holding a diploma.

Grade 5 Text List

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.

Un grupo de jóvenes estudiantes se sientan muy juntos y miran atentamente hacia arriba. Algunos de los niños visten atuendos coloridos, incluida una niña con un hijab azul. Parecen estar en un salón de clases.

The four pillars of equity

Two boys sit at desks with open books, talking to each other. A paper cutout of a lightbulb stands upright between them.

Equity and diversity overview
Un grupo de jóvenes estudiantes se sientan muy juntos y miran atentamente hacia arriba. Algunos de los niños visten atuendos coloridos, incluida una niña con un hijab azul. Parecen estar en un salón de clases.

Grades K–2: Supporting all learners
A diverse group of young students and a teacher laughing together around a laptop in a colorful classroom, engaged with an online language arts curriculum.

Grades 3–5: Supporting all learners

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.

Built on the Science of Reading
Cover image of the book Science of Reading: A Primer, Part One by Amplify, showing a person flying a kite with multicolored ribbons in a green landscape with trees and clouds.

Science of Reading Primer: Part 1
Cover of Science of Reading: The Primer Part Two by Amplify, featuring an illustration of a person standing atop a large stair pyramid holding a staff with a glowing symbol, with trees and clouds in the background.

Science of Reading Primer: Part 2
Three children read books together on the floor with a small table and a stack of books in the background.

Science of Reading: Look Fors
Orange outline of headphones with a sound wave symbol in the center, set against a black background.

Science of Reading podcast

Gain insights from researchers and practitioners in early 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
Diagram showing parallel strands labeled with reading skills and knowledge merging together into a single twisted line labeled "Integration.

CKLA Skills sequence for K–2
Diagram showing parallel strands labeled with reading skills and knowledge merging together into a single twisted line labeled "Integration.

CKLA Skills sequence for 3–5

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.

 

Un adulto y un niño se sientan en una mesa y usan juntos una tableta. El adulto viste un top floral amarillo y el niño, vestido con un traje azul marino y blanco, señala la pantalla.

CKLA and mCLASS

CKLA connects to our comprehensive diagnostic universal screener called mCLASS.
Two young girls, one with braided hair and the other with blonde hair, smiling and looking at a laptop screen in a classroom.

CKLA and Amplify Reading

CKLA connects to our adaptive reading practice program called Amplify Reading.
A diverse group of young students and a teacher laughing together around a laptop in a colorful classroom, engaged with an online language arts curriculum.

CKLA and Language Studio

CKLA aligns with Language Studio–our ELD companion program for grades K–2.
Un niño con la cabeza rapada está sentado en un escritorio, escribiendo en un cuaderno con un bolígrafo blanco.

CKLA and Writing Studio

CKLA aligns with Writing Studio–our writing companion program for grades K–5.

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
Access CKLA Teacher Resource Site

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.

 

Three children's book covers displayed: "The Green Fern Zoo" with illustrated animals, "The Job Hunt" featuring a woman and child, and "Fables" showing a fox reading to forest animals.

All-green on EdReports
Una chica con una camisa azul se sienta en una mesa con un libro abierto. Las características del fondo incluyen un oso, una pagoda, plantas, gemas y un pájaro, todo en un estilo ilustrado.

Program effectiveness
Cover page displaying "Amplify Science / Amplify CKLA Crosswalk" with simple line art of a hand holding a pencil and text indicating grades K–5.

Amplify Science and Amplify CKLA Crosswalk

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
Illustration of a diverse group of people enjoying a park in autumn, with trees, a creek, and a sleeping fox.

CKLA Program Guide
Illustration featuring diverse characters and elements such as frida kahlo with flowers, children on planets, maya pyramid, a bee, and a cricket on nature-themed background.

Caminos Program Guide
Cover of the "Amplify CKLA Grades K–5 Assessment Sampler" featuring colorful illustrations of animals, a woman, plants, and abstract shapes at the bottom.

Assessments

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
Illustration of ancient civilizations featuring pyramids, a pharaoh’s head, farmers plowing with oxen, animals, and traditional structures under a sunny sky.

CKLA Program Guide

Illustration showing a person painting by a window, bees and a grasshopper among sunflowers, a pyramid, and two children floating on a globe with books and planets.

Caminos Program Guide

Cover of a booklet titled "Assessment sampler Grades K–5" with colorful illustrations of animals, a woman, and nature at the bottom.

Assessment

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 explore
Illustrative circles depicting educational stages from prek to grade 5, each showing children engaged in age-appropriate activities or learning themes.

Units by grade
Ilustración de una galleta con leche, un primer plano de la boca de una persona, un texto que dice "¡Digámoslo juntos!" en un bocadillo y dos círculos azules uno al lado del otro sobre un fondo verde.

Skills by grade

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.

What students read
A boy sits at a table drawing while smiling at a large blue elephant floating outside the window in a bright, colorful room.

Grade K Text List
A boy sits on brownstone steps as a pink ice cream truck labeled "Yummy" emits colorful, wavy streams on a residential street with three row houses.

Grade 1 Text List
A rocket launches from a pad, releasing smoke, while a peregrine falcon perches on a branch in the foreground, watching the scene.

Grade 2 Text List
Three people are at a playground, with two children singing while sitting and standing on playground equipment, and an adult directing or encouraging them. Musical notes are illustrated around them.

Grade 3 Text List
Cartoon people of varied ages and backgrounds enjoy a city park; some play music, others relax or interact, with buildings and trees in the background.

Grade 4 Text List
A girl writes at her desk, imagining herself graduating in cap and gown, with a thought bubble showing her smiling and holding a diploma.

Grade 5 Text List

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.

Un grupo de jóvenes estudiantes se sientan muy juntos y miran atentamente hacia arriba. Algunos de los niños visten atuendos coloridos, incluida una niña con un hijab azul. Parecen estar en un salón de clases.

The four pillars of equity

Two boys sit at desks with open books, talking to each other. A paper model shaped like a lightbulb stands between them in a classroom setting.

Equity and diversity overview
Un grupo de jóvenes estudiantes se sientan muy juntos y miran atentamente hacia arriba. Algunos de los niños visten atuendos coloridos, incluida una niña con un hijab azul. Parecen estar en un salón de clases.

Grades K–2: Supporting all learners
A diverse group of young students and a teacher laughing together around a laptop in a colorful classroom, engaged with an online language arts curriculum.

Grades 3–5: Supporting all learners
Cover of "Amplify CKLA Skills Decodable Readers 2022" for Grades K–2, featuring cartoon characters and a badge stating "Built on the Science of Reading.

Skills Decodable Readers Grades K-2

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.

Built on the Science of Reading
Cover image of the book Science of Reading: A Primer, Part One by Amplify, showing a person flying a kite with multicolored ribbons in a green landscape with trees and clouds.

Science of Reading Primer: Part 1
Cover of Science of Reading: The Primer Part Two by Amplify, featuring an illustration of a person standing atop a large stair pyramid holding a staff with a glowing symbol, with trees and clouds in the background.

Science of Reading Primer: Part 2
Three children read books together on the floor with a small table and a stack of books in the background.

Science of Reading: Look Fors
Orange outline of headphones with a sound wave symbol in the center, set against a black background.

Science of Reading podcast

Gain insights from researchers and practitioners in early 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.
Diagram showing parallel strands labeled with reading skills and knowledge merging together into a single twisted line labeled "Integration.

CKLA Skills sequence for K–2
Diagram showing parallel strands labeled with reading skills and knowledge merging together into a single twisted line labeled "Integration.

CKLA Skills sequence for 3–5
Title page with the text: "Crosswalk for Core Knowledge Language Arts and LETRS Suggested Scope and Sequence," with some headings in orange and gray.

Amplify CKLA and LTRS Crosswalk

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.

 

Un adulto y un niño se sientan en una mesa y usan juntos una tableta. El adulto viste un top floral amarillo y el niño, vestido con un traje azul marino y blanco, señala la pantalla.

CKLA and mCLASS

CKLA connects to our comprehensive diagnostic universal screener called mCLASS.
Two young girls, one with braided hair and the other with blonde hair, smiling and looking at a laptop screen in a classroom.

CKLA and Boost Reading

CKLA connects to our adaptive reading practice program called Boost Reading.
A diverse group of young students and a teacher laughing together around a laptop in a colorful classroom, engaged with an online language arts curriculum.

CKLA and Language Studio

CKLA aligns with Language Studio–our ELD companion program for grades K–2.
Un niño con la cabeza rapada está sentado en un escritorio, escribiendo en un cuaderno con un bolígrafo blanco.

CKLA and Writing Studio

CKLA aligns with Writing Studio–our writing companion program for grades K–5.

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 K Skills and Knowledge

Grade 1 Skills and Knowledge

Grade 2 Skills and Knowledge

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

Lincoln Public Schools, NE

Should we teach students at their reading level?

 

Other helpful resources

Amplify Science and CKLA Crosswalk

Remote and hybrid learning with CKLA

Research and Case Studies

The Digital Experience

CKLA Professional Development

 

Contact us

Interested in speaking directly with your representative?

Janet Barry

Account Executive

(630) 946-4157

jabarry@amplify.com

Welcome to Amplify ELA!

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Corona-Norco Unified School District

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Amplify ELA – Atlanta Review3

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Families and caregivers, welcome to Amplify Desmos Math California
6–12!

Welcome to the Amplify Desmos Math California Grade 6–12 Caregiver Hub. We’ve designed this space to help you support your student at every stage of their math journey.

In class, your student engages with digital lessons using devices as well as write-in Student Edition books. They also may be assigned digital or print practice outside of class. Below, you’ll find some suggestions and resources for how you can support their learning at home.

Learn more about Amplify Desmos Math California.

Para la versión en español, haga clic aquí.

Ilustración de una persona en silla de ruedas con un casco que dirige la colocación de una pieza triangular, rodeada de símbolos matemáticos.

Caregiver Unit Resources

For every unit of the program, we’ve created a Caregiver Resource that provides a summary of each lesson, plus a problem to try with your student (and an answer key). These resources will be available in both English and Spanish, as well as a glossary of key terms in both languages.

Caregiver Resources (English)

Unit 1: Area and Surface Area

Unit 2: Introducing Ratios

Unit 3: Unit Rates and Percentages

Unit 4: Dividing Fractions

Unit 5: Decimal Arithmetic

Unit 6: Expressions and Equations

Unit 7: Positive and Negative Numbers

Unit 8: Describing Data

Caregiver Resources (Spanish)

Coming soon!

Glossaries

Unit 1: Area and Surface Area

Unit 2: Introducing Ratios

Unit 3: Unit Rates and Percentages

Unit 4: Dividing Fractions

Unit 5: Decimal Arithmetic

Unit 6: Expressions and Equations

Unit 7: Positive and Negative Numbers

Unit 8: Describing Data

Caregiver Resources (English)

Unit 1: Scale Drawings

Unit 2: Introducing Proportional Relationships

Unit 3: Measuring Circles

Unit 4: Proportional Relationships and Percentages

Unit 5: Operations With Positive and Negative Numbers

Unit 6: Expressions, Equations, and Inequalities

Unit 7: Angles, Triangles, and Prisms

Unit 8: Probability and Sampling

Caregiver Resources (Spanish)

Coming soon!

Glossaries

Unit 1: Scale Drawings

Unit 2: Introducing Proportional Relationships

Unit 3: Measuring Circles

Unit 4: Proportional Relationships and Percentages

Unit 5: Operations With Positive and Negative Numbers

Unit 6: Expressions, Equations, and Inequalities

Unit 7: Angles, Triangles, and Prisms

Unit 8: Probability and Sampling

Caregiver Resources (English)

Unit 1: Rigid Transformations and Congruence

Unit 2: Dilations, Similarity, and Introducing Slope

Unit 3: Proportional and Linear Relationships

Unit 4: Linear Equations and Linear Systems

Unit 5: Functions and Volume

Unit 6: Associations in Data

Unit 7: Exponents and Scientific Notation

Unit 8: The Pythagorean Theorem and Irrational Numbers

Caregiver Resources (Spanish)

Coming soon!

Glossaries

Unit 1: Rigid Transformations and Congruence

Unit 2: Dilations, Similarity, and Introducing Slope

Unit 3: Proportional and Linear Relationships

Unit 4: Linear Equations and Linear Systems

Unit 5: Functions and Volume

Unit 6: Associations in Data

Unit 7: Exponents and Scientific Notation

Unit 8: The Pythagorean Theorem and Irrational Numbers

Caregiver Resources (English)

Unit 1: Patterns and Sequences

Unit 2: Linear Equations and Inequalities

Unit 3: Describing Data

Unit 4: Describing Functions

Unit 5: Systems of Linear Equations and Inequalities

Unit 6: Exponential Functions

Unit 7: Quadratic Functions

Caregiver Resources (Spanish)

Coming soon!

Glossaries

Unit 1: Patterns and Sequences

Unit 2: Linear Equations and Inequalities

Unit 3: Describing Data

Unit 4: Describing Functions

Unit 5: Systems of Linear Equations and Inequalities

Unit 6: Exponential Functions

Unit 7: Quadratic Functions

Caregiver Resources (English)

Unit 1: Patterns and Sequences
Unit 2: Linear Equations and Inequalities
Unit 3: Systems of Linear Equations and Inequalities
Unit 4: Describing Functions
Unit 5: Exponential Functions
Unit 6: Rigid Transformations and Congruence
Unit 7: Describing Data

Caregiver Resources (Spanish)

Coming soon!

Glossaries

Unit 1: Patterns and Sequences
Unit 2: Linear Equations and Inequalities
Unit 3: Systems of Linear Equations and Inequalities
Unit 4: Describing Functions
Unit 5: Exponential Functions
Unit 6: Rigid Transformations and Congruence
Unit 7: Describing Data

  • Coming soon!
  • Coming soon!

Unit refresh videos

Unit 1

  • Sub-Unit 1a – Calculating the Area of Parallelograms
  • Sub-Unit 1b – Calculating the Area of Triangles
  • Sub-Unit 2 – Determining the Surface Area of Rectangular Prisms

Unit 2

Unit 3

Unit 4

  • Sub-Unit 1 – Dividing Fractions Using Tape Diagrams
  • Sub-Unit 2 – Dividing Fractions Using Common Denominators
  • Sub-Unit 3 – Determining the Volume of Prisms With Fractional Dimensions

Unit 5

  • Sub-Unit 1 – Adding and Subtracting Decimals
  • Sub-Unit 2 – Multiplying Decimals Using Area Models
  • Sub-Unit 3 – Dividing Decimals Using Fractions
  • Sub-Unit 4 – Converting Between Fractions, Percents, and Decimals

Unit 6

  • Sub-Unit 1 – Writing and Solving Equations
  • Sub-Unit 2 – Writing Equivalent Expressions Using the Area Model
  • Sub-Unit 3 – Evaluating Expressions With Exponents
  • Sub-Unit 4 – Interpreting Graphs

Unit 7

  • Sub-Unit 1 – Ordering and Comparing Positive and Negative Numbers
  • Sub-Unit 2 – Identifying Solutions to Inequalities
  • Sub-Unit 3 – Plotting Points on the Coordinate Plane

Unit 8

  • Sub-Unit 1 – Creating Dot Plots
  • Sub-Unit 2 – Calculating Mean Absolute Deviation
  • Sub-Unit 3 – Interpreting Box Plots
  • Sub-Unit 4 – Predicting Population Using Sample Data (For use with Amplify Desmos Math New York)
  • Sub-Unit 5 – Predicting Sample Spaces Using Proportional Relationship (For use with Amplify Desmos Math New York)

Unit 1

  • Sub-Unit 1 – Using Ratios to Determine the Scale Factor Between Scaled Copies
  • Sub-Unit 2 – Using Ratios to Determine Unknown Scales in Scale Drawings

Unit 2

  • Sub-Unit 1 – Determining the Constant of Proportionality
  • Sub-Unit 2 – Writing Equations for Proportional Relationships
  • Sub-Unit 3 – Comparing Proportional Relationships
  • Sub-Unit 4 – Representing Proportional Relationships with Multiple Representations

Unit 3

  • Sub-Unit 1 – Determining the Circumference of a Circle
  • Sub-Unit 2 – Calculating Areas of Complex Shapes

Unit 4

Unit 5

  • Sub-Unit 1 – Adding and Subtracting Positive and Negative Number
  • Sub-Unit 2 – Dividing Integers
  • Sub-Unit 3 – Solving Real-World Problems Involving Positive and Negative Numbers

Unit 6

  • Sub-Unit 1 – Writing Equations from Descriptions and Tape Diagrams
  • Sub-Unit 2 – Solving Equations With Positive and Negative Numbers
  • Sub-Unit 3 – Solving Inequalities

Unit 7

  • Sub-Unit 1 – Determining Unknown Angle Measures
  • Sub-Unit 2 – Determining If Three Segments Form a Triangle
  • Sub-Unit 3 – Calculating the Surface Area of Prisms

Unit 8

  • Sub-Unit 1 – Predicting Sample Spaces Using Proportional Relationships
  • Sub-Unit 2 – Predicting Population Using Sample Data

Unit 1

  • Sub-Unit 1 – Determining Coordinates After a Rotation
  • Sub-Unit 2 – Using Rigid Transformations to Determine if Two Figures on the Grid are Congruent
  • Sub-Unit 3 – Determining Unknown Interior and Exterior Angles

Unit 2

  • Sub-Unit 1 – Performing Dilations on a Square Grid
  • Sub-Unit 2 – Determining Missing Side Lengths in Similar Triangles
  • Sub-Unit 3 – Calculating Slope By Drawing Similar Triangles on a Coordinate Plane

Unit 3

  • Sub-Unit 1 – Writing Equations to Represent Proportional Relationships
  • Sub-Unit 2 – Interpreting Slope and Intercepts of Linear Relationships
  • Sub-Unit 3 – Calculating Slope Given Two Points

Unit 4

  • Sub-Unit 1 – Solve Single-Variable Equations with Parentheses
  • Sub-Unit 2 – Solving Systems of Linear Equations by Graphing

Unit 5

  • Sub-Unit 1 – Justifying Whether a Graph Represents a Function
  • Sub-Unit 2 – Comparing Properties of Linear Functions
  • Sub-Unit 3 – Calculating Volumes of Cylinders

Unit 6

  • Sub-Unit 1 – Interpreting Points on a Scatter Plot
  • Sub-Unit 2 – Using Lines of Fit to Make Predictions
  • Sub-Unit 3 – Calculating Missing Values in Two-Way Tables

Unit 7

Unit 8

  • Sub-Unit 1 – Approximating Square Roots
  • Sub-Unit 2 – Calculating Unknown Side Lengths
  • Sub-Unit 3 – Identifying Rational and Irrational Numbers

Unit 1

  • Sub-Unit 1 – Determining If a Sequence is Arithmetic, Geometric or Neither
  • Sub-Unit 2 – Using Visual Patterns or Terms in the Sequence to Write Explicit Expressions for Arithmetic and Geometric Sequences

Unit 2

  • Sub-Unit 1 – Solving Linear Equations
  • Sub-Unit 2 – Solving Multi-Variable Linear Equations
  • Sub-Unit 3 – Graphing Solutions of Two-Variable Linear Inequalities

Unit 3

  • Sub-Unit 1 – Calculating Values in Two-Way and Relative Frequency Tables
  • Sub-Unit 2 – Comparing Data Using Mean and Standard Deviation
  • Sub-Unit 3 – Interpreting Slope and y-intercept in Context

Unit 4

  • Sub-Unit 1 – Evaluating Function Notation
  • Sub-Unit 2 – Writing Domain and Range with Inequalities
  • Sub-Unit 3 – Graphing Piecewise-Defined Functions
  • Sub-Unit 4 – Writing Recursive Definitions in Function Notation

Unit 5

  • Sub-Unit 1 – Solving Systems of Linear Equations by Substitution
  • Sub-Unit 2 – Graphing Solutions to Systems of Inequalities

Unit 6

  • Sub-Unit 1 – Writing Exponential Functions from Graphs
  • Sub-Unit 2 – Calculating Percent Change in Exponential Functions
  • Sub-Unit 3 – Writing Equivalent Expressions Using Radicals and Rational Exponents
  • Sub-Unit 4 – Writing Exponential Functions Involving Compound Interest

Unit 7

  • Sub-Unit 1 – Describing Key Features of Parabolas
  • Sub-Unit 2 – Graphing Quadratic Functions in Factored Form
  • Sub-Unit 3 – Writing Quadratic Functions in Vertex Form

Unit 8

  • Sub-Unit 1 – Rewriting Factored-Form Expressions in Standard Form
  • Sub-Unit 2 – Solving Quadratic Equations by Graphing
  • Sub-Unit 3 – Solving Quadratic Equations by Completing the Square
  • Sub-Unit 4 – Solving Quadratic Equations Using the Quadratic Formula

Unit 1

  • Sub-Unit 1 – Determining If a Sequence is Arithmetic, Geometric or Neither
  • Sub-Unit 2 – Using Visual Patterns or Terms in the Sequence to Write Explicit Expressions for Arithmetic and Geometric Sequences

Unit 2

  • Sub-Unit 1 – Solving Linear Equations
  • Sub-Unit 2 – Solving Multi-Variable Linear Equations
  • Sub-Unit 3 – Graphing Solutions of Two-Variable Linear Inequalities

Unit 3

  • Sub-Unit 1 – Solving Systems of Linear Equations by Substitution
  • Sub-Unit 2 – Graphing Solutions to Systems of Inequalities
  • Sub-Unit 3 – Writing Equations for Parallel and Perpendicular Lines

Unit 4

  • Sub-Unit 1 – Evaluating Function Notation
  • Sub-Unit 2 – Writing Domain and Range with Inequalities
  • Sub-Unit 3 – Writing Recursive Definitions in Function Notation

Unit 5

  • Sub-Unit 1 – Writing Exponential Functions from Graphs
  • Sub-Unit 2 – Calculating Percent Change in Exponential Functions
  • Sub-Unit 3 – Writing Exponential Functions Involving Compound Interest

Unit 6

  • Sub-Unit 1 – Drawing Perpendicular Bisectors
  • Sub-Unit 2 – Determining Coordinates After a Rotation
  • Sub-Unit 3 – Using Rigid Transformations to Determine if Two Figures on the Grid are Congruent

Unit 7

  • Sub-Unit 1 – Calculating Values in Two-Way and Relative Frequency Tables
  • Sub-Unit 2 – Comparing Data Using Mean and Standard Deviation
  • Sub-Unit 3 – Interpreting Slope and y-intercept in Context

Access Amplify Desmos Math California at home.

Your student will have access to all learning, practice, and assessment materials through the Amplify platform. Students can access the digital curriculum in school and at home by following these simple instructions.

  • Click the Amplify Desmos Math California button.
  • Select Log in with Amplify.
  • Enter the username and password provided by your student’s teacher.
  • Select the desired grade level.

Once logged in, you and your student can view work by opening previous assignments.

Learn how to navigate the student home page.

Amplify Desmos Math California

Support math learning at home.

You can support your student’s math learning outside of school in many ways:

Relate math to daily activities at home, whether you’re baking, grocery shopping, or planning a trip. Your student can help you calculate the prices when you use a coupon, figure out how to cut a recipe in half, or determine the amount of gas you’ll need to make it to your destination.

Invite your student to walk you through how they solved each problem or talk about any parts that were challenging for them. To encourage the use of math language, consider asking, “How do you know?,” “How can you show your thinking?,” or “How would you describe that?” If students get stuck, consider asking questions like, “What information do you know here?” or “How could you represent this problem?”

Emphasize that getting stuck is part of the process and a necessary part of learning. Many students (and adults!) fear making mistakes, but research shows that making mistakes helps your brain grow. When your student gets stuck on a problem, encourage them to try different strategies, even if they think they can’t do it or will get it wrong.

We hope your student enjoys exploring math, working with friends to solve problems, and learning new and interesting concepts. And we hope you enjoy this exciting math journey with them!

Get more information.

Have a question about Amplify Desmos Math California? Visit our Help Library to search for articles with answers to your program questions. For additional support, please contact your student’s teacher.

¡Les damos la bienvenida, familias de mCLASS Math!

Nos entusiasma poder colaborar con usted este año escolar para apoyar el aprendizaje de las matemáticas de su estudiante. Este Caregiver Hub de mCLASS® Math está diseñado para ayudarle a comprender cómo funciona mCLASS Math y brindarle formas sencillas de apoyar el aprendizaje de las matemáticas en casa, antes y después de las evaluaciones.

For English version, please click here.

A teacher assists a student wearing headphones at a laptop in a classroom, using math resources for teachers, while other students work at their desks in the background.

¿Qué es mCLASS Math?

mCLASS Math es un sistema de evaluación digital que ofrece a los maestros una visión clara de cómo conciben los estudiantes los conceptos matemáticos principales de su nivel escolar. También ayuda a identificar lo que su estudiante ya sabe y en qué aspectos podría necesitar más apoyo. Lo anterior permite que los maestros puedan personalizar la enseñanza y ayudar al desarrollo del aprendizaje de cada estudiante. Las evaluaciones de mCLASS Math son completamente digitales y permiten que los estudiantes demuestren su razonamiento mediante preguntas abiertas. De esa manera, los maestros obtienen una visión inmediata del progreso de los estudiantes y de sus necesidades educativas. Para obtener más información sobre la experiencia del estudiante, haga clic aquí.

Obtenga más información sobre mCLASS Math.

Primeros pasos

¿Por qué es importante evaluar?

Con las evaluaciones de mCLASS Math, los maestros comprenden no solo lo que los estudiantes ya conocen, sino también cómo piensan. Esto les permite apoyar mejor su desarrollo del aprendizaje.

Más allá de respuestas correctas o incorrectas, mCLASS Math captura cómo resuelven problemas los estudiantes, destacando sus fortalezas, experiencias, razonamientos y estrategias individuales (o “assets” (ventajas), como los llamamos colectivamente), y utilizándolos para orientar el proceso de enseñanza. Con esta información, los maestros pueden personalizar el aprendizaje, reconocer las fortalezas de los estudiantes y fomentar un crecimiento significativo.

Obtenga más información sobre la evaluación basada en “assets”.

Formas de apoyar a su estudiante

Junto a su estudiante, obtenga una vista previa de los ítems de muestra en casa.

Exploren los ítems de muestra de mCLASS Math juntos para que su estudiante se sienta más cómodo y familiarizado con la experiencia de evaluación. Estos ejemplos muestran los tipos de preguntas que su estudiante podría ver y cómo va a interactuar con la plataforma.

Mientras revisan los ítems juntos, anime a su estudiante a explicar su razonamiento. Intente hacer preguntas tales como:

  • “¿Qué te piden que resuelvas?”
  • “¿Cómo puedes demostrar tu pensamiento?”
  • “¿Puedes explicar tu respuesta?”

Si su estudiante no consigue avanzar, ayúdele con preguntas como:

  • “¿Qué sabes hasta ahora?”
  • “¿Cómo podrías representar este problema usando objetos o dibujos?”

Recuerde al estudiante que bloquearse es normal y una parte necesaria del proceso de aprendizaje. Muchos estudiantes (y personas adultas) temen cometer errores, pero las investigaciones demuestran que cometerlos ayuda a que nuestro cerebro se desarrolle. Desarrollar la confianza en el uso de las matemáticas comienza con la práctica en un espacio de apoyo donde el estudiante se sienta seguro.

Apoye a diario el proceso de aprendizaje matemático con Fluency Practice.

Ayude a su estudiante a fortalecer las habilidades matemáticas básicas (suma, resta, multiplicación y división) con solo 5 a 10 minutos diarios de Fluency Practice (Práctica de la fluidez). Fluency Practice utiliza un método de aprendizaje probado llamado repetición espaciada, con el fin de aumentar la precisión, velocidad y confianza en el uso de operaciones y datos matemáticos.

Para obtener una introducción a Fluency Practice haga clic aquí.

Otras ideas para apoyar el aprendizaje de las matemáticas

  • Siempre que sea posible, destaque el uso que haga su estudiante de las matemáticas en el mundo real y promueva esta práctica.
  • Ayude con la tarea de matemáticas tanto como sea posible.
  • Utilice frases intencionales y positivas sobre las matemáticas, incluyendo el uso que su estudiante haga de ellas.

Próximamente: Actividades matemáticas asistidas por cuidadores

Para el aprendizaje en casa, mCLASS ofrece una serie de recursos matemáticos que las familias pueden usar trabajando juntas, incluyendo actividades matemáticas asistidas por los cuidadores para ayudar a reforzar y practicar destrezas en casa.

Le recomendamos que lea el artículo Proteja a los niños en internet de la Comisión Federal de Comercio, cuyo tema es la seguridad digital.

¡Estamos aquí para ayudarle!

¿Tiene alguna pregunta sobre mCLASS Math?

Visite nuestra biblioteca de ayuda (en inglés) y busque respuestas a sus preguntas sobre el programa en nuestros artículos de ayuda.

Para obtener apoyo curricular adicional, comuníquese con su maestro.

CKLA – Knowledge Research Units for K–5

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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!

Click here to learn more about Amplify CKLA.

Click here to learn more about 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:

Three illustrations: one shows people at a gaming session, the middle depicts a diverse group standing together, and the third portrays a group gardening outdoors.

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 CKLA Review for Alabama

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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.
Illustration depicting the flow of genetic information, represented by ribbons transitioning from dna to rna, connected to various educational images and diagrams.

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.

Curriculum flowchart for Kindergarten to Grade 5, showing subject progression in language, science, and social studies, with highlighted and connected units.

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.

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.
Three book covers displaying children's books in spanish, each featuring colorful and stylized illustrations related to cultural stories.

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.

Three connected orange blocks labeled

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.

A collage of illustrated book covers, including themes of Don Quixote, space exploration, and anthropomorphic animals in various scenarios, all enriched with Spanish language elements.

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.

young male students writing with a pencil

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.

Reading assessment validated for benchmark, progress monitoring, and dyslexia screening

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

Spanish Support

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.

Laptop screen displaying a login page for
  • 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.
CKLA and Caminos Demo

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:

Lectoescritura Strand:

Conocimiento Strand:

Lectoescritura Strand:

Integrated Strand

Additional resources

¡Les damos la bienvenida, familias de Amplify Demos Math!

Bienvenidos al Caregiver Hub de Amplify Desmos Math. Diseñamos este espacio para apoyar a su estudiante en su proceso de aprendizaje de las matemáticas. Esperamos que su estudiante disfrute mientras explora las matemáticas, trabaja con amigos para resolver problemas y adquiere conceptos nuevos e interesantes. Y esperamos que usted también disfrute de este aprendizaje.

For the English version, please click here.

Dos personas colaboran para resolver un problema matemático usando una balanza con pesas etiquetadas como '5' y '8', rodeadas de símbolos matemáticos y formas geométricas.

Presentación de Amplify Desmos Math

Amplify Desmos Math es un plan básico de estudios de matemáticas diseñado para estudiantes que cursan desde kindergarten hasta el grado 12. Creemos que un enfoque estructurado del aprendizaje basado en la resolución de problemas fomenta la curiosidad de los estudiantes y ayuda a desarrollar una comprensión duradera y adecuada a su nivel escolar.

El plan de estudios de Amplify Desmos Math utiliza un método de enseñanza centrado en el estudiante. En cada lección, los estudiantes resuelven problemas interesantes y relevantes, reflexionan de manera crítica, trabajan en conjunto y participan activamente en su propio aprendizaje.

Explore recursos según el nivel escolar:

Grados K a 5 Grados 6 a 12

Enseñanza centrada en el estudiante

La enseñanza centrada en el estudiante puede parecer distinta a la forma en que usted aprendió matemáticas. Su objetivo es crear un entorno de aprendizaje donde los estudiantes se sientan empoderados y comprometidos con su propio proceso de aprendizaje, brindándoles oportunidades para comprender cómo funcionan las matemáticas en lugar de simplemente memorizar fórmulas y trucos. Aprenden a comunicarse tanto verbalmente como por escrito, arriban a la comprensión y al cuestionamiento de las opiniones de los demás, mientras se nutren de confianza. Este enfoque les permite recordar lo aprendido y aplicar sus conocimientos a nuevas situaciones.

A continuación listamos otros beneficios de la enseñanza centrada en el estudiante:

  • Las investigaciones muestran que los estudiantes y maestros prefieren este método.
  • Los estudiantes se desempeñan mejor en las pruebas estandarizadas y consiguen un mayor crecimiento en sus calificaciones.
  • Los maestros informan que la enseñanza centrada en el estudiante ayuda a que sus estudiantes aprendan un mayor número de conceptos matemáticos.
  • Los estudiantes desarrollan destrezas clave para tener éxito en la universidad, el lugar de trabajo y más allá. Entre estas destrezas se encuentra cómo usar la tecnología, completar proyectos de forma independiente y en equipo, y cómo perseverar ante desafíos.
Ilustración digital de un problema matemático que involucra un pez en una pecera sobre una mesa junto a una ventana con un árbol y un reloj. El problema pide explicar las variables en la ecuación "30 = α * 1,5".

Componentes de una lección

Esto es lo que normalmente incluye una lección de Amplify Desmos Math:

Calentamiento: Una pregunta o interacción de respuesta abierta para que los estudiantes se sientan atraídos a la lección.

Actividades: De una a tres actividades que constituyen el núcleo de cada lección.

Te invitamos a explorar más: Problemas que invitan a los estudiantes a explorar un concepto con mayor profundidad, a menudo más allá del alcance de la lección. Estos problemas están disponibles para todos los estudiantes de manera intencional.

Síntesis: Una oportunidad para que los estudiantes expresen las ideas claves de la lección en sus propias palabras.

Demuestra lo que sabes (Show What You Know) y Reflexión (Reflection): Una verificación de comprensión centrada en los conceptos clave de la lección.

Centros (Centers; solo en los grados K a 5): Estaciones de actividades dirigidas por los estudiantes que refuerzan los conceptos matemáticos que aprendieron durante las actividades de la lección usando formatos interactivos y, a menudo, lúdicos. En kindergarten y primer grado, el tiempo destinado a los Centros se incorpora en los últimos 15 minutos de cada lección.

Práctica: Problemas adicionales que el maestro puede asignar, como prácticas sobre la lección en curso y un repaso de lecciones o unidades previas.

Obtenga más información.

¿Tiene alguna pregunta sobre Amplify Desmos Math? Visite nuestra biblioteca de ayuda (en inglés) para buscar artículos con respuestas a sus preguntas sobre el programa. Para obtener más ayuda, por favor comuníquese con su maestro.

Amplify Science – Prince George

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Inspiring East Baton Rouge’s next generation of scientists, engineers, and curious citizens

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Our 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.

Supporting resources

Scope and sequence

GRADE

UNITS

Kindergarten

  • Needs of Plants and Animals
  • Pushes and Pulls
  • Sunlight and Water

Grade 1

  • Animal and Plant Defenses
  • Light and Sound
  • Spinning Earth

Grade 2

  • Plant and Animal Relationships
  • Properties of Materials
  • Changing Landforms

Grade 3

  • Balancing Forces
  • Inheritance and Traits
  • Environments and Survival
  • Weather and Climate

Grade 4

  • Energy Conversions
  • Vision and Light
  • Earth’s Features
  • Waves, Energy, and Information

Grade 5

  • Patterns of Earth and Sky
  • Modeling Matter
  • The Earth System
  • Ecosystem Restoration

GRADE

UNITS

Grade 6

  • Launch: Microbiome
  • Metabolism
  • Metabolism Engineering Internship
  • Thermal Energy
  • Plate Motion
  • Plate Motion Engineering Internship
  • Rock Transformations
  • Weather Patterns
  • Ocean, Atmosphere, and Climate

Grade 7

  • Launch: Harnessing Human Energy
  • Phase Change
  • Phase Change Engineering Internship
  • Magnetic Fields
  • Earth’s Changing Climate
  • Earth’s Changing Climate Engineering Internship
  • Chemical Reactions
  • Populations and Resources
  • Matter and Energy in Ecosystems

Grade 8

  • Launch: Geology on Mars
  • Earth, Moon, and Sun
  • Light Waves
  • Force and Motion
  • Force and Motion Engineering Internship
  • Traits and Reproduction
  • Natural Selection
  • Natural Selection Engineering Internship
  • Evolutionary History

South Carolina College- and Career-Ready Science Standards 2021

Amplify Science was designed from the ground up to meet the Next Generation Science Standards (NGSS), and the South Carolina College- and Career-Ready Science Standards 2021 are closely aligned to the NGSS at K-8. The guidance below is meant to provide support for integrating additional companion activities that support full coverage of the South Carolina College- and Career-Ready Science Standards 2021.

Organized by grade level, each section below will outline:

  • Additional activities that support 100% alignment to the  South Carolina College- and Career-Ready Science Standards 2021; 
  • The standard being addressed with the activities; 
  • The recommended placement of the activities within a specific Amplify Science unit; and 
  • PDFs of any accompanying materials that are necessary to implement the activities.

Standard: MS-PS1-4: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
Recommended placement: Thermal Energy unit, Lesson 4.4, addition to Activity 3
Materials: “Liquid Oxygen”
By reading the article “Liquid Oxygen,” which describes how the relationship between attraction and kinetic energy determines when a substance changes phase, students extend their understanding of the possible effects of adding or removing thermal energy to include changes in state (phase). Oxygen is one of the most common elements in the world, but most people are only familiar with oxygen in the gas phase. Because oxygen molecules are only weakly attracted to one another, condensing oxygen is difficult. This article introduces students to molecular attraction and discusses its role in phase change, including how it can be used to turn oxygen from a gas to a liquid.
Instructions:
Download PDFs of the “Liquid Oxygen” and distribute it to students. Before they begin reading, remind students of the Active Reading Guidelines. 

Standard: MS-PS4-2: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
Recommended placement: Weather Patterns unit, Lesson 4.4, addition to Activity 3
Materials: “Harvesting Sunlight”, “Why No One in Space Can Hear You Scream” and “Making Waves at Swim Practice”
After investigating weather patterns, which includes a focus of the effects of energy from sunlight, students extend their learning about light by reading three articles about light and other waves.
“Harvesting Sunlight:” Students read this article to learn about the types of light from the sun that plants use for photosynthesis. The article describes how the sun emits all types of light, but plants can only use certain types of visible light for photosynthesis, mostly red and blue light. Plants also absorb other types of light, and these types of light affect plants in different ways. Students use this information to gather evidence that there are different types of light that can affect a material in different ways.
“Why No One in Space Can Hear You Scream:” Students read this article to learn about how waves are transmitted. Explosions that would be deafening on Earth are silent in space. This is because sound is produced by sound waves and, unlike light waves, sound waves need matter to travel through. Reading about this phenomenon helps students understand the similarities and differences between mechanical and electromagnetic waves.
“Making Waves at Swim Practice:” A practice for the school swim team provides an everyday context for discussing light waves and sound waves in this engaging article. First, the article explores sound waves traveling through different materials–the air, the water of the pool, and even a metal poolside bench. Students discover that sound waves travel at different speeds in different materials. The later part of the article discusses light waves, which also travel at different speeds in different materials. As light waves move from one material to another, they change speed and bend. This bending of light waves is called refraction, and it explains why objects that are partly in the water and partly out of the water (such as the legs of a person sitting on the side of a pool) appear ripply and bent.
Instructions:
Plan one class period for each article. Download PDFs of the  “Harvesting Sunlight,” “Why No One in Space Can Hear You Scream,” and “Making Waves at Swim Practice” articles. For each article, before students begin reading, preview the article and discuss what students already know and what they wonder about the topic, then remind students of the Active Reading Guidelines. 

Standard: MS-PS2-3: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. MS-PS2-5: Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
Recommended placement: Harnessing Human Energy unit, Lesson 3.4, after Activity 1
Materials: “Earth’s Geomagnetism” and “Painting with Static Electricity”
After concluding their investigations of energy transfers and conversions, students read two articles that introduce the topic of forces that act at a distance.
“Earth’s Geomagnetism:” What makes a compass needle point north, no matter what? This article introduces students to Earth’s geomagnetic field and the field lines scientists use to show its direction.
“Painting with Static Electricity:” This article gives students the opportunity to learn about electrostatic fields and forces in the context of spray painting without making a mess. Electrostatic painting systems use electrostatics to draw spray paint toward the object being painted, and nowhere else. Painters charge the object they are painting with a negative charge and the paint with a positive charge. The opposite charges are attracted to one another, causing the paint to move toward the object. This surprising use of electrostatics saves time and paint and keeps things tidy!
Instructions
Plan one class period for each article. Download PDFs of the “Earth’s Geomagnetism” and “Painting with Electricity” articles. For each article, before students begin reading, preview the article and discuss what students already know and what they wonder about the topic, then remind students of the Active Reading Guidelines. 

What’s included

Science articles
The middle school science articles serve as sources for evidence collection and were authored by science and literacy experts at the Lawrence Hall of Science.

Student Investigation Notebooks
Available for every unit, the Student Investigation Notebooks provide space for students to:

  • Record data
  • Reflect on ideas from texts and investigations
  • Construct explanations and arguments

Available with full-color article compilations for middle school units.

Cuatro folletos blancos con detalles en naranja brillante y varias imágenes de temas de la naturaleza en las portadas. Los títulos son parcialmente visibles, centrándose en información sobre el agua y sus usos.

Digital student experience
Students access the digital simulations and modeling tools, as well as lesson activities and assessments, through the digital student experience. Students can interact with the digital student experience as they:

  • Conduct hands-on investigations
  • Engage in active reading and writing activities
  • Participate in discussions
  • Record observations
  • Craft end-of-unit scientific arguments
Una fotografía de tres pantallas de computadora que muestran diferentes interfaces de software: código sobre un fondo negro, un mapa de calor del clima y un entorno de programación gráfico.

Teacher’s Guides
Available digitally and in print, the Teacher’s Guides contain all of the information teachers need to facilitate classroom instruction, including:

  • Classroom Slides
  • Detailed lesson plans
  • Unit and chapter overview documentation
  • Differentiation strategies
  • Standards alignments
  • In-context professional development
A laptop displaying the Geology on Mars webpage sits beside a book titled "Geology on Mars," both featuring the same cover image of Mars and a spacecraft, perfect for enhancing three-dimensional learning in any science classroom.

Hands-on materials kits
Hands-on learning is at the heart of Amplify Science. Each unit kit contains:

  • Consumable and non-consumable hands-on materials
  • Print classroom display materials
  • Premium print materials for student use (sorting cards, maps, etc.)
A perforated rectangular board, three small containers with different powders, a black battery holder with red wires, and three colored alligator clips are arranged on a white background.

Remote and hybrid learning supports

Una persona sentada en un escritorio usando una computadora portátil, con una estantería que contiene libros, una pecera y una pelota de fútbol cerca.

Amplify has launched a new remote learning solution called Amplify Science@Home. Intended to make extended remote learning and hybrid learning easier, Amplify Science@Home includes two useful options for continuing instruction: @Home Videos and @Home Units. 

Amplify Science @Home Videos are recordings of real Amplify Science teachers teaching the lessons. For those teachers who are unable to meet synchronously with their students, the recorded lessons are a great way to keep their students on track and engaged with Amplify Science while at home. These videos will be produced for all K–5 units, and for the first four units of each 6–8 grade level. Their release will be rolling, beginning in August.   

Amplify Science@Home Units are modified versions of Amplify Science units, strategically designed to highlight key activities from the program. The @Home Units take significantly less instructional time than the complete Amplify Science program and allow students to engage with science at home. @Home Units will be developed for all Amplify Science K–8 units. Each @Home unit includes:

  • Teacher overviews explaining how to use the materials, including suggestions for enhancing the @Home Units if synchronous learning or in-class time with students is available.
  • Overviews to send home to families.

Student materials are available in two formats:

  • @Home Slides (PDF/PPT) + Student Sheets (PDF) for students with access to technology at home.
  • Downloadable @Home Packets (PDF) for students without access to technology at home.

Download the Remote and hybrid learning guide.

Looking for help?

Powerful (and free!) pedagogical support

Amplify provides a unique kind of support you won’t find from other publishers. We have developed an educational support team of former teachers and administrators who provide pedagogical support for every Amplify curriculum, assessment, and intervention program. This service is completely free for all educators who are using our programs and includes:

  • Guidance for developing lesson plans and intervention plans
  • Information on where to locate standards and other planning materials
  • Recommendations and tips for day-to-day teaching with Amplify programs
  • Support with administering and interpreting assessment data and more

To reach our pedagogical team, use our live chat within your program, call (800) 823-1969, or email edsupport@amplify.com

Timely technical and program support

Our technical and program support is included and available from 7 a.m. to 7 p.m. ET, Monday through Friday, through a variety of channels, including a live chat program that enables teachers to get immediate help in the middle of the school day.

For your most urgent questions:

  • Use our live chat within your program
  • Call our toll-free number: (800) 823-1969

For less urgent questions:

Email support

Contact us

Contact your South Carolina team representatives:
Jeff Rutter
Field Manager
jrutter@amplify.com
(727) 512-8440

Lisa Jurovaty
Account Executive (West South Carolina)
ljurovaty@amplify.com
(803) 526-1899

Cathy McMillan (East South Carolina)
Senior Account Executive
cmcmillan@amplify.com
(904) 465-9904

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.

Colorful illustration featuring a child in traditional Andean clothing, tropical plants, a volcano, a toucan, a horse rider, and the word "Gracias!" written in Spanish.

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.
A diagram illustrating reading development as intertwined strands: language comprehension and word recognition, progressing from basic skills to increasingly strategic and automatic reading.

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.

Curriculum flowchart showing reading themes and activities from Kindergarten to Grade 5, organized by grade level and literary theme, with interconnected boxes for each topic.

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.

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.
Three children's book covers in Spanish are shown: "La Flor de Oro," "El conejo en la Luna," and "El secreto de las hormigas," each featuring illustrated artwork.

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.

Flowchart showing "Language comprehension" times "Word recognition" equals "Skilled reading," with text in both Spanish and English inside orange boxes.

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.

young male students writing with a pencil

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.

A laptop screen displays a slide describing the Lectura data-driven instructional cycle with sections for Assessment, Reporting, and Instruction, each illustrated with sample interface screenshots.

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

Language selection screen with options for English and Spanish, and an illustrated girl saying “¡Hola!” in a speech bubble. The heading reads “Idiomas.”.

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.
CKLA and Caminos Demo

Sample materials

Finally, click on the grade levels below to explore your requested sample units.

Conocimiento Strand:

Lectoescritura Strand:

Conocimiento Strand:

Lectoescritura Strand:

Integrated Strand

Additional resources

Familias y cuidadores, ¡bienvenidos a Amplify Desmos Math Texas
K–5!

Bienvenidos al Caregiver Hub de Amplify Desmos Math K–5. Esperamos que su estudiante disfrute explorando las matemáticas, trabajando con amigos para resolver problemas y aprendiendo conceptos nuevos e interesantes. ¡Y esperamos que ustedes disfruten de la experiencia matemática junto con ellos! A continuación, encontrarán algunas sugerencias y recursos para apoyar su aprendizaje en casa.

For the English version, please click here.

Tres niños participan en una actividad práctica de matemáticas con tarjetas numéricas y fichas sobre una cuadrícula. El fondo está decorado con peces y símbolos matemáticos.

Recursos de la unidad para cuidadores

Para cada unidad del programa, hemos creado un Recurso para cuidadores (Caregiver Resource), el cual ofrece un resumen de los conceptos clave, además de un problema del conjunto de práctica de la lección que usted puede resolver con su estudiante. Encontrará un Recurso para cuidadores en cada unidad, disponible tanto en inglés como en español.

Ingrese a Amplify Desmos Math en casa.

Además del cuaderno de ejercicios impreso de la Edición del estudiante (Student Edition), su estudiante tendrá acceso digital a todos los materiales de aprendizaje, práctica y evaluación a través de la plataforma de Amplify. Es posible acceder al currículo digital desde la escuela o desde casa siguiendo estas instrucciones:

  • Haga clic en el botón Amplify Desmos Math.
  • Seleccione Log in with Amplify.
  • Ingrese el nombre de usuario y la contraseña de su estudiante que el maestro les haya proporcionado.
  • Seleccione el nivel escolar deseado.

Una vez iniciada la sesión, los cuidadores pueden ver el trabajo de los estudiantes abriendo tareas anteriores.

Aprenda a navegar por la página de inicio de los estudiantes (student home page).

Amplify Desmos Math

Vistazo general a los materiales

Amplify Desmos Math Texas promueve el aprendizaje mixto por medio de materiales impresos de apoyo y una experiencia digital única. Todas las lecciones en los grados K a 5 están disponibles en un cuaderno de trabajo de la Edición del estudiante. Muchas de las lecciones incluyen actividades prácticas con materiales manipulables, herramientas que ayudan a que los estudiantes hagan tangibles conceptos abstractos para poder comprenderlos. Su estudiante también trabajará con dispositivos digitales durante un número de lecciones que es apropiado para su edad.

Cuando los estudiantes usan dispositivos, los maestros pueden supervisar su trabajo en tiempo real, asegurándose de que reciban el apoyo exacto que necesitan en cada parte de la lección, dentro y fuera del salón de clase.

Una interfaz digital que muestra los nombres anónimos de los estudiantes y su estado de participación en diversas actividades. La interfaz incluye opciones para realizar resúmenes, capturas de pantalla y vistas individuales de los estudiantes.

Componentes de una lección

A los estudiantes en un aula de Amplify Desmos Math Texas se les ve (¡y se les escucha!) haciendo preguntas, debatiendo respuestas, justificando su razonamiento, enfrentándose a problemas y trabajando juntos o de forma individual.

Una lección típica de Amplify Desmos Math Texas incluye:

  • Calentamiento: Un problema breve e interesante para que los estudiantes se sientan atraídos a la lección.
  • Actividades: Una o dos actividades cortas que desafíen las destrezas de los estudiantes para resolver problemas.
  • Síntesis: Una discusión para revisar y consolidar los conceptos importantes de la lección.
  • Demuestra lo que sabes (Show What You Know) y Reflexión (Reflection): Preguntas para que los estudiantes demuestren lo que aprendieron en la lección. (Nota: La evaluación de la lección “Demuestra lo que sabes” es opcional en kindergarten y primer grado).
  • Centros (Centers): Estaciones de actividades dirigidas por los estudiantes que refuerzan los conceptos matemáticos que aprendieron durante las actividades de la lección usando formatos interactivos y, a menudo, lúdicos. En kindergarten y primer grado, el tiempo destinado a los Centros se incorpora en los últimos 15 minutos de cada lección.

Para apoyar, fortalecer y ampliar el aprendizaje de los estudiantes después de la lección, Amplify Desmos Math Texas ofrece opciones de:

  • Diferenciación: Minilecciones (Mini-Lessons), Centros, Extensiones, Boost Personalized Learning y Fluency Practice (Práctica de la fluidez).
  • Práctica: Problemas adicionales que el maestro puede asignar para trabajar en clase o como tarea.

Apoye el aprendizaje de las matemáticas en casa.

Usted puede apoyar el aprendizaje de las matemáticas de su estudiante fuera de la escuela de muchas maneras:

El maestro puede asignar problemas de práctica al final de cada lección como trabajo en clase o como tarea. Si su estudiante ya ha completado los problemas de práctica de la lección, pídale que le explique cómo resolvió cada problema o que comente las partes que le resultaron difíciles. Haga preguntas de seguimiento para fomentar el uso del lenguaje matemático mientras explica su razonamiento, por ejemplo: “¿Cómo lo sabes?”, “¿Cómo puedes demostrar tu razonamiento?” o “¿Cómo describirías eso?”. Si su estudiante no consigue avanzar, hágale preguntas de apoyo, por ejemplo: “¿Qué información de aquí conoces?” o “¿Cómo podrías representar este problema?”.

Los juegos de Centro (Center game) se alinean con las matemáticas de la unidad y se pueden jugar con los estudiantes fuera de clase. Es posible que el maestro les explique a los estudiantes cómo jugar un juego de Centro durante o después de una lección. Si no es así, usted puede enseñarle a jugar usando instrucciones fáciles de seguir.

kindergarten
1.er grado
2.er grado
3.er grado
4.er grado
  • ¡Muy pronto!
5.er grado
kindergarten
1.er grado
2.er grado
3.er grado
4.er grado
5.er grado

Relacione las matemáticas con actividades cotidianas en casa, ya sea ir de compras, preparar la comida o planear una visita a la tienda. Su estudiante puede ayudarle a calcular cuántas manzanas más hay en el carrito que naranjas, dividir un sándwich en cuatro partes o calcular cuánto cambio recibirá si paga con un billete de diez dólares. Anímelo a señalar las maneras en que ustedes usan las matemáticas en sus quehaceres diarios.

Recuerde al estudiante que bloquearse es una parte necesaria (incluso benéfica) del proceso de aprendizaje. Muchos estudiantes (al igual que personas adultas) temen equivocarse, pero las investigaciones demuestran que cometer errores ayuda a que nuestro cerebro se desarrolle. Cuando su estudiante no consiga avanzar en un problema, anímelo a seguir intentando diferentes estrategias, aunque no esté seguro de si son correctas.

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.

 

Una chica con una camisa azul se sienta en una mesa con un libro abierto. Las características del fondo incluyen un oso, una pagoda, plantas, gemas y un pájaro, todo en un estilo ilustrado.

Program effectiveness

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
Illustration of ancient civilizations featuring pyramids, a pharaoh’s head, farmers plowing with oxen, animals, and traditional structures under a sunny sky.

CKLA Program Guide

Illustration showing a person painting by a window, bees and a grasshopper among sunflowers, a pyramid, and two children floating on a globe with books and planets.

Caminos Program Guide

Cover of a booklet titled "Assessment sampler Grades K–5" with colorful illustrations of animals, a woman, and nature at the bottom.

Assessment

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 Explore
Illustrative circles depicting educational stages from prek to grade 5, each showing children engaged in age-appropriate activities or learning themes.

Units by grade
Ilustración de una galleta con leche, un primer plano de la boca de una persona, un texto que dice "¡Digámoslo juntos!" en un bocadillo y dos círculos azules uno al lado del otro sobre un fondo verde.

Skills by grade

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.

What students read
A boy sits at a table drawing while smiling at a large blue elephant floating outside the window in a bright, colorful room.

Grade K Text List
A boy sits on brownstone steps as a pink ice cream truck labeled "Yummy" emits colorful, wavy streams on a residential street with three row houses.

Grade 1 Text List
A rocket launches from a pad, releasing smoke, while a peregrine falcon perches on a branch in the foreground, watching the scene.

Grade 2 Text List
Three people are at a playground, with two children singing while sitting and standing on playground equipment, and an adult directing or encouraging them. Musical notes are illustrated around them.

Grade 3 Text List
Cartoon people of varied ages and backgrounds enjoy a city park; some play music, others relax or interact, with buildings and trees in the background.

Grade 4 Text List
A girl writes at her desk, imagining herself graduating in cap and gown, with a thought bubble showing her smiling and holding a diploma.

Grade 5 Text List

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.

CKLA Skills sequence for K–2

CKLA Skills sequence for 3–5

Amplify CKLA and LTRS Crosswalk

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.

 

Un adulto y un niño se sientan en una mesa y usan juntos una tableta. El adulto viste un top floral amarillo y el niño, vestido con un traje azul marino y blanco, señala la pantalla.

CKLA and mCLASS®

CKLA aligns with our mCLASS®, Amplify’s comprehensive diagnostic universal screener.
Two young girls, one with braided hair and the other with blonde hair, smiling and looking at a laptop screen in a classroom.

CKLA and Boost Reading

Boost Reading provides literacy acceleration and remediation for your students.

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.tryamplify.net

Student login: s1.springfield.ckla.k-5@demo.tryamplify.net

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 K Skills and Knowledge

Grade 1 Skills and Knowledge

Grade 2 Skills and Knowledge

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:

Research and Case Studies

CKLA Professional Development

 

Contact us

Interested in speaking directly with your representative?

Kristin McDonald

Senior Account Executive

(515) 240-0244

kmcdonald@amplify.com

Kyrene, welcome to Amplify ELA!

Welcome to the Amplify ELA review site for Kyrene School District. This site is designed to help you learn about Amplify ELA—a core English Language Arts curriculum for Grades 6–8 and the middle school counterpart to Amplify CKLA. Like K-5, Amplify ELA is built on the same Science of Reading instructional strategies to help middle schoolers grow as readers, writers, and thinkers. Additionally, here are a few important documents so you can rest assured that Amplify ELA is aligned to Arizona’s English Language Arts standards.

Amplify ELA’s alignment to Arizona standards

Amplify ELA’s correlations to Arizona standards

Illustration of a woman's profile with floral hair decorations, a group of diverse children reading, and an astronaut, with text "read the report: edreports review year 2019.

Overview Presentation

After watching the video to the right, scroll down to learn even more, download resources, and access a demo.

What is Amplify ELA?

Amplify ELA is a core program for grades 6–8 that delivers:

  • A unique research-based approach designed to get all students reading grade-level text together.
  • An instructional design that inspires students to read more deeply, write more vividly, and think more critically.
  • A rich combination of dynamic texts, lively discussions, and interactive Quests that truly engages middle schoolers and inspires them to participate in learning.

Interested in learning more about the research behind the program?

Click the link to access the Amplify ELA Research Hub.

All-green on EdReports

Illustration featuring diverse characters and elements, including a large female profile with flowing hair made of butterflies, various fantastical creatures, and people in different activities.

Amplify ELA Program Guide

Collage que presenta una mano sosteniendo papel rojo con texto en chino, una ilustración anatómica del cerebro y varios elementos como mapas, una figura de dibujos animados y piezas de maquinaria sobre un fondo multicolor.

Program effectiveness

How does it work?

Amplify ELA provides everything you need to deliver a full year’s worth of high-quality instruction.

Looking for a more flexible version of the curriculum? Check out our abridged lesson pathways ensure full coverage of the standards in just 100 days.

Grade 6: Program structure

Ilustración de una persona sosteniendo una máscara con un diseño de ojo sobre un fondo circular estampado. De fondo hay un cuervo y extractos de texto.

Grade 7: Program structure

Grade 8: Program structure

What do students explore?

Each grade level of Amplify ELA consists of six multimedia units. Four or five of the units are focused on complex literary texts and one or two are collections based on primary source documents and research. Each grade also provides two or three immersive learning experiences called Quests, a dedicated story writing unit, and a poetry unit.

Download the unit overviews below to learn more.

students collaborating and using laptops
Una ilustración surrealista que presenta a un hombre con una vela, una mujer en tonos azules con cabello suelto, ciclistas recorriendo un sendero y mariposas, todo dentro de formas abstractas y coloridas.

Grade 6: Unit overviews

Illustration of Frida Kahlo with flowers in her hair, surrounded by historical and artistic figures, a brain, and various symbolic images.

Grade 7: Unit overviews

Illustration featuring a person in a space helmet, a rocket, an astronaut, and various abstract and historical figures drawn in a collage style.

Grade 8: Unit overviews

How does it engage all students?

Watching students mature into adolescents: inspiring. Knowing how to engage and motivate their changing brains: science.

The middle-school years are marked by a period of tremendous growth and change for students—physically, emotionally, and socially. Amplify ELA understands and embraces these changes, and delivers instruction specifically designed to tap into adolescents’ natural inclinations toward collaboration, exploration, and autonomy.

A student reading "Summer of the Mariposas"

Amplify ELA Novel Guides

A computer screen displays the Amplify Library interface, showcasing book covers and categories such as novel guides and coming-of-age stories.

Amplify ELA Library

A middle school teacher stands at the front of an Indiana middle school classroom as several students with laptops raise their hands, actively engaging in lessons aligned with Indiana Academic Standards.

Principles of engagement

Differentiation

Amplify believes all students are capable of reading grade-level text together.

Amplify ELA ensures all students have access to the same text. With six distinct levels of differentiation, your student is supported or challenged in a way that meets their unique needs. This includes ELLs at the Developing, Expanding, and Bridging levels, as well as students needing substantial support or an extra challenge.

Multiple overlapping open documents on a computer screen, featuring text editing interfaces with prompts for feedback and responses.
Illustration depicting a series of mythical and legendary scenes including a silver robot, a classical warrior, a volcano, and poseidon with a trident in a dynamic, colorful landscape.

Differentiation for all students

A male teacher in a red shirt explains a textbook to a young female student at her desk in a colorful classroom.

Support for Multilingual Learners

Two split-screen images of a digital learning interface, one in purple and one in green, each featuring a question about minerva and arachne with text input fields for answers.

Differentiated Writing Prompts

Assessment

In Amplify ELA, all units include a robust system of embedded assessment that provides teachers with actionable student performance data long before end-of-unit or benchmark exams. The Embedded Assessment Measure (EAM) reports allow teachers to easily track and interpret student performance without ever interrupting the flow of daily instruction to test students.

Clear and actionable student performance data
With intelligent feedback tools and embedded assessments, Amplify ELA makes it easy to monitor student progress and intervene where needed—no matter where teaching and learning is taking place.

Automated Writing Assessment
Amplify’s Automated Writing Evaluation assesses student writing for Focus, Use of Evidence, and Conventions, providing critical feedback for teachers and data for Amplify’s writing reports.

Reporting
Amplify ELA Reporting provides teachers with clear data to understand patterns of student performance and deliver scaffolds and supports as students need them.

Click this link for more information on assessments in Amplify ELA.

Access demo

Ready to explore on your own? Follow the instructions below to access your demo account.

Explore as a teacher

To access the teacher digital platform, first watch the quick navigation video to the right. Then login using the directions below.

  • Click the ELA Teacher Platform button below.
  • Select Log in with Amplify.
  • Enter this username: t1.kyrenerfp@demo.tryamplify.net
  • Enter this password: Amplify1-kyrenerfp
Access ELA Teacher Platform

Explore as a student

To access the student digital platform, follow the login directions below.

  • Click the ELA Student Platform button below.
  • Select Log in with Amplify.
  • Enter this username: s1.kyrenerfp@demo.tryamplify.net
  • Enter this password: Amplify1-kyrenerfp
Access ELA Student Platform

Contact Us

If you have any questions about Amplify ELA, please don’t hesitate to contact:

Tommy Gearhart

Senior Account Executive

505-206-7661

tgearhart@amplify.com

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.

Illustration featuring diverse cultural and historical elements like an african woman, an egyptian sphinx, a space rocket, and urban and natural landscapes under a starry sky.

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.
Three children's book covers displayed: "The Green Fern Zoo" with illustrated animals, "The Job Hunt" featuring a woman and child, and "Fables" showing a fox reading to forest animals.

All-green on EdReports

A young girl with a braid smiles while leaning on a desk, with whimsical illustrations of a bear, buildings, and plants in the background.

Program effectiveness

Circular badge with "READ THE REPORT" at the top, "REVIEW YEAR 2021" at the bottom, and the EdReports logo in the center.

Also all-green: CKLA Skills

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.

A flowchart showing word recognition and language comprehension strands intertwining to form skilled reading, with progression labeled as increasingly automatic and strategic.
Illustration of ancient civilizations featuring pyramids, a Sphinx statue, a step pyramid, farmers with oxen, and people in traditional clothing.

CKLA Program Guide

Illustration showing a person painting by a window, bees and a grasshopper among sunflowers, a pyramid, and two children floating on a globe with books and planets.

Caminos Program Guide

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.

Illustration showing diverse cultural representations: two native american figures, a bear in a forest, and a medieval european woman, all set against colorful abstract backgrounds.
Seven illustrated circles represent different literary genres: fable, kindergarten, myth, grade 6, farsi, comic book, and novella, each with a relevant scene or symbol.

Units by grade

A chocolate chip cookie in a glass of milk, a person speaking, a speech bubble saying “Let’s say it together!”, and two illustrated eyes on a green background.

Skills by grade

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.

Six children's book covers arranged in two rows, featuring colorful illustrations of animals, people, and nature. Titles include "Rain Player," "A More Perfect Union," and "The Busy Body Book.
A boy sits at a table drawing while smiling at a large blue elephant floating outside the window in a bright, colorful room.

Grade K Text List

A boy sits on brownstone steps as a pink ice cream truck labeled "Yummy" emits colorful, wavy streams on a residential street with three row houses.

Grade 1 Text List

A rocket launches from a pad, releasing smoke, while a peregrine falcon perches on a branch in the foreground, watching the scene.

Grade 2 Text List

Three people are at a playground, with two children singing while sitting and standing on playground equipment, and an adult directing or encouraging them. Musical notes are illustrated around them.

Grade 3 Text List

Cartoon people of varied ages and backgrounds enjoy a city park; some play music, others relax or interact, with buildings and trees in the background.

Grade 4 Text List

A girl writes at her desk, imagining herself graduating in cap and gown, with a thought bubble showing her smiling and holding a diploma.

Grade 5 Text List

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.

A boy with glasses smiles while reading a book, with illustrated objects like a telescope, gourd, and cartoon insect in the background.
A group of diverse children attentively looking upwards with expressions of curiosity and interest.

The four pillars of equity

Two boys sit at desks in a classroom, talking to each other. An upright paper cutout of a yellow light bulb is placed between their open books.

Equity and diversity overview

A group of diverse children attentively looking upwards with expressions of curiosity and interest.

Grades K–2: Supporting all learners

Un grupo de niños sentados alrededor de un escritorio, sonriendo y riendo mientras miran una computadora portátil. Un adulto está cerca y también sonríe.

Grades 3–5: Supporting all learners

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.

A girl runs outdoors holding a kite with colorful ribbons labeled knowledge, vocabulary, sentences, connections, gist, sounds, letters, and words.
Cover image of "Science of Reading: A Primer | Part One" by Amplify. It depicts a person running with a colorful kite in a grassy landscape with trees and a cloudy sky.

Science of Reading Primer: Part 1

Una ilustración que muestra a una persona en la cima de una pirámide con un texto que dice "Amplificar. La ciencia de la lectura: Introducción | Segunda parte". El paisaje presenta árboles y nubes.

Science of Reading Primer: Part 2

Three children read books together on the floor with a small table and a stack of books in the background.

Science of Reading: Look Fors

Orange outline of headphones with a sound wave symbol in the center, set against a black background.

Science of Reading podcast

Gain insights from researchers and practitioners in early 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
Diagram showing parallel strands labeled with reading skills and knowledge merging together into a single twisted line labeled "Integration.

CKLA Skills sequence for K–2

Diagram showing parallel strands labeled with reading skills and knowledge merging together into a single twisted line labeled "Integration.

CKLA Skills sequence for 3–5

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.

A teacher using a tablet alongside a student

CKLA and mCLASS

CKLA connects to our comprehensive diagnostic universal screener called mCLASS.

Dos niñas están sentadas en una mesa, mirando juntas la pantalla de una computadora portátil en un salón de clases. Al fondo se ven estanterías con libros y materiales de clase.

CKLA and Amplify Reading

CKLA connects to our adaptive reading practice program called Amplify Reading.

Un grupo de niños sentados alrededor de un escritorio, sonriendo y riendo mientras miran una computadora portátil. Un adulto está cerca y también sonríe.

CKLA and Language Studio

CKLA aligns with Language Studio–our ELD companion program for grades K–2.

A boy sits at a desk, leaning over a notebook and writing with a pen.

CKLA and Writing Studio

CKLA aligns with Writing Studio–our writing companion program for grades K–5.

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
Access CKLA Teacher Resource Site

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

krockstroh@amplify.com

Lynne Kraus

Oregon Consultant

(503) 989-3533

lkraus@amplify.com

Welcome, K-5 LAUSD principals and teachers!

What’s new?

View the LAUSD CKLA Teacher Hub

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.

A boy in glasses reading a book, surrounded by illustrations of a telescope, grasshopper, and carrot, with a logo saying "bringing the science of reading to lausd!.

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.

Illustration of ancient civilizations featuring pyramids, a Sphinx statue, a step pyramid, farmers with oxen, and people in traditional clothing.

CKLA Program Guide

Learn more about key program features and how CKLA works.

Illustration showing a person painting by a window, bees and a grasshopper among sunflowers, a pyramid, and two children floating on a globe with books and planets.

Caminos Program Guide

Learn more about key program features and how Caminos works.

A young girl with a braid smiles while leaning on a desk, with whimsical illustrations of a bear, buildings, and plants in the background.

Program effectiveness

Learn about the impact and effectiveness of Amplify CKLA.

Illustration of a space scene with an astronaut in the foreground, a rocket launching, people with a telescope, and a distant planet with rings.

Program structure and components

Explore how the program is structure and dive into its key components.

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.

A girl runs outdoors holding a kite with colorful ribbons labeled knowledge, vocabulary, sentences, connections, gist, sounds, letters, and words.
Illustration of a girl holding a kite with colorful tails labeled with reading skills. Text: "Toolkit: Science of reading. Five insights you can start using today." Amplify logo in top left.

Science of Reading toolkit

Explore the latest research in the Science of Reading.

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

Science of Reading podcast

Gain insights from researchers and practitioners in early reading.

A woman with short curly hair in a white shirt is shown next to two book covers: "The Writing Revolution" and "The Knowledge Gap." Colorful stripes are in the background.

Expert Natalie Wexler

Hear from expert and author Natalie Wexler on the power of Amplify CKLA.

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.

Diagram showing parallel strands labeled with reading skills and knowledge merging together into a single twisted line labeled "Integration.

CKLA Skills sequence for K–2

Take a closer look at the instructional sequence of the CKLA Skills strand.

Diagram showing parallel strands labeled with reading skills and knowledge merging together into a single twisted line labeled "Integration.

CKLA Skills sequence for 3–5

Take a closer look at the instructional sequence of integrated reading skills wi…

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).
Six children's book covers arranged in two rows, featuring colorful illustrations of animals, people, and nature. Titles include "Rain Player," "A More Perfect Union," and "The Busy Body Book.
A boy sits at a table drawing while smiling at a large blue elephant floating outside the window in a bright, colorful room.

Grade K Text List

Take a closer look at what students read in Grade K.

A boy sits on brownstone steps as a pink ice cream truck labeled "Yummy" emits colorful, wavy streams on a residential street with three row houses.

Grade 1 Text List

Take a closer look at what students read in Grade 1.

A rocket launches from a pad, releasing smoke, while a peregrine falcon perches on a branch in the foreground, watching the scene.

Grade 2 Text List

Take a closer look at what students read in Grade 2.

Three people are at a playground, with two children singing while sitting and standing on playground equipment, and an adult directing or encouraging them. Musical notes are illustrated around them.

Grade 3 Text List

Take a closer look at what students read in Grade 3.

Cartoon people of varied ages and backgrounds enjoy a city park; some play music, others relax or interact, with buildings and trees in the background.

Grade 4 Text List

Take a closer look at what students read in Grade 4.

A girl writes at her desk, imagining herself graduating in cap and gown, with a thought bubble showing her smiling and holding a diploma.

Grade 5 Text List

Take a closer look at what students read in Grade 5.

CKLA DEI and Social Justice Guides

The following guide offers an overview of the many ways that the Amplify CKLA program supports students’ understanding of issues related to diversity, equity, inclusion, and social justice.

A vibrant illustration depicting diverse children and animals engaged in various activities in nature and by a pond.

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.

A teacher using a tablet alongside a student

mCLASS and CKLA

Learn how mCLASS and CKLA work together to help teachers make immediate and info…

Two young girls, one with braided hair and the other with blonde hair, smiling and looking at a laptop screen in a classroom.

Boost Reading and CKLA

Learn how Boost Reading supports the instructional approach in CKLA further stre…

Standards alignment and unit summaries

A teacher and a young student focus on a book during a classroom lesson, with educational posters visible in the background.

CA CCSS Unit-Level Standard Alignment

Explore how Amplify CKLA fully supports CA standards.

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Kindergarten unit summary

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Grade 1 unit summary

Illustration of several saguaro cacti of different sizes on a flat landscape with a soft orange background and small white clouds.

Grade 2 unit summary

Three indigenous people, two in traditional attire and one in colonial clothes, stand by a river with a boat and trees in the background.

Grade 3 unit summary

Tres personajes animados están sentados en una mesa: un hombre con bigote, una persona en traje de buceo con gafas y una mujer de cabello negro y un pañuelo rojo.

Grade 4 unit summary

An illustration of don quixote riding his horse with a spear in hand and sancho panza on a donkey, set against a moonlit, hilly background.

Grade 5 unit summary

Caminos Curriculum maps

Grades K-2

GK Caminos Conocimiento Curriculum Maps

GK Caminos Lectoescritura Curriculum Maps

G1 Caminos Conocimiento Curriculum Maps

G1 Caminos Lectoescritura Curriculum Maps

G2 Caminos Conocimiento Curriculum Maps

G2 Caminos Lectoescritura Curriculum Maps

Grades 3-5

G3 Caminos Curriculum Maps

G4 Caminos Curriculum Maps

G5 Caminos Curriculum Maps

Language Studio Curriculum Maps

Grade K Language Studio Curriculum Map

Grade 1 Language Studio Curriculum Map

Grade 2 Language Studio Curriculum Map

Grade 3 Language Studio Curriculum Map

Grade 4 Language Studio Curriculum Map

Grade 5 Language Studio Curriculum Map

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 CKLA Teacher Resource Site

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.
Access CKLA Student Hub

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

shajohnson@amplify.com


Welcome to Amplify ELA!

Welcome to the Amplify ELA review site for Arizona. This site is designed to help you learn about Amplify ELA—a core English Language Arts curriculum for Grades 6–8. Here are a few important documents so you can rest assured that Amplify ELA is aligned to Arizona’s English Language Arts standards.

Amplify ELA’s alignment to Arizona standards

Amplify ELA’s correlations to Arizona standards

Illustration of a woman's profile with floral hair decorations, a group of diverse children reading, and an astronaut, with text "read the report: edreports review year 2019.

Overview Presentation

After watching the video to the right, scroll down to learn even more, download resources, and access a demo.

What is Amplify ELA?

Amplify ELA is a core program for grades 6–8 that delivers:

  • A unique research-based approach designed to get all students reading grade-level text together.
  • An instructional design that inspires students to read more deeply, write more vividly, and think more critically.
  • A rich combination of dynamic texts, lively discussions, and interactive Quests that truly engages middle schoolers and inspires them to participate in learning.

Interested in learning more about the research behind the program?

Click the link to access the Amplify ELA Research Hub.

All-green on EdReports

Illustration featuring diverse characters and elements, including a large female profile with flowing hair made of butterflies, various fantastical creatures, and people in different activities.

Amplify ELA Program Guide

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Program effectiveness

How does it work?

Amplify ELA provides everything you need to deliver a full year’s worth of high-quality instruction.

Looking for a more flexible version of the curriculum? Check out our abridged lesson pathways ensure full coverage of the standards in just 100 days.

Grade 6: Program structure

Ilustración de una persona sosteniendo una máscara con un diseño de ojo sobre un fondo circular estampado. De fondo hay un cuervo y extractos de texto.

Grade 7: Program structure

Grade 8: Program structure

What do students explore?

Each grade level of Amplify ELA consists of six multimedia units. Four or five of the units are focused on complex literary texts and one or two are collections based on primary source documents and research. Each grade also provides two or three immersive learning experiences called Quests, a dedicated story writing unit, and a poetry unit.

Download the unit overviews below to learn more.

students collaborating and using laptops
Una ilustración surrealista que presenta a un hombre con una vela, una mujer en tonos azules con cabello suelto, ciclistas recorriendo un sendero y mariposas, todo dentro de formas abstractas y coloridas.

Grade 6: Unit overviews

Grade 7: Unit overviews

Grade 8: Unit overviews

How does it engage all students?

Watching students mature into adolescents: inspiring. Knowing how to engage and motivate their changing brains: science.

The middle-school years are marked by a period of tremendous growth and change for students—physically, emotionally, and socially. Amplify ELA understands and embraces these changes, and delivers instruction specifically designed to tap into adolescents’ natural inclinations toward collaboration, exploration, and autonomy.

A student reading "Summer of the Mariposas"

Amplify ELA Novel Guides

A computer screen displays the Amplify Library interface, showcasing book covers and categories such as novel guides and coming-of-age stories.

Amplify ELA Library

A middle school teacher stands at the front of an Indiana middle school classroom as several students with laptops raise their hands, actively engaging in lessons aligned with Indiana Academic Standards.

Principles of engagement

Differentiation

Amplify believes all students are capable of reading grade-level text together.

Amplify ELA ensures all students have access to the same text. With six distinct levels of differentiation, your student is supported or challenged in a way that meets their unique needs. This includes ELLs at the Developing, Expanding, and Bridging levels, as well as students needing substantial support or an extra challenge.

Multiple overlapping open documents on a computer screen, featuring text editing interfaces with prompts for feedback and responses.
Illustration depicting a series of mythical and legendary scenes including a silver robot, a classical warrior, a volcano, and poseidon with a trident in a dynamic, colorful landscape.

Differentiation for all students

A male teacher in a red shirt explains a textbook to a young female student at her desk in a colorful classroom.

Support for Multilingual Learners

Two split-screen images of a digital learning interface, one in purple and one in green, each featuring a question about minerva and arachne with text input fields for answers.

Differentiated Writing Prompts

Assessment

In Amplify ELA, all units include a robust system of embedded assessment that provides teachers with actionable student performance data long before end-of-unit or benchmark exams. The Embedded Assessment Measure (EAM) reports allow teachers to easily track and interpret student performance without ever interrupting the flow of daily instruction to test students.

Clear and actionable student performance data
With intelligent feedback tools and embedded assessments, Amplify ELA makes it easy to monitor student progress and intervene where needed—no matter where teaching and learning is taking place.

Automated Writing Assessment
Amplify’s Automated Writing Evaluation assesses student writing for Focus, Use of Evidence, and Conventions, providing critical feedback for teachers and data for Amplify’s writing reports.

Reporting
Amplify ELA Reporting provides teachers with clear data to understand patterns of student performance and deliver scaffolds and supports as students need them.

Click this link for more information on assessments in Amplify ELA.

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.

    Access ELA Learning Platform

    Explore as a student

    First, watch the quick student navigation video to the right. Then, follow the instructions below to access your demo account.

      Access ELA Learning Platform

      Overview Presentation

      After watching the video to the right, scroll down to learn even more, download resources, and access a demo.

      What is Amplify ELA?

      Amplify ELA is a core program for grades 6–8 that delivers:

      • A unique research-based approach designed to get all students reading grade-level text together.
      • An instructional design that inspires students to read more deeply, write more vividly, and think more critically.
      • A rich combination of dynamic texts, lively discussions, and interactive Quests that truly engages middle schoolers and inspires them to participate in learning.

      Interested to learn more about the research behind the program?

      Click the link to access the Amplify ELA Research Hub.

       

      All-green on EdReports

      Amplify ELA Program Guide
      Amplify ELA program header image

      Program effectiveness

      How does it work?

      Amplify ELA provides everything you need to deliver a full year’s worth of high-quality instruction.

      Each grade level includes six multimedia units, which feature a blend of complex literary texts and primary source documents. Amplify ELA also provides immersive learning experiences called Quests, a dedicated story writing unit, access to the Amplify digital library, and flexible instructional units on grammar, poetry, and novel studies. To see the structure of the program at each grade level, please click the tiles below.

      Looking for a more flexible version of the curriculum? Check out our abridged lesson pathways ensure full coverage of the standards in just 100 days.

       

      Illustration of a woman with long hair and earrings, eyes closed in a serene pose, surrounded by plants and butterflies.

      Grade 6: Program structure

      Illustration of a woman with blue hair in a patterned dress, holding a mask, with a raven flying above and a text-filled background.

      Grade 7: Program structure
      An astronaut stands holding a U.S. flag, with splashes of brown liquid beneath them, set against a plain background.

      Grade 8: Program structure

      What do students explore?

      Amplify ELA provides everything teachers need to deliver a full year’s worth of standards-based instruction.

      Each grade level of Amplify ELA consists of six multimedia units. Four or five of the units are focused on complex literary texts and one or two are collections based on primary source documents and research. Each grade also provides two or three immersive learning experiences called Quests, a dedicated story writing unit, and a poetry unit.

      Download the unit overviews below to learn more.

      What do students explore?
      Illustration featuring a collage of themes: a woman with flowing hair, butterflies, a man in military attire, a ship, and earth, all blending into a cohesive art piece.

      Grade 6: Unit overviews
      Illustration of Frida Kahlo with flowers in her hair, surrounded by historical and artistic figures, a brain, and various symbolic images.

      Grade 7: Unit overviews
      Illustration featuring a person in a space helmet, a rocket, an astronaut, and various abstract and historical figures drawn in a collage style.

      Grade 8: Unit overviews

      How does it engage all students?

      Watching students mature into adolescents: inspiring. Knowing how to engage and motivate their changing brains: science.

      The middle school years are marked by a period of tremendous growth and change for students – physically, emotionally, and socially. Amplify ELA understands and embraces these changes, and delivers instruction specifically designed to tap into adolescents’ natural inclinations toward collaboration, exploration, and autonomy.

       

      A student reading "Summer of the Mariposas"

      Amplify ELA Novel Guides
      A computer screen displays the Amplify Library interface, showcasing book covers and categories such as novel guides and coming-of-age stories.

      Amplify ELA Library

      Principles of engagement

      Differentiation

      Amplify believes all students are capable of reading grade level text together.

      Amplify ELA ensures all students have access to the same text. With six distinct levels of differentiation, your student is supported or challenged in a way that meets their unique needs. This includes ELLs at the Developing, Expanding, and Bridging levels as well as students needing substantial support or an extra challenge.

       

      Differentiation
      Illustration depicting a series of mythical and legendary scenes including a silver robot, a classical warrior, a volcano, and poseidon with a trident in a dynamic, colorful landscape.

      Differentiation for all students
      A male teacher in a red shirt explains a textbook to a young female student at her desk in a colorful classroom.

      Support for Multilingual Learners
      Two split-screen images of a digital learning interface, one in purple and one in green, each featuring a question about minerva and arachne with text input fields for answers.

      Differentiated Writing Prompts

      Assessment

      In Amplify ELA, all units include a robust system of embedded assessment that provides teachers with actionable student performance data long before end-of-unit or benchmark exams. The Embedded Assessment Measure (EAM) reports allow teachers to easily track and interpret student performance without ever interrupting the flow of daily instruction to test students.

      Clear and actionable student performance data

      With intelligent feedback tools and embedded assessments, Amplify ELA makes it easy to monitor student progress and intervene where needed—no matter where teaching and learning is taking place.

      Automated Writing Assessment
      Amplify’s Automated Writing Evaluation assesses student writing for Focus, Use of Evidence, and Conventions, providing critical feedback for teachers and data for Amplify’s writing reports.

      Reporting
      Amplify ELA Reporting provides teachers with clear data to understand patterns of student performance and deliver scaffolds and supports as students need them.

      Click this link for more information on assessments in Amplify ELA.

      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.

       

      Access ELA Learning Platform

       

      Explore as a student

      First, watch the quick student navigation video to the right. Then, follow the instructions below to access your demo account.

       

      Access ELA Learning Platform

       

      S1-04: Connecting with students and caregivers in the science classroom: Ryan Rudkin

      Promotional graphic for "science connections", season 1, episode 4, featuring a smiling woman named Ryan Rudkin, themed with science illustrations like atoms and a globe, highlighting how to engage students

      In this special episode, our host Eric Cross sits down with veteran middle school teacher Ryan Rudkin. Ryan shares her expertise after almost two decades in the classroom, discussing ways to incorporate aspects of problem-based learning into the K–8 science classroom. Eric and Ryan talk about how to increase parent engagement, involve community members, and add excitement to lessons.

      Explore more from Science Connections by visiting our main page.

      Download Transcript

      Ryan Renee Rudkin (00:00):

      I know there’s other goals in mind, you know, standards and test scores. But at the end of the day, I wanna come back and I want them to come back.

      Eric Cross (00:35):

      My name’s Eric Cross, host of our science podcast, and I am with Ryan Rudkin, middle-school teacher out here in California just to the north up near Sacramento? El Dorado Hills?

      Ryan Renee Rudkin (00:46):

      Yeah. 20 miles east of Sacramento.

      Eric Cross (00:49):

      Nice. And I am down here in San Diego. And so Ryan, to start off, what I wanna do is ask you about your origin story, like a superhero. So how did you become a middle-school science teacher to become part of this elite profession of science folks that get to do awesome things with kids?

      Ryan Renee Rudkin (01:08):

      I would agree with you that it is definitely an elite profession. I got my credential and I thought I was gonna teach third or fourth grade elementary school. And the second day I got called for a sub job for middle school. And I just thought, “We’ll take it,” you know? And by second period, I knew: This is where I belong. The kids, middle school, students are just a species of their own. And you have to appreciate them. And if you do appreciate them, then you’re in the right spot. And I quickly looked at my coursework and I was able to get authorizations in science, history, and English, and I love science. So I chose science. And the rest is history. It’s been a wild ride and I wouldn’t have changed or asked for anything different. I love it.

      Eric Cross (02:02):

      I definitely agree with you. So, your history—you’ve been in various middle-school classrooms. Can you tell us a little bit about that? What classrooms have you been in? What disciplines of science have you taught or are currently teaching?

      Ryan Renee Rudkin (02:14):

      I was hired for seventh grade life science, and then I did that for a few years and then I got moved into eighth physical science, and I was there for 12 years. Love eighth grade science. I love eighth graders. Chemistry and physics are my favorite. There’s just so much opportunity for just awesome labs, great conversations, student discourse, all of that. And then the past three years I’ve been in sixth grade and now we’re integrated. So,a sixth grade integrated science and I also teach social studies and a technology design class.

      Eric Cross (02:52):

      Oh, nice. What do you do in your technology design class? That sounds cool.

      Ryan Renee Rudkin (02:56):

      Right now it’s mostly internet media and we use WeVideo, it’s an editing-video program, and we produce and put on our school weekly news bulletin. And then we weave in other projects. We do some interdisciplinary projects. Right now my students are working on a mythology God, Goddess, and Monster project that relates to our social studies curriculum. And we’re learning about Greece. So yeah, we just try to give them added projects and they’re using the WeVideo platform. By sixth grade, they’re coming to us now with wonderful skills with all the tech. I mean, if I need help, I ask them like, “How do you do something on Google Docs?” Or, “How do you do something on Drive?” The kids are definitely tech-savvy.

      Eric Cross (03:49):

      They must love being the teacher in the classroom. They get to—it kind of switches power roles, where they get to teach the teacher something.

      Ryan Renee Rudkin (03:56):

      Yes. And especially WeVideo, sometimes we’ve had some hiccups, and the kids show everybody, and that’s part of the design class. They’re trying to solve—we’re teaching them how to solve their own problems. So if there’s any kind of issue with anything with the technology, honestly, I usually tell them, “Go ask a friend,” or we kind of shout out, “Hey, who knows how to troubleshoot this?” And the kids are eager to help each other, which is nice.

      Eric Cross (04:21):

      And they have this authentic experience where they’re actually doing real problem-solving, as opposed to something that we manufactured. Like, those are real things that we have to deal with in life. And that’s exactly like how we solve it, right? We just go ask people! We look it up, and the ahas are genuine too. Throughout!

      Ryan Renee Rudkin (04:36):

      Yes, especially thinking on the fly. Especially yesterday, I was in the middle of teaching and my laptop froze, and it’s like, “OK, everybodytake a couple minutes, you know, work on this, this, or that while I switch out laptops!” And so I’m modeling, too, how to solve my own problems. And I think it teaches the kids how to do that too.

      Eric Cross (04:59):

      I’ve always thought it was interesting that when teachers get to teach in real time, how do we handle stress and frustration when it’s really happening? And I think the tech—at times, failure is the real one where you feel this chill or this sweat that kind of comes over you and you’re trying to present or cast or the video won’t play and things like that. I think I’ve done enough times in my years of teaching where now my students know what to do, or they want to come up and help, and we’re good with it. But I remember in the beginning when those things would kind of glitch or go wrong or the wifi goes down, and you’re like, OK, what do we need now?

      Ryan Renee Rudkin (05:33):

      I think it’s honestly, after the fact, when I think in the moment, I’m not thinking of feeling stressed, but just afterwards, then I’m like, “Oh my gosh, this has just been a wild day.” But yeah, you just have to kind of go with it. And that’s just the beast of middle school. I just added to the list of why we love it.

      Eric Cross (05:53):

      You said something about interdisciplinary work, and I wanna kind of ask about that. Because it sounds like you’ve had your hand in several different areas of science and grade levels. Working, doing design courses, working with tech. Are there certain lessons that are your favorites to teach? The ones that you really enjoy, or that no matter what, you’re like, “We need to do this; this is such a rich experience for students”?

      Ryan Renee Rudkin (06:17):

      Yeah. I definitely try to do lessons or activities along the way. I like to do projects at the end of my units. When I taught physics, we did a project and it was mainly an assessment tool called the Wheeling and Dealing. The kids, they would all get a different car. And then they to sell their car. And so they had to pretend to be a car salesman, and they did that with their knowledge of the physics unit. So everything we did on forces and speed and motion. So I like doing culminating projects like that. And you’re kind of tricking them into assessing them.

      Eric Cross (06:57):

      When I think about your car salesman project, I’m thinking of a bunch of students, but they’re like on Shark Tank, but they’re just littler versions. And they’re doing these sales pitches, but they’re speaking in scientific terms as they’re trying to do it. Do you record these or do they just exist in the classroom?

      Ryan Renee Rudkin (07:12):

      No…And that was a long time ago, when I taught eighth grade. I wish I had; I wish I had recorded. That was definitely—it was fun, ’cause the kids, they would get their little piece of paper and they—some of ’em didn’t know what car it was. And so they’re like “A Boo… A Boo-gatti? What’s a Boo-gatti?” And then someone from across the room would be like, “Ooh, I want it! Here, I’ll trade you my Ford Focus!” And <laugh> so they would kind of wheel-and-deal which car they would…and then once they got their choice, then they would do the project.

      Eric Cross (07:44):

      So they’re really embodying this persona of a car salesman. The wheeling and doing back-and-forth and trying to trade a Bugatti for a Ford Focus. <Laugh>

      Ryan Renee Rudkin (07:53):

      I know. <Laugh> I like to make my class, my learning environment, enjoyable. You know, I gotta be there; they gotta be there. So I know there’s other goals in mind—you know, standards and test scores—but at the end of the day, I wanna come back, and I want them to come back. And I just have that as a priority.

      Eric Cross (08:18):

      Well, based on the projects that you’re doing and the way that you approach education with students, I can see why middle-school students would want to come back, even if they had the option not to. Just because of the cool things that you’re doing. Now we’re on this—hopefully, fingers crossed—tail end of COVID in the classroom and schools, and I know it’s impacted all of us differently. Has student engagement changed since COVID and if so, how, and what have you done in these last two years to maybe adjust your approach, to continue that engagement and that richness that you provide for your kids?

      Ryan Renee Rudkin (08:57):

      I definitely—I think for me, I recognize that when the students are in my classroom, I want them to, I dunno, for lack of a better word, just escape the noise at home. And I know we’ve always had students that are going through divorce situations or their dog died, other things, but I think with COVID, it’s definitely been compounded. And just creating a safe place for the kids to want to be and…it’s hard. We’ve had a lot of students that have been out, absent, for various reasons and on quarantine. And they’re struggling with doing work from home, ’cause their parents are stressed and their parents are dealing with their work issues. And so I think just having grace for the kids and just keeping…I don’t know, I guess like I said, I’ve always had student engagement as top of my list.

      Eric Cross (10:06):

      It sounds like—the things I hear you say really have to do with who these students are as people.

      Ryan Renee Rudkin (10:12):

      Yeah.

      Eric Cross (10:13):

      And then as a second, who they are as students. How do relationships fit into your engagement? ‘Cause I’m hearing this connection that you seem to be making with kids as you’re talking about things that are beyond academics: their home life, how they’re impacted.

      Ryan Renee Rudkin (10:28):

      Yes.

      Eric Cross (10:28):

      Is there anything that you do to build these relationships, or to connect with your students, to make them feel wanted or feel connected to the classroom or to you?

      Ryan Renee Rudkin (10:37):

      Yeah, I do. I do a few things to build those connections. And again, this timeframe in their life is so out of their control, their peer relationships, relationships with their parents. And when they’re in my classroom, I want them to feel loved and appreciated. Something I do it’s called Phone Fridays. And in one of the social media groups, someone posted about it, and I’ve been doing it for over a year now, actually. So on Fridays I call parents and give good news. And so I’ll pick maybe one or two students. And it could be academic reasons. It could be behavior, I’ve seen a slight improvement of behavior. Maybe a role model in the classroom. And my goal is to get everybody every trimester. So everybody gets a phone call by the end of the trimester. And it’s funny ’cause sometimes the parents are a little like “Uh-oh”! When they pick up, they see the caller ID, and their school’s calling. ‘Cause Some kids don’t get good calls. So it’s a really—I would say every single parent that I’ve called, I usually get a follow-up email, either to me or my admin, just saying it’s such a cool idea I do this; thank you so much. And yeah, I just call and give good news and just put ’em on the spot. And usually the kids are a little embarrassed, but you can tell, even though they’re kind of—I think they’re faking it, that they’re embarrassed! ‘Cause You know that they got the Phone Friday, and everybody’s like, “Who’s gonna get the phone Friday?!” And so it’s a very big deal in my class.

      Eric Cross (12:07):

      What a great way to—I mean, it seems like that hits on so many levels. You’re making these positive calls home. You’re praising publicly, which a lot of times can happen where students can get criticized or redirected publicly and then praised privately, which is a lot of times the reverse what we should be doing. But here you are praising them publicly. And then you’re not only building a relationship with yourself, but you’re also connecting them with their parent or whoever is caring for them, because now when they go home, there’s this, “Hey, your teacher called; you’re doing awesome!” So it’s this kind of triangle that’s forming there. I think that’s super-cool and a great thing for teachers to do.

      Ryan Renee Rudkin (12:45):

      It takes, you know, the last five minutes of my class. I do it every class. And then I have a system. Like I said, I keep track of all the kids. That way, by the end of the trimester I’ve gotten everybody. Sometimes I let the students, whoever I call first, then I let them pick a peer and I tell them, “OK, we have to have a solid reason. Why are we calling?” And a couple times they’ll have a student, like one of my energized ones, they’ll raise their hand. “How About me? How about me?” And I and the kids kind of laugh a little and I said, “Well, how about this? Let’s make a goal. How about next week we’re gonna make a goal and we’re gonna have a reason to call home.” So just working on the kids that need a little push in the right direction. That’s other reasoning to it. But yeah, it’s fun. I love it.

      Eric Cross (13:33):

      And you have the community. You have this goal setting. We were talking a little earlier about this transition—so you’re becoming this…your school’s going through the IB process, is that right?

      Ryan Renee Rudkin (13:44):

      Yes.

      Eric Cross (13:44):

      And we were talking about the ATL skills and one of them is goal-setting management. You already kind of organically do this in your classroom, which is really neat. I know being an IB teacher, a lot of times I find the things that I’ve already been doing and find, “Oh, this is actually an approach to learning!” or “This is something that has a title!” I just thought it was just being helpful! Ah…So the kids are connected. You have this process where you’re calling parents; it’s working; students are involved, so it’s building this community. Now you’re engaging students. Do you have any favorite student engagement tools that you use in your classroom or when you’re teaching that you feel like you get a lot of bang for your buck? There’s so many things out there these days. And so many approaches, tools, web apps. Do you have any favorites that you use?

      Ryan Renee Rudkin (14:40):

      No. Nothing comes up top of my mind right now. Mostly just projects, like I said. And being excited. I think having my students see me excited about something…and I’m honest when we’re doing something that’s not quite my favorite, then I’m honest about that too. But just having my—like, we just started thermal energy this week and I told my students, I said, “OK guys, I’m gonna weave in some chemistry in there. I’m gonna weave in some particle motion,” and they’re like, “Oh! That’s when you taught eighth grade, huh!” Cause I talk a lot about when I taught eighth grade before. I don’t know, just showing my own enthusiasm, I think, is a good payoff to me. That’s a bang for your buck. Other things…I try to give ’em cool videos and Mark Grober, he’s definitely a favorite of mine I like to show my students. I like to bring in guest speakers from our community. When I taught eighth grade for physics, I always brought in a local CHP officer and they would bring in the radar and lidar guns and the kids would mark off the parking lot and they would calculate their speed. And then they would verify it with the radar gun. Two years ago when I taught math, I brought in a local landscaper company, a father-and-son outfit, and they showed the kids how they would do bids on jobs. And so, relate it to our chapter on volume and area. So just making that connection with real life. Plus it’s just a nice opportunity, too, for the community to come in. With our design class, put on our newscast. And then one of our units in our sixth grade curriculum is weather. And so I brought in a local weatheruh, chief meteorologist. And he actually talked to the students about his job as a meteorologist and then also being on the news and putting on a newscast. So we got him on our green screen and did a little like Mark Finan, you know, little cameo on our newscast for the week for school. So that was kind of cool.

      Eric Cross (16:45):

      They must have been excited.

      Ryan Renee Rudkin (16:47):

      Yeah. They’re pretty starstruck by him. So that was pretty fun.

      Eric Cross (16:51):

      This person was on their local news? So they would know him?

      Ryan Renee Rudkin (16:56):

      Yeah, he’s on Channel 3 out of Sacramento. Yeah. KCRA Channel 3, Mark Finan.

      Eric Cross (17:00):

      So all these guest speakers that you have…how do you reach out to these people? And you sound like you get a lot of success. Do you ever get nos? Like if I’m sitting here listening and that inspires me, but you’re getting celebrities and you see a few people…like, how do you reach out to them? And does everybody say yes? How does it go?

      Ryan Renee Rudkin (17:21):

      Well, usually at my back-to-school night, I always ask the parents if they have a career or hobby that could lend itself to the curriculum. And so sometimes I’ll hear about—students will talk about, like, “My mom’s a doctor.” And so I’ll reach out to parents and just say, “Hey, you know, your kiddo said, you’re a doctor. May I ask what type?” And most of the time the nos that I’ve received are just because of schedule conflicts. You just have to get creative! Look in your community and see what you have. People want to come and talk to kids. I’ve had some presentations that the person is so intelligent and amazing, but they just, weren’t very kid-friendly. I mean, that happens. Butsomeone knows someone. And just ask! I mean, it doesn’t hurt to ask to have ’em come out, come hang out for the day, with my students. Andone time I had a nurse practitioner she was in the cardiac unit. And so she brought in hearts and led a heart dissection with my students. And we did a station set-up. I’ve had elaborate ones like that, or just a mom come in to tell my students about her job as a nutritionist and relate it to our unit on metabolism. And so just did like a little 15-minute Q&A with the kids on nutrition. And I would just say, look at your community and/or post on social media. I always do that. Post in your school’s PTA groups. So the parents know someone, that’s for sure. Or someone’s retired. One time I had—I think he was a grandfather of one of the kids—he was into rocks. And he had a bunch of meteorites <laugh> and brought in his meteorites.

      Eric Cross (19:15):

      Bring in your rocks!

      Ryan Renee Rudkin (19:15):

      I know! Right? And he <laugh> just brought in his meteorite collection! I was like, sure, come on in!

      Eric Cross (19:23):

      That’s one of the things I love about being a middle-school teacher is that my students have such varied interests and I’ll get the Rock Kid every once in a while and he’ll come in and he’ll have all these rocks and crystals. And a lot of times there’s a grandfather that’s responsible for this inherited geologic treasure that they have.

      Ryan Renee Rudkin (19:45):

      Yeah, something like that—I mean rocks are not my favorites, but I don’t really tell the kids that. I was like, “Sure, yeah, come on in! We can have a whole-day lesson on rocks!”

      Eric Cross (19:55):

      <Weakly> “This is great!”

      Ryan Renee Rudkin (19:58):

      Just utilizing your resources. That’s all it’s about.

      Eric Cross (20:02):

      Well, I think the back-to-school night was really helpful. That’s something that’s super doable. You have a bunch of parents and you just simply ask, “Who do you know? What do you do?” And then just collecting that and then just asking people to come in. I’ve I’ve been reluctant to do it more often than I’ve wanted to, because I haven’t figured out—and maybe you can help me with this—I have three class periods a day plus other class periods that are not necessarily science. And I don’t want to dominate a person’s schedule. Do they tend to be willing to stay all day? Or do you do, one class gets it, and you record it? Like, how do you balance out the speakers with your school schedule?

      Ryan Renee Rudkin (20:39):

      Mostly they’ll they’ll just come for the whole day. When I taught eighth grade, I had five classes, so that was easy. That was an all-day thing. And then usually I’ll offer to call lunch, have lunch delivered, or snacks during the day. I mean—

      Eric Cross (20:53):

      Feeding them is key.

      Ryan Renee Rudkin (20:54):

      Yeah. Just something kind of nice. Donuts in the morning. I mean, you’d be very surprised. Most people that are in the field or retired, like I said, they’re more than willing to come. And even if they have to wait an hour, while you teach another class that doesn’t pertain to it, then they’ll either leave or come back or just hang out in the back and pretend to be a student during that history class that you have.

      Eric Cross (21:20):

      It’s my own limiting belief where I feel guilty. I don’t think about it. I need to think about it through the perspective that you do, that these people WANT to talk. I just assume everybody’s so busy. But I do know, the times I’ve had speakers come out, at the end of the day, they’re so energized or they’re so happy or they’re so grateful. ‘Cause They’re like, “This is what it’s like to teach every day?” I’m like, “Yeah, this is what it’s like.”

      Ryan Renee Rudkin (21:42):

      I think too, a lot of parents…usually being being in the stops at elementary. A Lot of parents don’t get the opportunity to come help out in the classroom, because the middle school kids, you know, it’s not very cool or it’s just not needed like in the elementary classes. So a lot of times, like I said, you’d be surprised. A lot of the parents they’re more than happy to come and hang out. And again, some students, they don’t want their mom or dad to be there, but then I talk it up. I’m like, “Everyone’s gonna be so like impressed that your dad’s a doctor,” or “your mom’s a doctor” or —so then I kind of like downplay it. Like, “Oh, whatever, you’re you’re faking it. It’ll be fine. Don’t be embarrassed.” Leading up to their parent coming into the classroom.

      Eric Cross (22:36):

      Right. Kind of redirect that energy toward something positive. With guest speakers, projects, pacing, all these awesome things that you have going on, how do you find balance as a teacher, as a person? And what encouragement would you give to new or aspiring teachers? We work in a profession that will take as much as you give it. And you fall asleep at night worrying about other people’s kids and we love it. And teachers by personality can just give and give and give and give. But in order for us to last—I’m thinking about those new teachers who are going into it, who are gonna go in and be there before the sun gets up and stay after the sun gets down. How do you maintain balance, taking care of yourself? You’ve been in education for—how long have you been teaching for?

      Ryan Renee Rudkin (23:29):

      Sixteen. This is my 16th year.

      Eric Cross (23:31):

      Enough to be that veteran. So how do you find balance? And then, what encouragement would you give to new or aspiring teachers?

      Ryan Renee Rudkin (23:39):

      I would say each year, pick one or two things to add on. You can’t add on 10 things, even though you’re gonna find 10 things that are awesome. But just make a little list, put ’em in a file, and every year, just get good at what you do and then just add on one or two things. And reflect on what’s not going well that you can get rid of to make room to add something else. Try to be patient with yourself. And don’t reinvent the wheel. There’s so many things out there that you can borrow and make it your own. Again, I think that’s a time-saver, just leaning on your colleagues. And take lots of notes, because then when you do it again next year, you can refresh yourself and, “Oh yeah, this lesson, wasn’t the best…” What can you add in to make it a little bit better? And yeah, I would say just take on one or two things each year. And then by the time you get to, you know, being a veteran, you can do all these awesome things and it’ll feel natural ’cause you’ve been practicing and just adding in one thing at a time. I coached Science Olympiad a bunch of years ago, and Science Olympiad is so rewarding. It’s just so amazing.

      Eric Cross (24:59):

      What is Science Olympiad, for the people who’ve never heard of it?

      Ryan Renee Rudkin (25:03):

      Oh, Science Olympiad is so awesome. Google it. I think it’s just ScienceOlympiad.org. It’s 23 different events across all disciplines of science, different topics. And then you have a team of 15 students. And so your 15 students have to cover the 23 events. So for example, if the student’s on the anatomy team, usually there’s a team of two kids they’re gonna study and learn. They provide all the rules and the guidelines. So the students learn and study whatever the parameters are for that year. And then they take a test. And then they compete against other schools. And there’s build events, the engineering events, they can build things like trebuchets matchbox cars or mousetrap cars. Oh gosh, there’s all kinds of things. There’s like a Rube Goldberg device. It changes every year. And it’s so rewarding to see the kids; they pick their area of science that they love. And sometimes you have to put them on an event that they don’t know, and then they end up loving it. It’s so rewarding as a teacher to see these kids that are just on fire and you know that one day they’re gonna go off and do amazing things. They just commit. They commit to their event. And then they blow it outta the water and they win medals and just the recognition…it’s super, it’s just an amazing program.

      Eric Cross (26:42):

      One of the competitions that’s really low-tech that I’ve taken into my classroom is Write It, Do It. Have you done that one before?

      Ryan Renee Rudkin (26:50):

      Oh, yes. Yeah. That’s one. Yep.

      Eric Cross (26:52):

      It’s such a low-tech, simple one to do, but it teaches such great skills. And for those people who haven’t heard of the Write It, Do It project, you create kinda some abstract art out of random crafts. That’s very difficult to describe. You have pipe cleaners and foam and balls and you know, all these different things. And you make it. And then one person on the team is the writer, and they look at it and they write the procedures, and then their teammate, who’s in a different room and doesn’t get to see it, gets all the materials to build it and the procedures, and they have to rebuild it as closely as possible to the actual original. Even though they don’t get to see the original. So they have to rely on their partner’s ability to write procedures step-by-step. And it was fun to watch my students become teammates in that. And they learned how to communicate in a really fun competition. So I expanded it to do it with all of my students as an activity, just to teach them how write descriptively, to write procedurally, to be technical writers. And it’s, it’s fun! It’s fun to see what they build based on what the students say. <Laugh> And it’s also fun to watch them interact with each other, which for seventh graders, usually it’s conflict. <Laugh> But, like, playful conflict. <Laugh> It’s pretty funny to see what they build.

      Ryan Renee Rudkin (28:11):

      They’re like, “Man, what are you talking about? That doesn’t mean this; it means this!”

      Eric Cross (28:16):

      <Laugh> I know part of me feels guilty, but not enough to stop the project. ‘Cause I know for some of ’em, it’s gonna be a really trial by fire being able to practice their skills with writing procedures.

      Ryan Renee Rudkin (28:27):

      But they’re learning among themselves how to provide more details and to be more thorough with their writing and and their thoughts, put their thoughts onto paper. So yeah, that’s a funny event. Definitely.

      Eric Cross (28:41):

      Earlier you had mentioned something about connecting your kids with kids and students outside of your classroom. What is it that you do with that? Because I thought that was a really cool project. Can you speak to that a little bit?

      Ryan Renee Rudkin (28:57):

      Yes, I’ve done—they haven’t had it in a few years, but there’s something called the Pringles Challenge. And if you Google that, I’m sure it’s on the Internet still. So you sign your class up, or your classes, and you get partnered with another school somewhere in the U.S., someplace else. And you decide individually teams, whatever they build. And they make a package to ship a single Pringle chip through the mail. And then you actually mail a Pringle chip through the mail. And then your partner team or partner school, they send their chips to you and then you open everything and then you can take pictures and video. And then there was a whole scoring process where you would score when you receive the chips. And then you input all the data on the website so you can see like how your—and most schools would trade pictures, so that the kids found out how their chip survived. March Mammal Madness is so much fun. Again, Google that.

      Eric Cross (30:01):

      Did you say March Mammal Madness?

      Ryan Renee Rudkin (30:02):

      Yes.

      Eric Cross (30:03):

      Like March Madness, with mammals?

      Ryan Renee Rudkin (30:05):

      Yes.

      Eric Cross (30:05):

      1. What is this?

      Ryan Renee Rudkin (30:06):

      It starts up in March. And you can sign your students up. And that one—it’s not too interactive with other schools, but this is opportunity to get the kids interacting within your site or within your district. Or if you have teacher friends at other schools. There’s like 60…I think it’s 64 animals? And they have this massive bracket that they post. And then you can have the students, I did it—it would be very time-consuming to have the kids individually research each animal. So I just gave one animal per student and so as a class we researched all the animals and then, I think it’s every three days or so, they have these bouts. And it’s all posted on YouTube. Google it. It’s kind of fun.

      Eric Cross (30:56):

      I’ve already got the website up, ready to go! Folks, everybody who needs to Google this: <articulates carefully> March Mammal Madness. And is it Arizona State University? Is that the main site, ASU?

      Ryan Renee Rudkin (31:04):

      Yes.

      Eric Cross (31:04):

      So people, listen to this. Check it out. March Mammal Madness. Look, I’m doing this! I’m already,—you’ve already sold me on this.

      Ryan Renee Rudkin (31:14):

      It is so much fun, oh my gosh. And then, then the kids—each round, they pick their pick, just like basketball. They do their picks and then you wait for the video. And they do it live on—I think it’s live on Instagram, or the next day on YouTube. And then the kids get all excited. And then usually the kids, whatever animal they got as their research animal, they’re rooting for that one to win, the whole thing.

      Eric Cross (31:42):

      But we still have time; we still have time to—

      Ryan Renee Rudkin (31:45):

      You can jump in anytime. Even if it’s already started, you can jump into it. It usually lasts—I believe it’s a two-week from beginning to end. When they do the first round, the wild card, and then all the way to the winner, I believe it’s a two-week process. Oh, maybe three, actually.

      Eric Cross (31:59):

      I’m already seeing this lead-up to the video being watched in class to see…I’m already thinking about like, “How do I prevent my students from finding the video?” Or like, “When does it go live so that I could be the one to show them so they didn’t go find it early?”

      Ryan Renee Rudkin (32:13):

      It takes time out of the class, but I believe it’s one of those things where you have to just…it takes 10 minutes out of the class, but it’s important. So when they each round and then the next day, they release the YouTube video. Last year, when it got down to the final round, we were on spring break. And so I told my students, “You guys, let’s do some optional Zooms. And so I had a bunch of kids log on and we all watched the videos together. So that was kind of fun. And then this year, the other thing, the first time I’ve ever done this and it’s going really well is—on social media, I was talking with one of the teachers from Ohio who teaches science and she and I decided we’re gonna do penpals for our students this year. Paper-And-Pen penpals. So that’s been a lot of fun. We just partnered up all the students, her students and my students, and once a month we send and receive the letters to each other. So that’s been a really cool experience.

      Eric Cross (33:14):

      If you keep doing that, and you need more teachers to be involved, can my students be penpals with your students?

      Ryan Renee Rudkin (33:20):

      Yeah!

      Eric Cross (33:20):

      If you open it up to more people? I think that, to get a letter, old-school? Letter in the mail? It would be so exciting.

      Ryan Renee Rudkin (33:28):

      It is. We mail them, the teacher and I, we just put them all together in one package. But yeah, it’s an actual handwritten letter.

      Eric Cross (33:37):

      The only letters I feel like I get in the mail now are bills.

      Ryan Renee Rudkin (33:42):

      Right? Exactly.

      Eric Cross (33:42):

      But I feel like the digital version of that is if someone calls me, it’s probably bad news. I don’t know if I’m the only one that’s like that, but I’m like, “Who’s calling me? Why aren’t you texting me? What’s going on? Text me first, then call! I need to know who’s going on, and if you’re unknown, you’re going to voicemail.

      Ryan Renee Rudkin (34:00):

      Exactly. The penpals has been a lot of fun.

      Eric Cross (34:03):

      You’ve been in education for a while. You’re on the other side of what it’s like to be a student in the classroom. Which can be surreal in itself, when we think about our own experiences as being a student. Is there a teacher or a learning experience that’s had an impact on you while you were a student in school that really stands out to you? And you can interpret the question however you want. But is there someone that’s memorable or an experience that’s memorable that you still carry with you today?

      Ryan Renee Rudkin (34:32):

      Definitely. My favorite teacher, and we actually still keep in contact on social media is Mrs. Sheldon. She was my fifth and sixth grade teacher. I had the pleasure when I was in elementary school, I was in an all-day contained GATE class—Gifted and Talented Education class. I vividly remember doing so many amazing projects. We built this big, giant—she brought in a big ol’, like, TV box. It was big, big, big. And you could stick like three kids inside there, standing up shoulder-to-shoulder. And we built this big dragon. The head, and we had the whole rest of the class in a big sheet behind us, and we would do a little parade around the school. And she had that thing for years after. They had to repair it every year, and they would do the little parade around school. She did a lot of traveling and when we would go on vacation and then come back, that was always the big deal: “Where did Mrs Sheldon go?” And she had sand from Egypt and pictures from the rainforest. And later when I became a teacher and then I looked her up and we reconnected I did ask her, “Did you go to those places? Or did you, like, lie about it? <Laugh> To get us engaged?

      Eric Cross (35:52):

      You went for the real questions!

      Ryan Renee Rudkin (35:54):

      I did. And she laughed and thought that was funny. And she did travel for real. But yeah, she’s an amazing woman. We still keep in contact. And I remember, you know, little things…like we would be out there doing our PE time and she’d have her long skirt, you know, dress on, with her tennies, and she’s out there playing kickball with us. Just a very kindhearted, smart, amazing woman. I’m very fortunate and I’m grateful that we are able to keep in contact. Love social media for that reason. So.

      Eric Cross (36:33):

      Yeah. And that’s Miss Sheldon?

      Ryan Renee Rudkin (36:35):

      Mrs. Sheldon. Marlene Sheldon. Yeah.

      Eric Cross (36:37):

      Shout-Out to Marlene Sheldon influencing the next generation of teachers, with engagement with your world travels and all those different things.

      Eric Cross (37:04):

      Ryan, thank you so much for one, serving our students. And in the classroom, our middle-school students who need us. I think that middle school especially, elementary school, those years are when students are really starting to decide, “What am I good at?” And the experiences that we create for our students really shape what they believe they can do. These really cool, engaging experiences, these projects that you’re giving them, whether they’re doing these car sales, Shark Tanks, or they’re doing penpals, or you have guest speakers, or they’re designing planets. These are things that students don’t forget. And then when they move on to higher grades, they remember more than anything, I think, how they felt about something. And it sounds like you’re crafting these awesome experiences. And so I just wanna thank you for your time. I know as a teacher it’s very short. And I thank you for being on the podcast with us.

      Ryan Renee Rudkin (38:04):

      Thank you. This has been a great experience. I just—I really enjoy my students. And I feel very, very grateful and very blessed for finding where I belong.

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      What Ryan Rudkin says about science

      “I like to make my class and my learning environment enjoyable. I know there’s other goals in mind… but at the end of the day, I want to come back and I want [students] to come back. It’s so rewarding as a teacher to see these kids that are just on fire… and you know that one day they’re going to go off and do amazing things. ”

      – Ryan Renee Rudkin

      Middle school science teacher

      Meet the guest

      Ryan Rudkin is a middle school science educator near Sacremento, California. Although she originally thought she would teach elementary students, Ryan connected with middle school and never looked back. Now in her 16th year in the classroom, Ryan also supports teachers in her district with professional development. Ryan’s favorite part of teaching science is seeing students grapple with concepts and explore phenomena.

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      About Science Connections: The podcast

      Welcome to Science Connections: The Podcast! 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.

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      S3 – 06. Bethany and Dan take on Twitter!

      Promotional graphic for Math Teacher Lounge Season 3, Episode 6, featuring Bethany Lockhart Johnson, Educator, and Dan Meyer, Director of Research at Desmos.

      In this episode, Bethany and Dan take a look at several tweets that caught the most fire on Twitter during the 2021-2022 school year. The pair answer questions about viral teaching methods, the best teaching advice you can give in three words, and if students should use pencils or pens in class. Join them as they take on those questions and several others in a fast-paced episode.

      Explore more from Math Teacher Lounge by visiting our main page. 

      Download Transcript

      Dan Meyer (00:02):

      Hey folks. Welcome back to the Math Teacher Lounge. I’m your co-host, Dan Meyer.

      Bethany Lockhart Johnson (00:07):

      And I am Bethany Lockhart Johnson. And I’m your co-host, Dan! Hi!

      Dan Meyer (00:12):

      We’re co-hosts! Hey! Great to see you.

      Bethany Lockhart Johnson (00:13):

      Dan, this is the last episode of Season 3. Three seasons!

      Dan Meyer (00:19):

      It’s gotta have a cliffhanger. What will the cliffhanger be? You know?

      Bethany Lockhart Johnson (00:22):

      The cliffhanger is that we love having guests! It’s one of our most favorite things, because selfishly, we love to talk to all of these amazing folks who are doing this interesting research and thinking about amazing things. But for this last episode, it’s just you and I, Dan. Cliffhanger!

      Dan Meyer (00:40):

      Yeah. I like this. I like this. So the cliffhanger was last episode, and people are all like, “So who’s the last guest gonna be of the season before we roll out into summer?” And yes, as Bethany said, we love all the fascinating guests we’ve had on throughout these last few seasons. And we realized…who is more fascinating to each other than both of us? You know, let’s talk to each other about things, right? <Laughs> You get that! You get that! Or am I alone here in this? We had this idea about what we should talk about here, and that’s this: I am on Twitter a lot. I’m @DDMeyer on Twitter; throw me a follow; might follow back; who knows? I don’t tweet much. Bethany, what’s your handle on Twitter? Let ’em know.

      Bethany Lockhart Johnson (01:22):

      I’m @LockhartEdu, and I was much more active pre-mamahood. But I’m still up in there. Go ahead.

      Dan Meyer (01:30):

      Yep. In there. Yeah, great. So I’ve been keeping track of the hottest conversations in math education Twitter, the conversations that the most people who kind of describe themselves as math teachers in their bios and whatnot have been replying to. We’ve got some little things working in the background, keeping track of this sort of thing. And so we are gonna bring you folks some of those extremely hot conversations, and even better than the questions—which we hope you’ll reply to and tag us in your replies—even more than those questions, we’ll bring you our answers—our answers!—to those questions. Can you believe that? We’ll fully settle these questions! Won’t we, Bethany? My gosh, won’t we?

      Bethany Lockhart Johnson (02:15):

      Jeez Louise! No! Dan Meyer, the point is not our final word on it! The point is this episode, we’re furthering the conversation. We wanna hear from listeners about what do you think?

      Dan Meyer (02:25):

      Right. You’re right. You all need someone in your life like Bethany who will help you become the best version of yourself. So here’s the deal. We have several questions in a few different categories. We’re gonna bust through some quick ones, pretty quick. And, uh, there’s some meaty ones as well. Let’s get into it! The first questions come to you all, and us, courtesy of MTL guest Howie Hua, who has a renowned knack for just creating math memes, but also conversation starters that really capture the curiosity and answers of of a grateful nation. So Howie’s first question, which I’ll pose to Bethany, is, “What’s your favorite number?” Bethany? And why is it your favorite number?

      Bethany Lockhart Johnson (03:14):

      Oh, I love it. OK. Well, the first thing that came to my mind is 12. ‘Cause It’s a highly divisible number. I mean, 2, 6, 3, 4—I love it. And it coincides with the day and month of my birth. Which, like, the double-digit…come on, 12, 12, 12, 12. I dunno, am I giving away, like, my bank security code <laugh> or anything by saying that?

      Dan Meyer (03:41):

      Yeah. What’s your favorite PIN?

      Bethany Lockhart Johnson (03:43):

      Let me change my PIN. Yeah, it’s just such a happy, happy number. Well, 12 is, you know, 10 and 2. Two more. Anyway. Love it. What about you, Dan? What’s your favorite number and why?

      Dan Meyer (03:55):

      I’m into it. I’m into it. I think I would choose 16. Because it’s the first number for me when it was like, “Oh, you can keep on making numbers forever!” Where I’m like, OK, 2times 2 is 4. Great. That’s kind of an elemental expression in mathematics. Four times 2 is 8. OK. But then, 8 times 2 is 16, and it’s like, “Oh, you can just keep doubling that thing over and over and over again!” And I can recall feeling pretty excited that numbers are just like, out there for the finding. For the taking. Cool stuff.

      Bethany Lockhart Johnson (04:33):

      I’m sorry. Wait, I have to interrupt. You went 2 times 4 is 8 and you didn’t go 4 times 4 is 16? You went 8 times 2 is 16? You wanted to keep the 2 the same?

      Dan Meyer (04:49):

      Yup. Yup. You can keep on doubling. You can keep on doubling numbers and it just keeps on going.

      Bethany Lockhart Johnson (04:53):

      More evidence that our brain works very differently.

      Dan Meyer (04:56):

      We learn more about each other…let me keep this rolling with Howie questions. OK? Howie says, “If you could co-teach with one teacher from Twitter, who would you choose?”

      Bethany Lockhart Johnson (05:06):

      Oh, oh, it has to be a teacher?

      Dan Meyer (05:11):

      Or anybody, I guess. I mean, like, I know you love Oprah.

      Bethany Lockhart Johnson (05:15):

      Can I co-teach with Oprah?

      Dan Meyer (05:16):

      Yup, yeah, so there we are. <Laugh> Yup. OK. Fair enough. We have to work Oprah into every single episode.

      Bethany Lockhart Johnson (05:23):

      I’d just love to sit and like, we’d read together, we’d read to the students, and then we’d talk…I mean, obviously it’d be Oprah. But if we’re thinking more of like MTBoS, like math Twitter blogosphere-land, I suppose the person I would wanna co-teach with honestly would probably be Allison Hintz. One of our former guests as well. Her book, Mathematizing Children’s Literature, with Antony Smith, that book—I just love the idea of sitting and doing a read-aloud and then diving into some juicy math that’s inspired by what comes out of that read-aloud. So yes, that’s who I pick. Allison! Let’s co-teach!

      Dan Meyer (06:00):

      <Laugh> Shout-out to Allison.

      Bethany Lockhart Johnson (06:01):

      What about you?

      Dan Meyer (06:03):

      I would choose MTL guest Idil Abdulkadir—because, and this relates to Allison and also Elham Kazemi—they talked about, in our episode about teacher time-outs. And I’m choosing someone who I think is—like I’ve never seen Idil teach, but I work with Idil at Desmos and think she’s fantastic. But what I really want in a co-teacher is someone that I can say, “Whoa, time out, do you see what’s going on here? This is really interesting. What should we do next about this?” And have a little strategy sesh in front of the kids and no one gets freaked out by that. And I think that that’d be a pile of fun. Idil seems like she’d be receptive to that kind of interaction, teacher to teacher. So that’s my vote right there.

      Bethany Lockhart Johnson (06:48):

      Opportunity for you to grow your own practice, Dan.

      Dan Meyer (06:52):

      Yeah, yeah, exactly. 100%.

      Bethany Lockhart Johnson (06:56):

      So Dan, I actually have a question for you from Howie. If we’re on the Howie tweet train, I have one from Howie too.

      Dan Meyer (07:04):

      Howie had some fire tweets, some fire tweets this current year. Yep.

      Bethany Lockhart Johnson (07:08):

      Dan, I wanna know: Do you prefer doing math in pen or pencil?

      Dan Meyer (07:16):

      Ooh, yeah. Oh, I see that Howie says, “I don’t mean to start any drama, BUT,” and then asks the question–

      Bethany Lockhart Johnson (07:23):

      But!

      Dan Meyer (07:24):

      I think that Howie lives for drama. I think he knows he’s messy. He lives for drama. He knows what he’s doing this with this question here. He knows.

      Bethany Lockhart Johnson (07:32):

      DRAAAAMAAAA!

      Dan Meyer (07:32):

      He knows what he’s doing. Yup. So I would just say it depends. Is that cheating? Like if I’m doing math to learn, or if we are learning in that process, then I want to use pen, actually. I wanna see the tracks of the thinking. And if we’re doing it for presentation, like if I’m presenting something, I wanna…I guess that’s an area where I’d be fine to not erase things. I don’t wanna prep it so it’s, you know…I guess you could use pen for presentation also. Just pen. Period. But I wanna see the tracks of the thinking if we’re doing some learning versus presentation. What about you?

      Bethany Lockhart Johnson (08:09):

      Well, I heard the voice in my head telling one of my kindergartners, “No, you cannot do that in sparkly pen. You need to do it in pencil.” And I was like, “Wait, whose voice is that?” It was one of my math teachers telling me I couldn’t do it in pen! Why couldn’t this kid do it in pen? Sure! Do it in a sparkly pen! So I wanna say do it in pen. And since usually pen is what I have around…I mean, I do crosswords in pen, Dan.

      Dan Meyer (08:36):

      Wow, wow. With a piece of paper and math, you have lots of room to re-revise and cross off…but those little, little boxes on the crossword, that says a lot about your commitment to pen.

      Bethany Lockhart Johnson (08:46):

      I got really good at making an A into an H or a P or whatever we need. So I would say, “Hey, if you’re in the room with your kiddos and you’re doing math, if somebody wants to do pen, let them do pen.” But I do know that I’ve seen teachers say you need to do pen so that I can see all of your thinking. So I think I hear what you’re saying. But do you think it should be like a classroom rule or something?

      Dan Meyer (09:13):

      Oh, no, no, no. I mean, I’m gonna ask you like, “How’d you get to this destination?” And I wanna know process somehow, and I think you’ll get tired of having to explain it verbally rather than just, like, showing. Just don’t erase stuff. Don’t scratch stuff off. Let’s let’s see how you’re getting there. That is what I’m into.

      Bethany Lockhart Johnson (09:30):

      Thanks, Howie, for that trio of thought-provoking tweets, because I genuinely wanted to know what Dan thought and what our listeners think. I mean, Dan, I gotta say: Howie, you say you don’t wanna cause drama, but I gotta say I’m with Dan on that—

      Dan Meyer (09:50):

      Got the gift. Got the gift for drama. We’re still friends though. So I’m happy about that. Our next section, I got a few more questions queued up here and these ones relate to advice for educators, advice for yourself. Good advice, bad advice, that kind of thing. So let’s jump in. I would love to know—this one’s from Pernille Ripp—I’m very curious, Bethany, what is the worst teaching advice you have gotten in your life, ever?

      Bethany Lockhart Johnson (10:19):

      <Laugh> Ooh. OK. Um, worst teaching advice was: “That’s OK, just move on anyway.” And that was in terms of pacing. It was like, students needed to do a deeper dive and the teacher who I was chatting with said, “No, no, it’s fine; it’s fine; just move on. Just move on to the next chapter.” That was probably the worst advice, because no, I don’t think that’s what I should have done at all! <Laugh>

      Dan Meyer (10:48):

      Right.

      Bethany Lockhart Johnson (10:48):

      But I was a first-year teacher and I was trying to figure it out. And I learned that that was not good advice. And I understand the pressure of pacing. But it was totally antithetical to the type of listening to my students that I want to do in my craft. And this teacher meant well, but that was not good advice, teacher! <Laugh> What about you, Dan? What is the worst teaching advice?

      Dan Meyer (11:13):

      I dig that. That feels similar to one of the replies to Pernille here. Frances Klein says, “Never let them know you’ve made a mistake” being particularly bad advice. You know, just this like idea of like moving along, covering your tracks, not backtracking or admitting mistakes, those all feel kind of a piece. The worst advice I think I’ve ever received, and I wasn’t given this often, but it’s echoed by a lot of the commenters here on this tweet, which is “Don’t smile until X, Y, or Z,” where X, Y, and Z are like Christmas, October, December, January. Just the idea that you’ve gotta develop—

      Bethany Lockhart Johnson (11:54):

      Wait, what?

      Dan Meyer (11:55):

      <Laugh> Did you never hear this from anybody? Don’t smile until Christmas? Perhaps this is more—

      Bethany Lockhart Johnson (11:59):

      I’m a kindergarten teacher! Can you imagine? If I don’t smile the second they walk in? The tears?! The parents’ tears?! The kids’ tears?! If I’m just like, stoic?

      Dan Meyer (12:07):

      Yeah. Well.

      Bethany Lockhart Johnson (12:08):

      So explain it to me.

      Dan Meyer (12:10):

      Well, the idea is, is that, you know, for older kids, they’re scoping you, they’re clocking you for weakness, they’re looking at you, they’re looking to take advantage. And so “don’t smile until Christmas” is like, hey, you can always relax. You can always relax your discipline, but you can’t UN-relax it if you start out, you know, Mr. Happy Pants Meyer. Which—

      Bethany Lockhart Johnson (12:33):

      Smile perceived as weakness.

      Dan Meyer (12:36):

      Yeah. Very obviously poor advice. Eventually you come to realize that like having a rapport and a relationship that is trusting and warm and demanding, that has high expectations, that’s the best kind of classroom management. Not some kind of persona built around intimidation or stoicism, that kinda thing. So, terrible, terrible advice!

      Bethany Lockhart Johnson (13:01):

      I feel like I did have a few of those math classes. Yeah.

      Dan Meyer (13:04):

      Yeah, exactly. <Laugh> You loved them, right? They were like your favorite math classes. It was a blast, right?

      Bethany Lockhart Johnson (13:11):

      <Laugh> So we have to ask the opposite. Thank you, Daniel Willingham, who said, “What’s the best advice you got?” But hold on, Dan, he didn’t just want the best advice. He wanted the best advice in three words.

      Dan Meyer (13:26):

      Oh yeah. He doesn’t, he doesn’t want a book or dissertation or even a blog post or even a tweet. He wants just three words.

      Bethany Lockhart Johnson (13:32):

      I think maybe that might have been to me. <Laugh>

      Dan Meyer (13:34):

      This is someone who’s doesn’t have much time for this advice, wants it distilled down. I’m just obviously stalling here as I try to think about this. I don’t know, there’s just like so much nuance lost here. I would say, listen to students, listen to students. I can’t say more that, I guess. I guess I’m done. I can’t say more than that there. But you’re in a bad place if you’re not listening carefully to students. How about you?

      Bethany Lockhart Johnson (14:04):

      1. Mine is “Ask…lots…questions.”

      Dan Meyer (14:11):

      Nice. ‘Cause I filled in the word! I filled in the word! I was able to kinda infer that. I did that. I got that.

      Bethany Lockhart Johnson (14:17):

      Wait, wait, wait, wait! I could have said many! Wait, I could have said “Ask many questions.”

      Dan Meyer (14:22):

      Strong, strong.

      Bethany Lockhart Johnson (14:25):

      So yeah. You know, no isolation, like don’t put yourself in a bubble. Ask, not just, not just your students, but the teachers! Ask a lot of questions. You don’t have to have it all figured out.

      Dan Meyer (14:34):

      Into it. Very much into it.

      Bethany Lockhart Johnson (14:37):

      Thanks. Daniel. Thanks, Pernille.

      Dan Meyer (14:40):

      Yeah. Daniel and Pernille, Both great questions there about advice, best and worst. Another fire tweet popped up earlier this year from Dr. Khristopher Childs, which was “Name one thing every educator should stop doing.”

      Bethany Lockhart Johnson (14:57):

      Oh, I don’t know. This kind of ties into my best advice about asking questions.

      Dan Meyer (15:03):

      Stop not asking questions?

      Bethany Lockhart Johnson (15:06):

      <Laugh> Avoid the isolation. I really love this idea of when we can, popping into each others’ classrooms, co-teaching, building this collaborative nature. Elham Kazemi, in our interview, talked about this idea of, like you said, the teacher time-outs, learning from each other. So I feel like if we could stop isolating ourself…and I don’t mean at lunch—sometimes you need to not be in the teacher lounge at lunch. Like if you need a minute, take the minute! But in general, as a practice, how can we not be isolated and instead be learning with, and from, each other? How can we stop the isolation? That’s what I would hope every educator would stop doing. What about you, Dan?

      Dan Meyer (15:54):

      I think that educators should…this is gonna require a little bit of elaboration. I think educators should stop taking responsibility for things that are not in their zone of influence. I think that as a society we are asking teachers to do more and more, to become more and more of a central fixture holding together with chewing gum and twine all the various parts of a student’s life. From their health, their fitness, emotional health, that we feed students at school. It becomes very tempting, I think, there’s a lot of pressures to blame outcomes, disparate and unjust outcomes later on in life, on teachers. And teachers should just flatly refuse. And to yeah, understand what the job has been set up to do. What it’s good for. And do that with excellence and intent and a lot of effort. And then not take responsibility for the rest of it.

      Bethany Lockhart Johnson (16:53):

      If I asked five different people about the definition of what a teacher should be doing, I would get five different answers. So I think it’s really interesting that you say that because yeah, many, many hats, which I think, yes, can lead to burnout. Can lead to all sorts of things. We’re asking schools to be all things to all, all people. Interesting. I’m gonna think about that more. I need to hear folks’ response on that, Dan.

      Dan Meyer (17:18):

      Mm-Hmm. I’m curious too. I mean, yeah, there are definitely things that are in teachers’ responsibility and some that are not. That’s a tough one.

      Bethany Lockhart Johnson (17:26):

      OK, for help, name an example of each. And what’s something that you think every teacher should not and should be doing. ‘Cause I feel like my brain goes to some things like, you know, I had teachers who were saying, “Well, I don’t wanna have my kids have to have breakfast in my classroom in the morning. That shouldn’t be my responsibility to serve breakfast in the morning.” But I’m like, “But then your kids are eating and they’re gonna be able to learn and be more focused.” Should that be the teacher’s responsibility? I’m not saying it necessarily should, but I’m saying…I don’t know. It gets murky for me.

      Dan Meyer (18:06):

      Yeah, for sure. I mean, I think that we should, as a country, have a really generous social welfare net so that everyone has food at home. Where a school is not the place where some students have to go to in order to receive nutrition and nourishment. That seems sad to me. And uncommon in developed nations. I think that teachers should watch out for, should be responsible for, the mathematical development of the students they teach, up to a point, they should be responsible for learning math and creating relationships in their classes. I don’t think that teachers should accept responsibility for larger kinds of outcomes, like the health of a democracy or international competition, who goes to the moon first. That kind of thing has historically been placed at the feet of teachers. And it’s tempting when you’re a teacher, I think, to take on that responsibility because it kind of develops your social importance. And I just say, we should say no to that. And get compensation, not in terms of social importance, but rather like in spendable dollars and monies.

      Bethany Lockhart Johnson (19:10):

      I’m learning more about you, Dan. And you know, this is what I’ve gotten from that answer: If you’re gonna dream, dream big. Right?

      Dan Meyer (19:17):

      Is that what you got from that? I don’t know. I think I’m trying to dream realistically.

      Bethany Lockhart Johnson (19:23):

      No, like if we’re gonna say, “Maybe teachers shouldn’t be responsible for serving breakfast in the morning,” well, because we want every child to have access to nutritious and filling food at home and time to eat it in the morning, right? It’s bigger than just, “I don’t want the teacher to have to do this.” So we’re dreaming big. We’re saying this should be the LEAST that students have access to, right?

      Dan Meyer (19:53):

      Yeah. Yeah. I’m here now. I’m with you. I like that dream. Where we take care of folks in their lives outside of schools. So schools don’t have to be the one linchpin for every kind of social outcome. Like currently a lot of them run through a school ’cause we don’t do a good job of setting up other ways to meet those needs. And we should.

      Bethany Lockhart Johnson (20:16):

      And we’re also recording this in, what, two weeks, a week, after a tragedy where students and teachers were killed in the classroom. And I think both of us are taking some deep breaths and recognizing that there’s a lot of debate that is happening about what teacher’s role should be in preventing this in the future. And I don’t know if you’ve done drills in your classroom that are supposed to help mitigate disaster, but you know—collective deep breaths— <laugh> is where we’re at right now.

      Dan Meyer (20:52):

      Yep. The idea of “we should arm teachers” is another example of no, we should not do that. We should solve the tendency towards violence outside of the classroom so that teachers and students can teach and learn. That sounds awesome to me.

      Bethany Lockhart Johnson (21:06):

      Collective deep breath. Whew. OK. So what else you got for me, Dan?

      Bethany Lockhart Johnson (21:33):

      Ooh. So I feel like I’ve heard that in many teaching PDs. “I Do, you do, we do.” Actually I feel like I’ve seen like more “I do, we do, you do.” Like graduated release. I do it, then we’ll do it a little bit together, and then now you have permission to do it. And I feel like in directed draw, that’s a hundred percent true. Like I’m gonna show you this and then you draw it. And then you cut here and then you do it. If we’re trying to create this, like I’m teaching this new art technique. But in mathematics, I feel like that’s really not what I want my classroom to look like. I want to support my students and set them up for sense-making, and then I want them to try it out and I don’t want them to solve it the way it first comes to mind for me. I wanna see how they make sense of it and how they solve it. And then I want us to share it with each other so we can grow together. So I think time and place for “I do, you do, we do,” or “I do, we do, you do.” Or shoo-be-doo-be-doo-be. Yeah. You?

      Dan Meyer (22:44):

      I’ve got nothing. I have nothing to add. I thought that was just an excellent summary of a classroom I would love to be a part in, love to teach. I think it’s a certain tool in the toolbox that I think is overused. But it’s also a tool that can be useful in the case of certain kinds of operations. There are some operations that do benefit from “let me just show you how, like one way you might do this.” I don’t know. I’m like helping my kid whack a nail into a board and there’s a moment where it’s like, “Hey, actually, lemme just show you one way you can do this,” and do it, and then that’s helpful in some moments. But for so much of math, a lot of math does not relate to the operational kinds of fluency. And in those instances, it’s a little bit…it’s not a useful tool, I don’t think, for those kinds of skills and ideas.

      Bethany Lockhart Johnson (23:34):

      I’m thinking of tool talks in my classroom. So in kindergarten, many of the tools that we use in math and just in class in general, are new to the students. And if I tell them, this is exactly how you should use this tool, then I feel like I’m taking a lot of the sense-making away from them. But if I introduce the tool, show them how to use the tool safely, show them this is not a safe way to use the tool, chewing on this is not safe. That’s not how we use this tool. This is how we take care of it, et cetera. But then support different modes of using the tool that are gonna help them use it to solve problems and make sense, I think…but I guess—Dan, have you heard “I do, you do, we do,” or is it “I do, we do, you do”?

      Dan Meyer (24:22):

      I’m with you. And I think that it got clarified post-tweet. But yeah, it typically is “I do, we do, you do,” the gradual release of responsibility it’s often called. And I, I have heard people do what you described, which is…what is it? It’s “You do, we do, I do”? Like an inversion of that? Like have people do a thing that I can do that’s not too, too abstract for them, and then like “We all do something together, and then I’ll offer a summary of what we learned,” is one way that goes. I like that tool as well.

      Bethany Lockhart Johnson (24:53):

      I think particularly, at least I’ve seen in elementary classrooms, there’s sometimes this fear of letting students just try it out before I’ve really showed them, “but this is how it has to be.” And what I am most excited about is supporting students and creating a classroom environment where students don’t need my permission or need my direct “this is the only way to do it.” Instead, it’s like, yes, there’s lots of things we model. But there’s also like, “Hey, what do you think? How do you think this should be used?” And the joy of that exploration.

      Dan Meyer (25:30):

      Yeah. There’s a feeling of efficiency that comes from “I do, we do, you do,” for some kinds of math, but it’s undercut in my experience by what it cultivates in the students, which is “I’ve gotta wait until the teacher does before I can do anything.” So it pays off real diminishing returns over time. And it’s, just for me, an exhausting way to teach. Always being the bottleneck for new learning is a total drag.

      Bethany Lockhart Johnson (25:55):

      Ooh, what a great way to describe it. You do not wanna be the bottleneck. You want to be…what’s the other thing? The facilitator? What’s the opposite of a bottleneck? The flowing river? The…The…Help me!

      Dan Meyer (26:10):

      Hit us up in the replies. I dunno. The opposite of a bottleneck. That’s what you wanna…you wanna not be the opposite? No, you want, yeah. We got this here. We’ll figure it out. We’ll get back to you. <Laugh> OK. Well, folks, those were a few of this year’s fire tweets. It’s been fantastic chatting with you—

      Bethany Lockhart Johnson (26:29):

      Dan.

      Dan Meyer (26:29):

      —Bethany, About all those—

      Bethany Lockhart Johnson (26:32):

      Dan. You know, my favorite thing to do is interrupting you, Dan. I have to interrupt you because we can’t end fire tweets, Dan, without including a tweet from you.

      Dan Meyer (26:43):

      Oh, that’s true. I do have my moments. Yeah, we should. We really should. <Laugh> Do you have one in mind?

      Bethany Lockhart Johnson (26:50):

      No. Dan. Yes. I loved…you tweeted recently, “How many years have you been teaching?” Which, OK. “What Has been like the most influential? Like, what, OK, blah, blah, blah.” <blathering noises> You tweeted, “How many years have you been teaching? And at this point, what has most influenced how you teach?” And you gave some ideas: A methods course, PD sessions, curriculum, TV and movies, et cetera, et cetera. And I love that you put that out there because this episode is coming out as we’re wrapping up another school year. And it also got me thinking about summer and what teachers sometimes do during the summer, but what we might need to do this summer for self-care. But I’m really curious. I love that tweet. And I’m curious, Dan, what did folks say was the thing that had most influenced their teaching and what’s most influenced your teaching?

      Dan Meyer (27:49):

      Ooh, yeah. People’s responses to this one were really fantastic. I came into this, I was flying to the Association of Mathematics Teacher Educators conference. And I just found myself wondering, so, the pre-service year, the one year of, like, you’re learning how to teach, is how we did it in California. Like how much of that has still infused my practice? And in what ways? I don’t think I think about that stuff consciously, but I think that did like set me up with a lot of images that I would be unpacking for going on two decades now working in education. I think conversations with people, I think observing classes, I don’t think that like the one-day PDs, the one-day development days throughout the year, four times per year, I don’t think those stuck to me much. I think that this summer, I have learned so much, just an embarrassment of riches, from non-educational sources. From other disciplines. From storytelling, for instance. From how people have constructed movies I like. I am proud of the way…one of the aspects of my character that I’m proud of—it takes a lot to admit this, as I’m sure you understand, Bethany—but to integrate lots of wacky stuff and pick from it and use that to affect my practice and teaching has been really positive. So for this summer, I hope that people read a good beach book and just kinda let your teaching mind rest a little bit. And in doing so, create some openings for new ideas about education from other parts of the world. Kids! Having kids has been helpful. I don’t know! Just everything! It’s such a big job, education. Everything has so helpful. What about you? What’s an influence on your practice that might surprise me or other folks out there in MTL land?

      Bethany Lockhart Johnson (29:52):

      Well, I don’t know about surprise. I mean, I definitely feel similarly, like methods courses absolutely impacted my teaching. But I feel like opportunities where I was able to observe other teachers and where I was able to have conversations with folks about their practice, that has deeply impacted me. And books I’ve read. I mean, honestly, I’ve learned so much from sharing with other teachers. Like, for example, maybe I’ll bring student work and we’ll talk about it. And we kind of create this conversation together about how we wanna come back to the students based on the work we see. Those type of moments where we’re collaborating and we’re bringing multiple perspectives to the table, that I think, has really often shifted me out of my first initial reaction or what I thought I was going to do in the classroom the next day. So that continues to surprise and delight me. And thinking about this summer, I think there’s a lot of creativity and joy that can come out of the marination process, when you’re just kind of sitting back and healing yourself, whether through sleep or sunshine or time with friends and family or whatever that looks like for you. I think there’s a lot of creativity that can come from that place of fertile, you know, wellness. I never think of that as wasted time. I think of that as getting the soil ready for all that’s gonna come in the fall. And that being said, I also think it could be a fun time to dip your toes into something that you are excited to read, that you might not have a chance to read during the school year that could be teaching-related. So it’s like very low pressure, like, “Oh, I’ve really wanted to read more by this author. I’ve wanted to read this article. I’ve wanted to dip into this topic.” And not with a pressure, but just with a curiosity. And, yeah, I think so often we as teachers love learning, and to give yourself space to learn in whatever that looks like can be a real gift.

      Dan Meyer (32:09):

      Yes. And if you need book recommendations, hit the MTL back catalog of episodes. Loads of folks that we interviewed have real good books out.

      Bethany Lockhart Johnson (32:16):

      Yes!

      Dan Meyer (32:16):

      Think about it. Think about it.

      Bethany Lockhart Johnson (32:22):

      One quick recommendation: Again, gotta plug Antony Smith and Allison Hintz’s book. I read Mathematizing Children’s Literature before we did the interview, but this summer I wanna read all the children’s books that they mention. I just wanna go to the library and read all those children’s books. I wanna read them to my son. I wanna read ’em to myself. So, you know, diving into some good YA, children’s books, just, like, TLC. Dan, thank you for such a rich season and a chance to have so many interesting conversations. It is genuinely a joy to learn with and from you.

      Dan Meyer (33:00):

      Likewise. And always hope to see you folks on Twitter now and then. Let us know what you’re up to this summer at MTLShow on Twitter or in our Facebook group, Math Teacher Lounge. We’ll be there tuning in now and then. It’s been a treat interacting with you folks over this last season. Take care and until the new season, so long.

      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.

      What Bethany Lockhart Johnson says about math

      “I’ve learned so much from sharing with other teachers… Those type of moments where we’re collaborating and bringing multiple perspectives to the table, I think, has really often shifted me out of my first initial reaction or what I thought I was going to do in the classroom the next day.”

      – Bethany Lockhart Johnson

      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.

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      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:

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      Familias y cuidadores, ¡les damos la bienvenida a Amplify Desmos Math
      6.º–A1!

      Les damos la bienvenida al Amplify Desmos Math Caregiver Hub de los grados 6.º a Álgebra 1. Diseñamos este espacio para apoyar el desarrollo de los estudiantes en su exploración de las matemáticas. Esperamos que los estudiantes disfruten mientras aprenden las matemáticas, colaborando con amigos para resolver problemas y aprendiendo conceptos nuevos e interesantes. Esperamos también que las familias se deleiten en esta aventura matemática.

      For the English version, please click here.

      Presentación de Amplify Desmos Math

      Amplify Desmos Math es un plan de estudios básico de matemáticas, diseñado para estudiantes de kindergarten a Álgebra 1. Cada lección ofrece oportunidades de ampliar los conocimientos de los estudiantes, asociar conceptos, perfeccionar sus destrezas y darles la autonomía de expresar preguntas, explorar y hacer descubrimientos. Los maestros pueden monitorear el trabajo de los estudiantes en tiempo real para asegurarse de que cuentan con el apoyo que necesitan tanto dentro como fuera del aula.

      Páginas digitales del estudiante

      Los estudiantes interactúan con el contenido de la lección usando dispositivos.

      Páginas de ejercicios de práctica

      Los estudiantes tienen dos páginas impresas con ejercicios de práctica, por lección, en la Edición del estudiante para practicar en clase o como tarea, además de los ejercicios de práctica en formato digital.

      Esto es lo que puede esperar:

      • Lecciones interactivas que combinan instrucción en medio impreso y digital (incluyendo el libro práctico Edición del estudiante)
      • Problemas de práctica para lograr dominio y ayudar a los estudiantes a repasar temas anteriores
      • Recursos en cada lección que responden a las necesidades de estudiantes diversos
      • Evaluaciones, así como pruebas en cada lección para verificar la comprensión
      • Un recurso para cuidadores en cada unidad, el cual incluye explicaciones de conceptos matemáticos clave y actividades para realizar con el estudiante

      Además de poder trabajar en la Edición del estudiante, los estudiantes pueden acceder a su trabajo digital desde casa. He aquí un artículo sobre cómo navegar la página de inicio del estudiante.

      ¿Qué es la enseñanza centrada en el estudiante?

      La enseñanza centrada en el estudiante puede parecer distinta a las formas de aprender matemáticas en el pasado y a la manera en que usted aprendió matemáticas. En lugar de memorizar fórmulas y trucos, el aprendizaje centrado en el estudiante ofrece a los estudiantes oportunidades de descubrir cómo funcionan las matemáticas. El estudiante aprende a comunicarse por escrito y verbalmente, comprender y cuestionar las opiniones de los demás y adquirir confianza para resolver nuevos problemas. Las investigaciones demuestran que tanto estudiantes como maestros prefieren este método; los estudiantes se desempeñan mejor en evaluaciones estandarizadas y mejoran sus calificaciones y, por otra parte, los maestros informan que la enseñanza centrada en el estudiante ha ayudado a los suyos a aprender más matemáticas.

      ¿Cómo es una lección de Amplify Desmos Math?

      Esto es lo que normalmente incluye una lección de Amplify Desmos Math:

      • Calentamiento: Una pregunta abierta o una interacción para interesar a los estudiantes en la lección.
      • Actividades: De una a tres actividades que constituyen el núcleo de cada lección.
      • Te invitamos a explorar más: Problemas que invitan a los estudiantes a explorar un concepto (a menudo uno que trasciende el objeto de la lección) minuciosamente.
      • Síntesis: Una oportunidad para que los estudiantes enuncien las ideas clave de la lección en sus propias palabras.
      • Demuestra lo que sabes y Reflexión: Una oportunidad para que los estudiantes enuncien las ideas clave de la lección en sus propias palabras.
      • Práctica: Problemas adicionales que el maestro de su estudiante puede asignar en formato digital o impreso, incluidos los ejercicios de práctica de la lección, así como el repaso de lecciones y unidades anteriores.
      • Recursos adicionales: Minilecciones, prácticas personalizadas (solo para los grados 6.º a 8.º) y actividades complementarias que los maestros emplean para apoyar, fortalecer y ampliar los conocimientos de los estudiantes durante y después de las lecciones.

      ¿Dónde puedo encontrar recursos a nivel de unidad?

      Hemos agregado un Recurso para cuidadores a cada unidad del programa, el cual proporciona un resumen de los conceptos clave y ejemplos de cómo resolver los problemas.
      En cada uno de los enlaces para los grados académicos a continuación, encontrará un documento con el Recurso para cuidadores correspondiente a cada unidad, tanto en inglés como en español.

      Unidad 1: Área y área de superficie

      Unidad 2: Introducción a las razones

      Unidad 3: Tasas y porcentajes

      Unidad 4: División de fracciones

      Unidad 5: Aritmética decimal

      Unidad 6: Expresiones y ecuaciones

      Unidad 7: Números positivos y negativos

      Unidad 8: Descripción de datos – ¡Próximamente!

      • Inglés
      • Español – ¡Próximamente!

      Unidad 1: Dibujos a escala

      Unidad 2: Introducción a las relaciones proporcionales

      Unidad 3: Medidas de círculos

      Unidad 4: Relaciones proporcionales y porcentajes

      Unidad 5: Operaciones con números positivos y negativos

      Unidad 6: Expresiones, ecuaciones y desigualdades

      Unidad 7: Ángulos, triángulos y prismas

      Unidad 8: Probabilidad y muestreo

      • Inglés
      • Español – ¡Próximamente!

      Unidad 1: Transformaciones rígidas y congruencia

      Unidad 2: Dilataciones, semejanza y pendiente

      Unidad 3: Relaciones proporcionales y lineales

      Unidad 4: Ecuaciones lineales y sistemas lineales

      Unidad 5: Funciones y volumen

      Unidad 6: Asociación de datos

      Unidad 7: Exponentes y notación científica

      Unidad 8: Teorema de Pitágoras y números irracionales

      • Inglés
      • Español – ¡Próximamente!

      Unidad 1: Patrones y secuencias

      Unidad 2: Ecuaciones lineales y desigualdades

      Unidad 3: Descripción de datos

      Unidad 4: Descripción de funciones

      Unidad 5: Sistemas de ecuaciones lineales y desigualdades

      Unidad 6: Funciones exponenciales

      Unidad 7: Funciones cuadráticas

      Unidad 8: Ecuaciones cuadráticas

      • Inglés
      • Español – ¡Próximamente!

      ¿Cómo puedo incentivar el aprendizaje de las matemáticas en casa?

      Usted puede incentivar el aprendizaje de matemáticas de su estudiante fuera de la escuela de muchas maneras:

      Descubran las matemáticas en la vida cotidiana.

      Relacione las matemáticas con las actividades cotidianas del hogar, ya sea al preparar comida, ir de compras o planificar un viaje en automóvil. Su estudiante puede ayudarle a determinar el precio de un artículo con un cupón, reducir una receta a la mitad o calcular cuánto combustible necesitan para llegar a su destino.

      Repasen juntos los problemas de práctica.

      Invite al estudiante a que le explique paso a paso el proceso de resolución de cada problema o le platique qué partes le resultaron difíciles de resolver. Para fomentar el uso del vocabulario matemático, considere hacer las siguientes preguntas al estudiante: “¿cómo lo sabes?”, “¿cómo puedes mostrar tu razonamiento?” o “¿cómo describirías eso?”. Si el estudiante no consigue avanzar, hágale preguntas de apoyo, por ejemplo: “¿qué información de aquí conoces?” o “¿cómo podrías representar este problema?”.

      Haga hincapié en que es normal bloquearse.

      Recuerde al estudiante que bloquearse es una parte natural y necesaria del aprendizaje. Muchos estudiantes (al igual que personas adultas) temen equivocarse. Las investigaciones demuestran que equivocarse ayuda a que el cerebro se desarrolle. Cuando su estudiante no consiga avanzar en un problema, anímelo o anímela a probar distintas estrategias, aunque no tenga certeza de si son correctas.

      ¿Cómo puedo acceder al programa desde casa?

      Su estudiante tendrá acceso a los materiales de aprendizaje, práctica y evaluación a través de la plataforma de Amplify. Usted y su estudiante pueden acceder al plan de estudios digital en la escuela y en casa siguiendo estas instrucciones.

      • Haga clic en el botón de Amplify Desmos Math.
      • Seleccione Iniciar sesión con Amplify.
      • Ingrese el nombre de usuario y la contraseña que el maestro entregó.
      • Seleccione el grado escolar del estudiante.
      Amplify Desmos Math

      Familias y cuidadores, ¡bienvenidos a Amplify Desmos Math
      K–5!

      Bienvenidos al Caregiver Hub de Amplify Desmos Math K–5. Esperamos que su estudiante disfrute explorando las matemáticas, trabajando con amigos para resolver problemas y aprendiendo conceptos nuevos e interesantes. ¡Y esperamos que ustedes disfruten de la experiencia matemática junto con ellos! A continuación, encontrarán algunas sugerencias y recursos para apoyar su aprendizaje en casa.

      Obtenga más información sobre Amplify Desmos Math.

      For the English version, please click here.

      Tres niños participan en una actividad práctica de matemáticas con tarjetas numéricas y fichas sobre una cuadrícula. El fondo está decorado con peces y símbolos matemáticos.

      Recursos de la unidad para cuidadores

      Para cada unidad del programa, hemos creado un Recurso para cuidadores (Caregiver Resource), el cual ofrece un resumen de los conceptos clave, además de un problema del conjunto de práctica de la lección que usted puede resolver con su estudiante. Encontrará un Recurso para cuidadores en cada unidad, disponible tanto en inglés como en español.

      Ingrese a Amplify Desmos Math en casa.

      Además del cuaderno de ejercicios impreso de la Edición del estudiante (Student Edition), su estudiante tendrá acceso digital a todos los materiales de aprendizaje, práctica y evaluación a través de la plataforma de Amplify. Es posible acceder al currículo digital desde la escuela o desde casa siguiendo estas instrucciones:

      • Haga clic en el botón Amplify Desmos Math.
      • Seleccione Log in with Amplify.
      • Ingrese el nombre de usuario y la contraseña de su estudiante que el maestro les haya proporcionado.
      • Seleccione el nivel escolar deseado.

      Una vez iniciada la sesión, los cuidadores pueden ver el trabajo de los estudiantes abriendo tareas anteriores.

      Aprenda a navegar por la página de inicio de los estudiantes (student home page).

      Amplify Desmos Math

      Vistazo general a los materiales

      Amplify Desmos Math promueve el aprendizaje mixto por medio de materiales impresos de apoyo y una experiencia digital única. Todas las lecciones en los grados K a 5 están disponibles en un cuaderno de trabajo de la Edición del estudiante. Muchas de las lecciones incluyen actividades prácticas con materiales manipulables, herramientas que ayudan a que los estudiantes hagan tangibles conceptos abstractos para poder comprenderlos. Su estudiante también trabajará con dispositivos digitales durante un número de lecciones que es apropiado para su edad.

      Cuando los estudiantes usan dispositivos, los maestros pueden supervisar su trabajo en tiempo real, asegurándose de que reciban el apoyo exacto que necesitan en cada parte de la lección, dentro y fuera del salón de clase.

      Una interfaz digital que muestra los nombres anónimos de los estudiantes y su estado de participación en diversas actividades. La interfaz incluye opciones para realizar resúmenes, capturas de pantalla y vistas individuales de los estudiantes.

      Componentes de una lección

      A los estudiantes en un aula de Amplify Desmos Math se les ve (¡y se les escucha!) haciendo preguntas, debatiendo respuestas, justificando su razonamiento, enfrentándose a problemas y trabajando juntos o de forma individual.

      Una lección típica de Amplify Desmos Math incluye:

      • Calentamiento: Un problema breve e interesante para que los estudiantes se sientan atraídos a la lección.
      • Actividades: Una o dos actividades cortas que desafíen las destrezas de los estudiantes para resolver problemas.
      • Síntesis: Una discusión para revisar y consolidar los conceptos importantes de la lección.
      • Demuestra lo que sabes (Show What You Know) y Reflexión (Reflection): Preguntas para que los estudiantes demuestren lo que aprendieron en la lección. (Nota: La evaluación de la lección “Demuestra lo que sabes” es opcional en kindergarten y primer grado).
      • Centros (Centers): Estaciones de actividades dirigidas por los estudiantes que refuerzan los conceptos matemáticos que aprendieron durante las actividades de la lección usando formatos interactivos y, a menudo, lúdicos. En kindergarten y primer grado, el tiempo destinado a los Centros se incorpora en los últimos 15 minutos de cada lección.

      Para apoyar, fortalecer y ampliar el aprendizaje de los estudiantes después de la lección, Amplify Desmos Math ofrece opciones de:

      • Diferenciación: Minilecciones (Mini-Lessons), Centros, Extensiones, Boost Personalized Learning y Fluency Practice (Práctica de la fluidez).
      • Práctica: Problemas adicionales que el maestro puede asignar para trabajar en clase o como tarea.

      Apoye el aprendizaje de las matemáticas en casa.

      Usted puede apoyar el aprendizaje de las matemáticas de su estudiante fuera de la escuela de muchas maneras:

      El maestro puede asignar problemas de práctica al final de cada lección como trabajo en clase o como tarea. Si su estudiante ya ha completado los problemas de práctica de la lección, pídale que le explique cómo resolvió cada problema o que comente las partes que le resultaron difíciles. Haga preguntas de seguimiento para fomentar el uso del lenguaje matemático mientras explica su razonamiento, por ejemplo: “¿Cómo lo sabes?”, “¿Cómo puedes demostrar tu razonamiento?” o “¿Cómo describirías eso?”. Si su estudiante no consigue avanzar, hágale preguntas de apoyo, por ejemplo: “¿Qué información de aquí conoces?” o “¿Cómo podrías representar este problema?”.

      Los juegos de Centro (Center game) se alinean con las matemáticas de la unidad y se pueden jugar con los estudiantes fuera de clase. Es posible que el maestro les explique a los estudiantes cómo jugar un juego de Centro durante o después de una lección. Si no es así, usted puede enseñarle a jugar usando instrucciones fáciles de seguir. Regístrese para obtener una cuenta gratuita y explorar los Centros y el contenido adicional para grados K a 5 en nuestras Colecciones destacadas.

      Relacione las matemáticas con actividades cotidianas en casa, ya sea ir de compras, preparar la comida o planear una visita a la tienda. Su estudiante puede ayudarle a calcular cuántas manzanas más hay en el carrito que naranjas, dividir un sándwich en cuatro partes o calcular cuánto cambio recibirá si paga con un billete de diez dólares. Anímelo a señalar las maneras en que ustedes usan las matemáticas en sus quehaceres diarios.

      Recuerde al estudiante que bloquearse es una parte necesaria (incluso benéfica) del proceso de aprendizaje. Muchos estudiantes (al igual que personas adultas) temen equivocarse, pero las investigaciones demuestran que cometer errores ayuda a que nuestro cerebro se desarrolle. Cuando su estudiante no consiga avanzar en un problema, anímelo a seguir intentando diferentes estrategias, aunque no esté seguro de si son correctas.

      Obtenga más información.

      ¿Tiene alguna pregunta sobre Amplify Desmos Math? Visite nuestra biblioteca de ayuda (en inglés) para buscar artículos con respuestas a sus preguntas sobre el programa. Para obtener más ayuda, por favor comuníquese con su maestro.

      Our K–12 international education programs inspire students around the world.

      At Amplify, we believe that every teacher and student deserves access to high-quality materials. That’s why we collaborate with international schools to meet their core curriculum, assessment, and intervention needs.

      By providing solutions grounded in research and evidence-based practices, Amplify is making an impact on international K–12 education.

      We are making an impact around the globe.

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      Amplify international education programs

      The following programs are available internationally.

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      Core curriculum

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      Amplify professional learning

      From live, in-person training and coaching to online courses and virtual professional development, we offer a range of support to fit schools’ needs and educators’ busy schedules. Professional development offerings include the following:

      • Launch sessions
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      Learn more
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      We collaborate with governments and government agencies to localize and customize our high-quality instructional materials to ensure they align with specific education standards and frameworks.

      Get in touch with our sales team to discuss how we can help your organization.

      License our digital tools.

      Explore Amplify’s digital tools and how they can make your programs more engaging and digital-forward.

      Publishers can license the Amplify teaching and learning digital platform, which offers robust digital functionality—including digital manipulatives—that can transform print-based instructional programs into interactive, collaborative, and engaging digital experiences for teachers and students.

      If you want to use our platform for commercial purposes, please contact our team.

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      Amplify international education support

      Amplify aims to provide the best customer support throughout each stage of your journey, whether you are exploring our programs for the first time or are a long-term partner.

      Below, you’ll find a quick guide on the international purchase process and expected timelines.

      Simple steps to get your order processed quickly:

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      To ensure that there are no delays, we advise you to place your order 3–4 months prior to your first day of school. This should allow enough time for shipping and digital set up.

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      Purchasing

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      Enrollment and licensing

      Please note that our team needs to review your school’s rosters for accuracy and completeness:

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      Frequently asked questions

      Payment processing time can vary, depending on chosen payment method, as well as banking institution. Please allow at least 10 business days for it to be processed. For additional support contact internationalsalessuport@amplify.com.

      For digital licenses, you will need to submit your digital logistics information, which includes your school’s rosters data. Our technical onboarding team then needs to verify it for accuracy and completeness. (They might contact you, should they need any clarification.) The digital setup process can take up to four weeks to be completed. For help along the way, please use our Amplify Onboarding Hub.

      To avoid delays, please submit your logistics information and product quantities on the Order Management Page as early as possible. Note that international shipping time varies from one country to another due to many factors, including different customs procedures. We are therefore unable to estimate and guarantee delivery time in each case. Amplify offers two international shipping options: 1. Your materials can be shipped from the U.S. directly to you, which will incur an international shipping and handling fee of 25% on the physical products ordered. 2. Alternatively, Amplify can ship your materials to a U.S. freight forwarder, and you can manage the shipping.

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      Season 1, Episode 9

      Advancing together as educators, starring LaTonya Goffney, Ed.D.

      On this episode of Beyond My Years, Ana Torres picks up every nugget of wisdom she can from LaTonya M. Goffney, Ed.D., superintendent of schools for the Aldine Independent School District in Texas. LaTonya shares her journey through many different roles in education before she ended up in an educational leadership role. She stresses the importance of building a teaching community, including finding teacher mentorship, having people advocating for you, and valuing the work you do. LaTonya notes that if it weren’t for those that believed in her and encouraged her to strive for more, she never would have ventured to apply for the opportunities she did. She goes on to share one of her most valuable lessons: As you grow in education, you need to make sure you’re looking behind you and pulling other people up. She concludes with tips for connecting with other educators, learning from each other constantly, and continuing to grow. Taking all those lessons back to the classroom, Eric and Ana discuss pursuing professional growth opportunities, embracing your power as an educator, and focusing on excellence where you are.

      Meet Our Guest(s):

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      LaTonya M. Goffney, Ed.D

      Dr. Goffney is the superintendent of schools for Aldine Independent School District. She has significantly improved student achievement by focusing on literacy, early childhood education, and community collaboration. Her leadership and commitment to education have earned her numerous accolades, including the TASB Superintendent of the Year in 2017 and being chosen as a finalist for the 2020 AASA Superintendent Award. She actively participates in various education organizations, including the Texas School Alliance, the Texas Association of Black School Educators, and Chiefs for Change. Dr. Goffney currently serves as president of the National Alliance of Black School Educators. She holds a bachelor’s degree in history, a master’s in educational administration, and a doctorate in educational leadership from Sam Houston State University.

      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 bilingual and multilingual 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.

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      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:

      Connect with LaTonya Goffney, Ed.D. on LinkedIn
      Subscribe to Beyond My Years
      Website: AldineISD.org
      Follow us on Instagram @amplify.education
      X: @AldineISD
      Connect with Eric Cross
      Facebook: @AldineSchoolDistrict
      Connect with Ana Torres
      IG: @aldineschooldistrict
      Transcript

      Quotes

      “When you have a passion for people and you have a purpose for making a difference, and if you’re open to learning, anything is possible. And that’s what my life has demonstrated in education.”

      —LaTonya Goffney, Ed.D.

      “You’ve got to have a mentor or sponsor who tells you that you can. There’s no doubt in my mind, if I had not had mentors and people who believed in me, that I would not have attempted. I wouldn’t have applied. I wouldn’t have done it.”

      —LaTonya Goffney, Ed.D.

      “The best way to get the next job is to do a good job where you are.”

      —LaTonya Goffney, Ed.D.

      “All of us in education, we are responsible for lifting as we rise. So as you rise in a number of years, or you rise and are able to do different positions, you have to reach back and make sure that you’re pulling people behind you.”

      —LaTonya Goffney, Ed.D.

      “Public education is the profession that makes all other professions possible.”

      —LaTonya Goffney, Ed.D.

      “We can’t just be siloed. We can’t just go in our classrooms, close the door, and not be helpers one to another.”

      —LaTonya Goffney, Ed.D.

      Summer ’24 Interlude, Episode 3

      Summer ’24 Interlude: Training teachers well from the start, with Lisa Lenhart and Rebecca Tolson

      In this Science of Reading: The Podcast episode, Susan Lambert speaks with Rebecca Tolson and Lisa Lenhart about their roles at the University of Akron’s newly established Center for Structured Literacy. They discuss their personal journeys in literacy education, the large grant received from the Ohio Department of Higher Education, and how the Center aims to prepare pre-service teachers using the Science of Reading and structured literacy. Rebecca and Lisa elaborate on the faculty’s training program, curriculum updates, and potential community impact. The conversation also touches on the emotional and professional challenges in shifting to evidence-based practices, the history of literacy legislation in Ohio, and the Center’s long-term goals—including IDA accreditation and expanding their impact on both pre-service and in-service educators.

      Join Science of Reading: The Community to connect with fellow educators.

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      Transcripts and additional resources:

      The Reading League: What is the Science of Reading?
      E-books from the Center for Dyslexia at Middle Tennessee State University
      Ohio’s Dyslexia Guidebook
      Read Ohio Website
      International Dyslexia Foundation: Knowledge and Practice Standards for Teachers of Reading
      Transcript

      Meet Our Guest(s):

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      Rebecca Tolson, Ph.D., CALT-QI

      Rebecca Tolson is the director of the Center for Structured Literacy at the University of Akron and a national literacy/dyslexia consultant and speaker. She has a doctorate in Curriculum and Instruction from the University of Akron and is a certified dyslexia therapist and qualified instructor. Rebecca is an experienced educator with over three decades of teaching experience in the classroom and private tutoring using a structured literacy approach to teach students with learning differences. Rebecca served as vice president of Literacy Initiatives at the Neuhaus Education Center, a national non-profit organization specializing in teacher professional development. She co-authored three Ohio laws related to dyslexia and was appointed to the Ohio Dyslexia Committee (ODC) in 2020. Rebecca serves as the current chair of the ODC, overseeing the implementation phase of the Ohio’s Dyslexia Guidebook. Additionally, she is an adjunct professor for Walsh University in the Master of Dyslexia Therapy (MDT) program.

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      Lisa Lenhart, Ph.D.

      Lisa Lenhart holds a Ph.D. in Curriculum and Instruction from Kent State University. She is a distinguished professor and director of the LeBron James Family Foundation School of Education. A recipient of the University of Akron’s Researcher of the Year Award, her research interests include early language and literacy development and teacher professional development. She has published extensively in journals and has co-authored books such as Oral Language and Early Literacy in Preschool; Reading and Learning to Read; and Early Literacy Materials Selector. She has been the recipient and principal investigator (PI) of many federal and state grants, each designed to improve young children’s language and early reading skills through enhanced professional development for teachers.

      Meet our host, Susan Lambert

      Susan Lambert is the Chief Academic Officer of Elementary Humanities at Amplify, and the host of Science of Reading: The Podcast. Her career has been focused on creating high-quality learning environments using evidence-based practices. Lambert is a mom of four, a grandma of four, a world traveler, and a collector of stories.

      As the host of Science of Reading: The Podcast, Lambert explores the increasing body of scientific research around how reading is best taught. As a former classroom teacher, administrator, and curriculum developer, Lambert is dedicated to turning theory into best practices that educators can put right to use in the classroom, and to showcasing national models of reading instruction excellence.

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      Quotes

      “We're also making sure that our students are prepared in structured literacy, not just to one program, so they're able to understand the structure and adopt it to any program any district is using.”

      —Lisa Lenhart

      “The Center for Structured Literacy is about empowering teachers at the onset—bachelor's degree. If districts have to retrain them after they graduate, then we're not doing something right.”

      —Rebecca Tolson

      “We all have the same goal. We all want children to be good readers. We do. And it has never not been anyone's goal. We have to respect that about each other.”

      —Lisa Lenhart