initial workshop - amazon s3€¦ · 7d.2 “the tell-tale heart” by edgar allan poe 7d.3 “the...

Participant Notebook

www.learning.amplify.com 2018

Initial Workshop

Table of Contents

Amplify ELA Pilot Training . . . . . . . . . . . . . . . . . . . . . . . . 1

Grade Overviews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Lesson and Unit Navigation . . . . . . . . . . . . . . . . . . . . . . . 8

Navigation Race . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Language Skills and Standards . . . . . . . . . . . . . . . . . . . . . 10

Teaching ELA: Vocabulary and Starting Class . . . . . . . . . . . . 11

Reading Skills and Standards . . . . . . . . . . . . . . . . . . . . . . 12

Amplify ELA Core Texts . . . . . . . . . . . . . . . . . . . . . . . . . 13

Teaching ELA: Reading . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Writing Skills and Standards . . . . . . . . . . . . . . . . . . . . . . 17

Writing Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Teaching ELA: Writing . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Speaking and Listening Skills and Standards . . . . . . . . . . . . 20

Teaching ELA: Speaking and Listening . . . . . . . . . . . . . . . . 21

Grade-Level Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Student Writing Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . 26

Embedded Supports . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Pacing and Flexibility . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Login Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Amplify ELA Pilot Training

Objectives

As a result of this session, I will be able to: I have met this objective when I can...

y navigate the ELA platform.

y log in to the platform. y move through units and lessons seamlessly. y locate teaching tools, such as apps and embedded

supports. y compare different unit types. y locate and define Feedback tools.

y begin teaching Amplify ELA.

y establish a plan for device management, both at the start of class and during instruction.

y use teacher resources to successfully plan for instruction.

y facilitate starting and ending class. y facilitate the reading portion of a lesson. y facilitate the writing portion of a lesson.

y locate assessments and reports.

y compare assessment types. y locate and compare reports. y assess a piece of student writing.

Please complete the following question as you arrive:

y What do you think when you hear the phrase “digital” learning?

Agenda

Day 1 Day 2

1. Welcome

2. Amplify Overview

3. Lesson in Action

4. Program Navigation

5. Break

6. Teaching ELA

• Vocabulary (Starting Class)• Teaching Reading• (Lunch)• Teaching Writing• Speaking and Listening (Ending Class)

7. Unique Units and Sub-Units

8. Wrap-Up

1. Welcome

2. Teaching Amplify ELA: Grade-Level Practice

3. Increasing Student Performance

4. Break

5. Supporting All Learners

6. Lunch

7. Planning

8. On-Going Support

9. Wrap-Up

1Initial Workshop Participant Notebook


Grade Overviews | Grade 6

Describe how a character builds across many scenesMake connections between two or three moments in the text to show changeFigurative language and dialect; plot development19th century rural America; 19th century London

Character & Narrator

Writing

Text Structure

Content

Sub-Unit

Quest

6B.1 The Adventures of Tom Sawyer by Mark Twain6B.2 “The Speckled Band” by Sir Arthur Conan Doyle 6B.3 “The Red-Headed League” by Sir Arthur Conan Doyle6B.4 Write an Essay6B.5 Tom & Sherlock Reading AssessmentTom Sawyer, Treasure Hunter

LGenre

UNIT 6B

950L–1090L

2

1

6

10

8

6

4

6B Tom & Sherlock


Writing

Text Structure

Content

Sub-Unit

Identify various sources’ perspectives on a topicSynthesize information from several sources to develop an argumentVarious types of historical and cultural documentsThe evolving economic and cultural significance of a product in societies

6C.1 Information Literacy6C.2 Scavenger Hunt and Internet Research 6C.3 Argumentative Writing and Collection Research 6C.4 Debate and Internet Research6C.5 Write an Essay6C.6 The Chocolate Collection Reading Assessment

LIGenre

UNIT 6C

860L–1650L

1.25

1.5

6.75

10

8

6

4

6C The Chocolate Collection

LIGenre

UNIT 6D

870L–1140L

1.5

2

6.5

10

8

6

4

Analyze what symbolic characters show about human natureArgue a claim about the fairness of a character’s decisionMultiple tellings of a tale in different genresAncient Greece


Writing

Text Structure

Content

Sub-Unit 6D.1 Prometheus6D.2 Odysseus 6D.3 Arachne6D.4 Write an Essay6D.5 The Greeks Reading Assessment

6D The Greeks


Writing

Text Structure

Content

Sub-Unit

Observe how an author creates a characterFocus on a moment in the text and develop a unique perspective about itSensory and figurative languageEarly 20th century British boarding school experience

6A.1 Welcome! 6A.2 Get Started 6A.3 Boy: Tales of Childhood by Roald Dahl6A.4 Write an Essay

IGenre

UNIT 6A

1

0.5

1090L

4.5

10

8

6

4

6A Dahl & Narrative

I Info L Lit


Grade Overviews | Grade 6I Info L LitI Info L Lit

Analyze a complex character’s growth across a multi-layered novelTrace patterns of consistency and inconsistency throughout the novelNarrative with temporal shifts and ambiguous resolutionMid-20th century Appalachia, strip-mining and environmental destruction


Writing

Text Structure

Content

Sub-Unit

Genre L

6E.1 M.C. Higgins, the Great by Virginia Hamilton6E.2 Write an Essay6E.2 Reading the Novel Reading Assessment

UNIT 6E

2.5

3

630L10

8

6

4

6.5

6E Reading the Novel

Create a believable characterWrite an original short storyDialogue; plot structureCreative writing

6G Beginning Story Writing


Writing

Text Structure

Content

Sub-Unit 6G.1 Creating a Believable Character6G.2 Experimenting With A Second Character6G.3 Writing a Short Story

Writing Prompt aligned to sub-unit skillGrammar instruction

6H Grammar

Writing

Content

Sub-Unit 6H.1 What Is a Complete Sentence?6H.2 Expanding the Complete Sentence6H.3 Understanding the Pronoun6H.4 Pronoun Usage: Agreement and Reference6H.5 Verb Tense6H.6 Verb Moods, Modals, and Voice

Compare and contrast perspectives on a single eventDevelop a question, conduct research, and create a multi-media projectVarious types of historical and cultural documents20th century social and class structure revealed by a famous tragedy


Writing

Text Structure

Content

Sub-Unit

Genre LI

UNIT 6F

800L–1620L

1.5

2

7.5

10

8

6

4

6F The Titanic Collection6F.1 Information Literacy6F.2 Scavenger Hunt and Internet Research 6F.3 Passport and Collection Research6F.4 Socratic Seminar and Internet Research 6F.5 Write an Essay

GRADE 7


Grade Overviews | Grade 7I Info L Lit

Evaluate the reliability of a fictional narratorCompare and contrast characters’ perspectives on a narrativeImagery; unreliable narrator; film adaptations of textsAmerican Gothic literature

7D.1 Poetry7D.2 “The Tell-Tale Heart” by Edgar Allan Poe7D.3 “The Cask of Amontillado” by Edgar Allan PoeWho Killed Edgar Allan Poe?7D.4 “The Raven” by Edgar Allan Poe7D.5 Write an Essay7D.6 Poetry & Poe Reading Assessment

7D Poetry & Poe 10

8

6

4

UNIT 7D

2.5

2

800L–1530L

7.5

LGenreCharacter

& Narrator

Writing

Text Structure

Content

Sub-Unit

QuestSub-Unit


Writing

Text Structure

Content

Sub-Unit

Sub-UnitQuest

7C.1 Phineas Gage: A Gruesome but True Story About Brain Science by John Fleischman

7C.2 “Demystifying the Adolescent Brain” by Laurence SteinbergPerception Academy7C.3 The Man Who Mistook His Wife for a Hat by Oliver Sacks 7C.4 Write an Essay7C.5 Brain Science Reading Assessment

Compare and contrast different writers’ theories on a topicDescribe facts, explain concepts, and convince the reader of an opinionInformational non-fiction; narrative elements in non-fictionBasic concepts of neuroscience

7C Brain Science10

8

6

4

UNIT 7C

2.52

820L–1420L

7.5

LIGenre

Examine the differences between a character’s thoughts and actionsUse revision to strengthen elaborationConventions of memoirs, propagandaMid-20th century communist China

7A.1 Welcome!7A.2 Get Started7A.3 Red Scarf Girl: A Memoir of the Cultural Revolution by Ji-li Jiang7A.4 Write an Essay

7A Red Scarf Girl & Narrative 10

8

6

4

UNIT 7A

2

1

780L

5

Genre I

Sub-Unit


Writing

Text Structure

Content

Analyze a character’s unconscious motivationsMake thematic connections across genresLiterary devices; elements of plays and poetryMid-20th century urban America and small-town American South


Writing

Text Structure

Content

7B.1 A Raisin in the Sun by Lorraine Hansberry7B.2 “Harlem” by Langston Hughes7B.3 Write an Essay7B.4 “Sucker” by Carson McCullers7B.5 Character & Conflict Reading AssessmentBlack, White & Blues in Chicago

Sub-Unit

Quest

Genre L

7B Character & Conflict 10

8

6

4

UNIT 7B

3

1.5

870L 6.5

GRADE 7




Writing

Text Structure

Content

Sub-Unit

Genre LI

10

8

6

4

UNIT 7F

2

3.5

1020L–1600L

9

Explore how circumstances united a diverse group of historical charactersDevelop a question, conduct research, and create a multi-media projectVarious types of historical and cultural documentsThe social, political, and economic climate surrounding the California Gold Rush

7F.1 Information Literacy7F.2 Scavenger Hunt and Internet Research7F.3 Dear Diary and Collection Research7F.4 Socratic Seminar and Internet Research 7F.5 Write an Essay

7F The Gold Rush Collection

LGenre

10

8

6

4

UNIT 7E

840L4.5

3

7.57E.1 Romeo and Juliet by William Shakespeare7E.2 Write an Essay7E.3 Summer of the Mariposas by Guadalupe Garcia McCall7E.4 Shakespeare’s Romeo & Juliet Reading Assessment

Connect characters’ development to a conceptual frameworkChoose between contradictory positions and argue with evidenceElizabethan English; sonnets; extended metaphors14th century Renaissance Italy

7E Shakespeare’s Romeo & Juliet


Writing

Text Structure

Content

Sub-Unit

Writing Prompt aligned to sub-unit skillGrammar instruction

7H Grammar

Writing

Content



7G.1 Creating a Believable Character7G.2 Experimenting With A Second Character7G.3 Writing a Short Story


Writing

Text Structure

Content

Sub-Unit7G Intermediate Story Writing

GRADE 8




Writing

Text Structure

Content

8A Dahl, World War II & Narrative

Make inferences about a character’s valuesCompare an author’s portrayal of two charactersStrong verbs and sensory detailsBritish colonial Africa and Middle East

8A.1 Welcome!8A.2 Get Started 8A.3 Going Solo by Roald Dahl8A.4 Write an Essay

Sub-Unit

10

8

6

4

UNIT 8A

1.5

1

1080L

5.5

Genre I

8B Biography & Literature


Writing

Text Structure

Content

Sub-Unit

Quest

Trace the development of a historical character’s ideas across timeDescribe different sides of a character and reconcile his contradictionsBiography and autobiography; humor; persuasionColonial America; founding democratic principles

8B.1 Benjamin Franklin8B.2 Declaration of Independence 8B.3 Write an Essay8B.4 Biography & Literature Reading AssessmentDeclare Yourself

10

8

6

4

UNIT 8B

1.5

1

1300L–1430L

7.5

Genre LI

8C Liberty & Equality


Writing

Text Structure

Content

Sub-Unit

Quest

8C.1 Narrative of the Life of Frederick Douglass, an American Slave by Frederick Douglass

8C.2 Incidents in the Life of a Slave Girl by Harriet Jacobs8C.3 The Boys’ War by Jim Murphy 8C.4 The Gettysburg Address8C.5 Write an Essay8C.6 Liberty & Equality Reading AssessmentThe Emancipation Project

Analyze a memoirist’s purpose in including or omitting details from his or her lifeEvaluate which of two texts has a stronger impact on a readerTexts that cross genre: poetry & proseAmerican slavery, abolition, and the Civil War

10

8

6

4

UNIT 8C

8.5900L–1500L

LIGenre

8D Science & Science Fiction


Writing

Text Structure

Content

Sub-Unit 8D.1 Gris Grimly’s Frankenstein by Mary Shelley and Gris Grimly8D.2 Write an Essay8D.3 Poetical Science8D.4 Science & Science Fiction Reading Assessment

Apply abstract concepts to an author’s portrayal of a characterArgue opposing claims about a character and resolve the contradictionGraphic novels; 19th century British English19th century scientific and technological developments

10

8

6

4

UNIT 8D

2.5

2

980L–1540L

8.5

LIGenre

GRADE 8




Writing

Text Structure

Content

Sub-Unit


8G.1 Creating a Believable Character8G.2 Experimenting With A Second Character8G.3 Writing a Short Story

8G Advanced Story Writing

Genre

10

8

6

4

UNIT 8E

2

3

9910L–1430L

8E.1 Information Literacy8E.2 Scavenger Hunt and Internet Research8E.3 Descriptive Writing and Collection Research8E.4 Socratic Seminar and Internet Research 8E.5 Write an Essay8E.6 The Frida & Diego Collection Reading Assessment

Identify various sources’ perspectives on a topicSynthesize information from several sources to develop an argumentVarious types of historical and cultural documents20th century art world in Mexico and US

LI

8E The Frida & Diego Collection


Writing

Text Structure

Content

Sub-Unit

LIGenre

8F.1 Information Literacy8F.2 Scavenger Hunt and Internet Research8F.3 Space Blogs and Collection Research8F.4 Socratic Seminar and Internet Research 8F.5 Write an Essay

8F The Space Race Collection 10

8

6

4

UNIT 8F

2.5

3

9.5870L–1490L

Compare and contrast perspectives on a topicDevelop a question, conduct research, and create a multimedia projectVarious types of historical and cultural documents20th century competition between US and USSR


Writing

Text Structure

Content

Sub-Unit

Writing prompt aligned to sub-unit skillGrammar instruction

8H Grammar

Writing

Content


Lesson and Unit Navigation

Unit Structure

Lesson Structure

Unit Sub-unit Lesson Activity Card

Vocabulary(5 minutes)

Close Reading (15–25 minutes)

Writing (15–25 minutes)

Wrap-Up (5–10 minutes)

Independent Work(20–60 minutes)


Navigation Race

1 2 3 4 5

6th Grade

What is the title of Lesson 3 in Tom & Sherlock, Sub-unit 3?

In The Greeks, Sub-unit 2, which lessons are Flex Days?

How many sub-units are in The Chocolate Collection?

How many lessons are in Beginning Story Writing?

Navigate to Dahl & Narrative, Sub-unit 2. Review each lesson title and list the skills you see being addressed in this sub-unit. (What can you infer by the lesson titles?)

7th Grade

What is the title of Lesson 3 in Poetry & Poe, Sub-unit 3?

In Character & Conflict, Sub-unit 1, which lessons are Flex Days?

How many sub-units are in The Gold Rush Collection?

How many lessons are in Intermediate Story Writing?

Navigate to Red Scarf Girl, Sub-unit 2. Review each lesson title and list the skills you see being addressed in this sub-unit. (What can you infer by the lesson titles?)

8th Grade

What is the title of Lesson 2 in Biography & Literature, Sub-unit 2?

In Liberty & Equality, Sub-unit 1, which lessons are Flex Days?

How many sub-units are in The Space Race Collection?

How many lessons are in Advanced Story Writing?

Navigate to Dahl, World War II & Narrative, Sub-unit 2. Review each lesson title and list the skills you see being addressed in this sub-unit. (What can you infer by the lesson titles?)


Language Skills and Standards

31

Conventions

Knowledge of Language

Vocabulary Acquisition and Use

Language Skills & Standards

Reading Writing

Language Speaking and

Listening• Apply language in different contexts• Make effective choices for meaning• Use language to aid comprehension

• How to use context clues, word parts, or reference materials to determine meaning

• Figurative language and word relationships• Acquire and use a range of academic and domain vocabulary• Demonstrate independence in gathering vocabulary knowledge

• Grammar: writing and speaking• Capitalization, punctuation, and spelling


Teaching ELA: Vocabulary and Starting Class

Before you begin: Decide who will be the “Teacher” and who will be the “Student” for this activity.

Instructions for “Student”:

1. Ensure you are logged in as a student (no orange circle at bottom and top of screen).

2. Only click on your device when instructed to do so by the “Teacher.”

3. Even though you are in the student role, please follow along with your partner to see what

the teacher will be doing.

Directions for “Student”:

1. Follow the link to open the Vocab App.

2. A character will appear to explain the app.

Click directly on him to progress.

3. When prompted, choose either the blue circle

(core) or the green circle (ELL) button.

4. When you’ve completed two words, click on

STATS to view your progress.

Instructions for “Teacher”:

1. Navigate to Unit 7A, Red Scarf Girl & Narrative,

Sub-unit 3, Lesson 1: The World of Red Scarf Girl.

2. Click on the “Student Status” icon. (b)

3. Select class using the pull-down menu. (c)

4. Click on the green START CLASS button. (Pause)

What happens to the “Student’s” screen? (d)

5. Practice clicking on the EYES UP (e) icon to disable the

students’ ability to continue working in the curriculum.

What happens now to your “Student’s” screen?

6. Click the EYES UP button again and click on the “X” (f)

to exit the Student Status screen.

7. Direct your student to open Activity 1 and click on the

Vocab App link.

8. As they open the Vocab App, you should watch their

screens as you won’t have access to this the same way

a student does.

b

dc e f


Reading Skills and Standards

Key Ideas and Details

Craft and Structure

Integration of Knowledge and Ideas

Range of Reading

• Read closely• Determine central idea• Character and idea development across text

• Word choice: interpret and impact on tone

• Relate small pieces of text to each other and to the whole

• Point of views impact on text

• Integrate and evaluate content and claims• Diverse media• Comparing two texts

• Comprehend complex literary and informational text independently

Reading Skills & StandardsReading Writing


Listening



Amplify ELA Core Texts

Title Author Lexile® Measure

6A: DAHL & NARRATIVE

Boy: Tales of Childhood Roald Dahl 1090L

6B: TOM & SHERLOCK

The Adventures of Tom Sawyer Mark Twain 950L

“The Speckled Band” Sir Arthur Conan Doyle 1090L

“The Red-Headed League” Sir Arthur Conan Doyle 1070L

6C: THE CHOCOLATE COLLECTION

A variety of texts in different genres related to the theme of chocolate.

Various 860–1650L

6D: THE GREEKS

Heroes, Gods and Monsters of the Greek Myths Bernard Evslin 870L

The Odyssey E.V. Rieu (translator) 1140L

Tales from Ovid Ted Hughes NP

6E: READING THE NOVEL

M.C. Higgins, the Great Virginia Hamilton 630L

6F: THE TITANIC COLLECTION

A variety of texts in different genres related to the theme of the Titanic.

Various 800–1620L




7A: RED SCARF GIRL & NARRATIVE

Red Scarf Girl: A Memoir of the Cultural Revolution Ji-li Jiang 780L

7B: CHARACTER & CONFLICT

A Raisin in the Sun Lorraine Hansberry NP

“Harlem” Langston Hughes NP

“Sucker” Carson McCullers 870L

7C: BRAIN SCIENCE

Phineas Gage: A Gruesome but True Story About Brain Science

John Fleischman 1030L

“Demystifying the Adolescent Brain” Laurence Steinberg 1420L

The Man Who Mistook His Wife for a Hat Oliver Sacks 970L

“Pulling Up Stakes” David Lubar 820L

7D: POETRY & POE

“The Tell-Tale Heart” Edgar Allan Poe 820L

“The Cask of Amontillado” Edgar Allan Poe 800L

“The M’Naghten Rule” Anonymous 1530L

“The Silence” Federico García Lorca NP

“The White Horse” D.H. Lawrence NP

“A narrow fellow in the grass” Emily Dickinson NP

“The Raven” Edgar Allan Poe NP

7E: SHAKESPEARE’S ROMEO & JULIET

Romeo and Juliet William Shakespeare NP

Summer of the Mariposas Guadalupe Garcia McCall 840L

7F: THE GOLD RUSH COLLECTION

A variety of texts in different genres related to the theme of the gold rush.

Various 1020–1600L




8A: DAHL, WORLD WAR II & NARRATIVE

Going Solo Roald Dahl 1080L

8B: BIOGRAPHY & LITERATURE

Benjamin Franklin: An American Life Walter Isaacson 1300L

The Autobiography of Benjamin Franklin Benjamin Franklin 1350L

Selected Writings of Benjamin Franklin Benjamin Franklin 1320L

Declaration of Independence Continental Congress 1430L

8C: LIBERTY & EQUALITY

“Song of Myself” Walt Whitman NP

Narrative of the Life of Frederick Douglass, An American Slave

Frederick Douglass 1060L

Incidents in the Life of a Slave Girl Harriet Ann Jacobs 900L

“To My Old Master” Colonel P.H. Anderson 1110L

The Boys’ War Jim Murphy 1060L

A Confederate Girl’s Diary Sarah Morgan Dawson 1030L

Gettysburg Address Abraham Lincoln 1500L

Declaration of Independence Continental Congress 1430L

8D: SCIENCE & SCIENCE FICTION

Gris Grimly’s FrankensteinGris Grimly and Mary Shelley

980L

Frankenstein Mary Shelley 1040L

“The Tables Turned” William Wordsworth NP

The Innovators: How a Group of Hackers, Geniuses, and Geeks Created the Digital Revolution

Walter Isaacson 1250L

“Frankenstein Movie Review” Mordaunt Hall 1540L

“All Watched Over by Machines of Loving Grace” Richard Brautigan NP

8E: THE FRIDA & DIEGO COLLECTION

A variety of texts in different genres related to the theme of Frida Kahlo and Diego Rivera.

Various 910–1430L

8F: THE SPACE RACE COLLECTION

A variety of texts in different genres related to the theme of the space race.

Various 870–1490L

Teaching ELA: Reading

Before you begin: Select one partner to be the “Student” and the other to be the “Teacher.” Swap devices as needed. Ensure both devices are on the same screen you left off on during the last practice activity: Unit 7A, Red Scarf Girl & Narrative, Sub-unit 3, Lesson 1, Activity 1.


1. Click on the first Teacher-Only Activity, TEACHER: Introduce: Ji-li’s World.

a. Notice the activity intent. (It is in bold, near the top of the page directly under the activity title. Teacher account

includes a pacing suggestion.)

b. Practice teaching using the Instructional Guide and adhering to the pacing time. Note that this activity contains

two cards—be sure to click on NEXT to advance to the second card.

2. Direct your “Student” to click on Activity 3, Work Visually: Reading an Image I.

a. Note the activity intent, pacing time, directions, and number of cards.

b. Practice teaching using the Instructional Guide.

c. Remind your “Student” to click on the HAND IN button after completing this activity.

3. Direct your student to put their eyes on you or use the EYES UP button.

4. Click on the second Teacher-Only Activity, TEACHER: Discuss: Reading an Image I.

• Practice teaching using the Instructional Guide.

5. Turn off EYES UP or direct students back to their devices.

6. Direct students to click on Activity 4, Work Visually: Reading an Image II.


7. Direct your student to put their eyes on you or use the EYES UP button

8. Click on the third Teacher-Only Activity, TEACHER: Discuss: Reading an Image II.


Reflect:

Although this was the reading portion of the lesson, students are not reading any text. How do you think these activities will prepare students to read actual text?


Writing Skills and Standards

Text Type and Purpose

Production and Distribution of Writing

Research to Build on Knowledge

Range of Writing

• Argument• Informative/Explanatory• Narratives

• Clear and coherent writing• Writing process• Technology

• Text-based evidence• Multiple sources• Demonstrating understanding

• Writing routinely• Short-term and long-term assignments

Writing Skills & StandardsReading Writing


Listening


Writing Expectations

10–12 minutes

One page (120–130–140) Low stakes

Monitor comprehension


Teaching ELA: Writing

Before you begin: Select one partner to be the “Student” and the other to be the “Teacher.” There are two parts to this practice activity, so you may choose to each take one. Ensure both devices are on the same screen you left off on during the last practice activity: Unit 7A, Red Scarf Girl & Narrative, Sub-unit 3, Lesson 1, Activity 4.


1. Instruct your student to leave their eyes on you (or use EYES UP) while you navigate to the fourth Teacher-Only

Activity, TEACHER: Discuss: Watching the Prologue.

a. Guide your students through this activity using the Instructional Guide.

2. Direct students to click on Activity 5, Write: Describing Details You Notice.


b. Lead your “Student” through the cards, using the Instructional Guide.

Reflect:

a. What did you notice about the teacher’s role during this activity?

b. Brainstorm some strategies you can use during the writing activity to ensure a solid 10 minutes of writing from all.


Speaking and Listening Skills and Standards

Speaking and Listening Skills & Standards

Comprehensionand Collaboration

Presentation of Knowledge and Ideas

• Present information in an appropriate and understandable way

• Use of digital or visual displays during presentations• Demonstrate appropriate spoken language

• Effectively participate in conversations with diverse partners

• Integrate and evaluate information presented• Evaluate others’ point of view

Reading Writing


Listening


Teaching ELA: Speaking and Listening

Before you begin: Select one partner to be the “Student” and the other to be the “Teacher.” Swap devices as needed. Ensure both devices are on the same screen you left off on during the last practice activity: Unit 7A, Red Scarf Girl & Narrative, Sub-unit 3, Lesson 1, Activity 5.

Instructions for “Teacher” and “Student”:

1. Together, navigate to Activity 6, Share.


b. Together, explore Cards 1 and 2. (No need to practice, since this is a student-led activity.)

c. In a classroom setting, the students listening to responses would remain on Card 1, so they can refer to the

Response Starter sentence frames while the student you selected to share moves to Card 2.

2. Direct your “Student” to navigate to Activity 7, Wrap-Up.


b. Complete the tasks listed in the Instructional Guide.

3. Together, review Activity 8, Solo.

• This is the independent portion of the lesson. Click through the cards within this activity to gain an

understanding of what a Solo is.

Reflect:

a. How does the Sharing session (Activity 6) reinforce writing skills?

b. How does the Wrap-Up (Activity 7) prepare students for the Solo assignment?


Grade-Level Practice

Navigate to the following lessons:

y Grade 6: Dahl & Narrative, Sub-unit 3, Lesson 3: Using Text Details in Writing y Grade 7: Brain Science, Sub-unit 1, Lesson 7: Phineas Recovers Fully y Grade 8: Biography & Literature, Sub-unit 1, Lesson 2: Who Is Silence Dogood?

1. LESSON BRIEF: The lesson’s landing page is referred to as the “Lesson Brief.” Below is an example from the 8th

grade lesson. Underneath the lesson’s title, you will find the Lesson Overview, a brief synopsis of the lesson. To

expand this, click SEE MORE:

a. Familiarize yourself with the Lesson Overview.

° What is the Reading Objective?

° What is the Writing Objective?b. Click the “^” to minimize the overview. Answer the following questions by expanding each of the remaining

topics in the Lesson Brief page:

° What prep work is required (if any) for this lesson?

° Which Differentiation suggestions would you use, if any?

° Review the standards covered in this lesson (optional).


2. The activities listed in numerical order from left to right are the lesson activities.

Click and read through each of the lesson activities with the Instructional Guide open (click on ). You may skip

the first activity, Vocabulary. Familiarize yourself with the entire lesson and note where students are building reading

and writing skills:

a. Which activities guide students through Close Reading activities?

b. How do these activities meet the Reading Objective(s)?

c. Which activities guide students through Writing activities?

d. How do these activities meet the Writing Objective(s)?

3. PRACTICE:

a. If practicing independently:

Read through 2–3 activities, practicing in your mind how you will direct your students from one activity to the

next and how you will manage projecting. Be sure to include teacher-only lesson activities (in orange) and be

aware that some activities contain multiple cards.

b. If practicing with a partner (preferably from your own grade level):

The first person to teach should have the Instructional Guide open; the other partner should keep it closed

as the lesson is being taught. Practice how you will direct your students from one activity to the next and how

you will manage projecting. Be sure to include teacher-only lesson activities and be aware that some activities

contain multiple cards.

Grade 6:

• Partner 1: Practice teaching Activities 3 and 4 to your partner.

• Partner 2: Practice teaching Activities 5–7 to your partner.

Grade 7:



Grade 8:





The Amplify ELA approach to feedback and Revision Assignments

When ELA teachers think about assessing student work, they often cringe a little. Teachers spend an enormous amount of time writing supportive comments, correcting students’ work, pointing out three issues to work on, or just one—and students most often ignore the painstaking work their teachers have put in. Even when students do take the time to look at the teacher’s feedback, those students most often don’t show, in their next piece, that they have really taken it in and improved their writing as a result.

Many teachers try to reinforce written comments with oral conferences, but they struggle to keep up with the pace required to reach every student. After decades of working with ELA teachers, Amplify ELA knows that feedback on written work is the single biggest pain point for these teachers. So, before learning more about the extensive Amplify ELA assessment program, take some time to understand how the curriculum is set up to help teachers establish an effective feedback loop based on student writing that will maximize the impact of every comment you write, every over-the-shoulder conference you give, and every classroom-sharing session you facilitate. The Amplify ELA assessment program will produce a lot of student work, a lot of data, and a lot of useful suggestions about how to analyze that data and respond. But, teachers need a plan for providing feedback to students about this work; otherwise, the papers, real or electronic, start to stack up.

The power of feedback embedded within the curriculum

Writing is a skill of communication, so students learn an enormous amount about whether or not their writing is communicating effectively. Amplify ELA knows, from decades of classroom testing, that the more information students get about how a piece of writing is communicating to an authentic audience, the more motivated they will be to write, and the more quickly they will make progress in the skills they are practicing. Thankfully, the teacher does not bear the burden of providing all this feedback in written comments. In fact, while written comments are a key part of feedback on student work, they are only one part of a larger system that includes daily opportunities for students to find out whether or not their efforts at producing writing are having the intended impact. Embedded within the curriculum are the following key feedback tools that ensure students get frequent and effective feedback from their teachers and peers.

Feedback


• Over-the-shoulder conferences (OTSCs) allow the teacher to provide “in the moment” feedback to students as they work through a challenging activity or complete a Writing Prompt.

• Sharing is an essential part of the Amplify ELA writing routine. Every time the students write for an authentic audience, sitting for 10–15 minutes and producing 120–140 words to develop a specific idea about a text, they know that they are trying to communicate something to real people—not just producing words on a page to match a rubric. Significantly, this sharing protocol has been refined over decades in a diverse group of middle school classrooms to make the most of middle school students’ energy and attention to their peers and to reduce the risk of negative experiences.

• Spotlight is a digital app within the Amplify ELA platform that enables the teacher to easily highlight strong examples of student work and project these excerpts to use for instruction—or simply for student appreciation. The app is integrated into the platform so that while teachers are looking at student work for grading or to write comments, they can simply copy and paste a few sentences into the Spotlight app and name the Spotlight “wall,” which can easily be projected.

• Revision Assignments allow students to do a short piece of differentiated revision on one of their pieces of writing. Students practice a particular skill at the same time as they practice the skill of revising itself, trying to improve a short piece of writing in a small, manageable way outside the complexities of extended essay writing.

• Written Comments allow students to have the teacher’s recorded feedback about specific language in a piece of writing where the student used a skill effectively. These short, targeted comments provide both specific feedback on that piece of writing and a small model to guide future writing.

Feedback

FocusDefinition: To select one specific moment or idea and to exclusively write about this moment or idea. Note: In the Amplify classroom, students frequently practice writing for 10–15 minutes. Amplify teachers periodically score this low-stakes writing and use the results of these formative assessments to adjust and differentiate instruction. In order for a student to be considered proficient, he or she must demonstrate proficiency across a variety of writing assignments.

Use of EvidenceDefinition: Selecting and describing quoted or paraphrased details from a text to develop and support an idea.

Rubrics: Grade 64 EXCEEDS EXPECTATIONS

Student writes a minimum of 120 words AND almost all sentences refer to the same precise moment or idea.

3 PROFICIENT Student writes a minimum of 85 words AND most sentences refer to the same precise moment or idea.

2 DEVELOPING PROFICIENCY Student writes a minimum of 50 words AND some sentences refer to the same precise moment or idea.

1 NO PROGRESS TOWARD PROFICIENCY Student writes a minimum of 25 words AND almost none of the sentences refer to the same precise moment or idea.

4 EXCEEDS EXPECTATIONS Student writes a minimum of 120 words AND student describes what he or she notices in almost all of the pieces of textual evidence that he or she includes.

3 PROFICIENT Student writes a minimum of 85 words AND student describes what he or she notices in most of the pieces of textual evidence that he or she includes.

2 DEVELOPING PROFICIENCY Student writes a minimum of 50 words AND student describes what he or she notices in some of the pieces of textual evidence that he or she includes.

1 NO PROGRESS TOWARD PROFICIENCY Student writes a minimum of 25 words AND student describes what he or she notices in almost none of the pieces of textual evidence that he or she includes.

Student Writing Rubrics


Rubrics: Grade 7FocusDefinition: To select one specific moment or idea and to exclusively write about this moment or idea.

4 EXCEEDS EXPECTATIONS Student writes a minimum of 130 words AND almost all sentences refer to the same precise moment or idea.










Rubrics: Grade 8






ConventionsDefinition: Conventions are the grammar and sentence mechanics skills that enable a writer to control the clarity and emphasis of a sentence.

Note: Writing in complete sentences is one of the most useful tools when working to master conventions.

4 EXCEEDS EXPECTATIONS Almost all sentences are complete and punctuated correctly.

3 PROFICIENT Most sentences are complete and punctuated correctly. Errors might distract the reader, but do not impede the reader’s ability to understand the writing.

2 DEVELOPING PROFICIENCY Most sentences are complete. Errrors DO impede the reader’s ability to understand the writing.

1 NO PROGRESS TOWARD PROFICIENCY There are many fragments and/or run-ons that prevent the reader from understanding the writing.

FocusDefinition: To select one specific moment or idea and to exclusively write about this moment or idea.

4 EXCEEDS EXPECTATIONS Student writes a minimum of 140 words AND almost all sentences refer to the same precise moment or idea.




Rubrics: All Grades


The following is a sample of the many embedded supports included within the Amplify ELA curriculum. These point-of-contact digital tools and supports are easy to access and track, allowing all students to participate fully in the lessons.

Reading Writing Language: Vocabulary & Grammar

Speaking and Listening

Universal Design

Frequent multi-sensory supports: Read-alouds, storyboards, visual supports

Universal Design

Scaffolded writing instruction culminating in a Writing Prompt

Vocab App

• Vocabulary activities auto-adjust based on student needs

• Six streams

Sharing

Clear routine for peer sharing and feedback incorporated into core lessons

eReader Tools

• Embedded vocabulary supports (Reveal tool)

• Highlighting and annotating

• Adjustable text size

Differentiation

Five levels of differentiated Writing Prompts tied to student needs

Vocabulary Reveal Tool

Text-embedded vocabulary support facilitates student-driven fluency

Response Starters

Sentence starters to support oral feedback

Audio

Embedded audio for close reading excerpts

Flex Day

Differentiated revision activities to practice needed skills

Personal Glossary

Reveal words a student has selected in a unit text, stored in the Amplify Library

Work Out Loud

Students interpret meaning through dramatic reading of text

Differentiation

Five levels of scaffolded supports for key reading activities

eReader Tools

• Text placed next to writing space

• Visible text highlights and annotations

Words to Use

Targeted words to build student vocabulary

Discussion

Class discussion of text with emphasis on building collaborative understanding

Solo

Daily comprehension checks to monitor progress and identify needed supports

Look Fors

Teacher prompts for student supports tied to learning types

Grammar Conventions

Offline grammar lesson plans ranging from 2nd–8th grade

Lesson Brief

Differentiation and extensions listed

Amplify Library

Over 600 texts at a variety of Lexiles

Lesson Brief

Differentiation and extensions listed

Grammar Unit

Self-guided instruction and activities based on need

Embedded Supports



The Amplify ELA curriculum includes core lessons for 180 days of instruction, as well as an extensive amount

of supplementary materials that teachers can use at their discretion to support and enrich that experience.

Additional instructional experiences have also been created for students to use independently.

Working with the pacing guide The next pages show visually how the biggest parts of the program—units, Quests, and major assessments—

can be scheduled over the 180 days of instruction.

The units row displays the number of teaching weeks needed to cover the lessons within a unit and the

vocabulary activities associated with those lessons. It also indicates where a Quest will or might be taught.

The assessments row shows when formative and summative assessments occur within that unit. It

also indicates when the benchmark summative assessments should be offered (see more about these

assessments in Section 2, Assessment and feedback: Summative assessments). The key below is used on

the following pages to indicate where and when the multiple types of assessments take place within the

curriculum.

Formative assessments

Writing on Demand + Reading Comprehension Checks

Vocabulary Checks

Summative assessments

End of Unit Essay Assignment + Reading Assessment

Summative benchmarks

Reading

Writing

6A

Dahl & Narrative 27 Lessons

Units row

Grade and unit

# of lessons

R

W

Pacing and Flexibility


The text complexity row provides information about the texts’ complexity in a given unit.

Text Complexity Index

The genre row provides broad information about the text types covered within each unit.

Genre

Areas of flexibility within the curriculum The pacing guide is based on 180 days of instruction. The pacing can be adjusted for schools and classrooms

who need to:

1. Adjust instruction in response to data from formative assessments.

2. Choose one activity or another based on the teacher’s or the students’ interests.

3. Linger on a particular activity that grabs students’ interest.

4. Skip non-required lessons to allow time for students’ interest in another area of the curriculum.

5. Skip non-required lessons to allow time for teacher-developed curriculum.

6. Skip non-required lessons to allow time for typical school-year interruptions.

To help you plan your year, consider the lessons in three groups:

1. Least flexible: Lessons that teachers should do in the order in which they appear because the texts and

activities are designed to build skills sequentially in order to meet standards.

2. Somewhat flexible: Lessons that serve as a collection of lessons from which teachers can choose in order

to meet the standards.

3. Completely flexible: Lessons that are optional—teachers can choose to do or not to do, depending on

their and their students’ interests and their school’s priorities.

Grade 6–9 band

Score

Informational Text

Literature

Pacing and Flexibility


6–9 Grade BandScore

Week1

Week2

Week3

Week4

Week5

Week6

Week7

Week8

Week9

Week10

Week11

Week12

Week13

Week14

Week15

Week16

Week17

UN

ITS

6A

Dahl & Narrative 27 Lessons

VVocabulary

6BTom & Sherlock26 Lessons

VVocabulary

Q1

6CThe Chocolate Collection24 Lessons

Q2

AS

SES

SM

ENTS

R

W

TEX

T CO

MP

LEXIT

Y

UNIT 6A

1

0.5

1090L

4.5

10

8

6

4

UNIT 6B

950L–1090L

2

1

6

10

8

6

4

UNIT 6C

860L–1650L

1.25

1.5

6.75

10

8

6

4

GEN

RE

Informational TextLiterature

Informational Text

Literature

Formative: Writing on Demand + Reading Comprehension Checks Vocabulary Checks Text Complexity Index:

Summative: End of Unit Essay Assignment + Reading Assessment | Summative Benchmarks: R Reading W Writing

Pacing and Flexibility | Grade 6


Week18

Week19

Week20

Week21

Week22

Week23

Week24

Week25

Week26

Week27

Week28

Week29

Week30

Week31

Week32

Week33

Week34

Week35

Week36

UN

ITS

6DThe Greeks25 Lessons

VVocabulary

6EReading the Novel24 Lessons

VVocabulary

6FThe Titanic Collection23 Lessons

6GBeginning Story Writing24 Lessons

AS

SES

SM

ENTS

R

W

TEX

T CO

MP

LEXIT

Y

UNIT 6D

870L–1140L

1.5

2

6.5

10

8

6

4

UNIT 6E

2.5

3

630L

10

8

6

4

6.5

UNIT 6F

800L–1620L

1.5

2

7.5

10

8

6

4

N/A

UNIT 6G

N/A

N/A

N/A

10

8

6

4

GEN

RE

Literature

Informational Text

Literature

Informational Text

Literature






Week1

Week2

Week3

Week4

Week5

Week6

Week7

Week8

Week9

Week10

Week11

Week12

Week13

Week14

Week15

Week16

Week17

UN

ITS

7A

Red Scarf Girl & Narrative 30 Lessons

VVocabulary

7BCharacter & Conflict27 Lessons

VVocabulary

Q1

7CBrain Science26 Lessons

VVocabulary

AS

SES

SM

ENTS

R

W

TEX

T CO

MP

LEXIT

Y

10

8

6

4

UNIT 7A

2

1

780L

5

10

8

6

4

UNIT 7B

3

1.5

870L 6.5

10

8

6

4

UNIT 7C

2.5

2

820L–1420L

7.5

GEN

RE

Informational TextLiterature

Informational Text






Week18

Week19

Week20

Week21

Week22

Week23

Week24

Week25

Week26

Week27

Week28

Week29

Week30

Week31

Week32

Week33

Week34

Week35

Week36

UN

ITS

Q2

7DPoetry & Poe29 Lessons

VVocabulary

Q3

7EShakespeare’s Romeo & Juliet 27 Lessons

VVocabulary

7FThe Gold Rush Collection 24 Lessons

7GIntermediate Story Writing23 Lessons

AS

SES

SM

ENTS

R

W

TEX

T CO

MP

LEXIT

Y

10

8

6

4

UNIT 7D

2.5

2

800L–1530L

7.5

10

8

6

4

UNIT 7E

N/A4.5

3

7.5

10

8

6

4

UNIT 7F

2

3.5

510L–1600L

9 10

8

6

4

UNIT 7G

N/AN/A

N/A

N/AG

ENR

E

Literature Literature

Informational Text

Literature







Week1

Week2

Week3

Week4

Week5

Week6

Week7

Week8

Week9

Week10

Week11

Week12

Week13

Week14

Week15

Week16

Week17

UN

ITS

8A

Dahl, World War II & Narrative 24 Lessons

VVocabulary

8BBiography & Literature22 Lessons

VVocabulary

Q1

8CLiberty & Equality35 Lessons

VVocabulary

AS

SES

SM

ENTS

R

W

TEX

T CO

MP

LEXIT

Y

10

8

6

4

UNIT 8A

1.5

1

1080L5.5

10

8

6

4

UNIT 8B

1.5

1

1300L–1450L

7.5

10

8

6

4

UNIT 8C

3

2.5

8.5900L–1500L

GEN

RE

Literature

Informational Text

Literature

Informational Text

Literature

Informational Text





Week18

Week19

Week20

Week21

Week22

Week23

Week24

Week25

Week26

Week27

Week28

Week29

Week30

Week31

Week32

Week33

Week34

Week35

Week36

UN

ITS

Q2

8DScience & Science Fiction 27 Lessons

VVocabulary

8EThe Frida & Diego Collection 25 Lessons

8FThe Space Race Collection24 Lessons

8GAdvanced Story Writing22 Lessons

AS

SES

SM

ENTS

R

W

TEX

T CO

MP

LEXIT

Y

10

8

6

4

UNIT 8D

2.5

2

980L–1540L8.5

10

8

6

4

UNIT 8E

2

3

9910L–1430L

10

8

6

4

UNIT 8F

2.5

3

9.5870L–1490L

10

8

6

4

UNIT 8G

N/AN/A

N/A

N/AG

ENR

E

Literature

Informational Text Informational Text

Literature

Informational Text

Literature

Formative: Writing on Demand + Reading Comprehension Checks Vocabulary Checks Text Complexity Index :




Login Help


The Amplify ELA Help Desk has access to every student and teacher account. They can help with

technology issues, pedagogical questions, program navigation, grading, and feedback. They can log in as

your student and help troubleshoot. Your Trainer can also help with any questions you have.

• Amplify Chat: Live chat icon found in the bottom right-hand corner within program.

• Phone: 1-800-823-1969 (Choose Option 3 twice.)

• Email: [email protected]

Your Trainer for today is: _______________________________________________

Trainer’s email address: [email protected]

Your Account Executive is: _____________________________________________

Account Executive’s email address is: [email protected]

During this training, my practice login information is:

Teacher username: [email protected]

Password: ____________________

Student username: [email protected]

Password: ____________________

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